SUPERINTENDENT EVALUATION PROCESS

Preamble

The Superintendent performance review is intended to provide for both accountability and growth, as well as the strengthening of the relationship between the Board and the Superintendent. The written evaluation report will affirm specific accomplishments and identify areas of growth where applicable, some of which may be areas where greater emphasis is required due to changes in the school district’s environment.

Structure of the Evaluation

The performance review shall be reasonably related to the goals and objectives established by the Board and to the duties assigned to the Superintendent. The procedures and criteria for the performance review shall be mutually agreed upon by the Board and the Superintendent, and established in writing prior to the commencement of the performance review and assessment. In the event there is no agreement on the procedures and criteria, the Board may proceed with an evaluation and assessment based on acceptable management principles.

Guiding Principles

The performance review will:

1. Provide for a written evaluation of the Superintendent’s performance at least once in a four-year term, with the timing to be mutually agreed to by the Board Chair and Superintendent.
2. Highlight the key role of the Superintendent as the educational leader of the district, to enhance student learning and success for all children.
3. Recognize that the Superintendent is the Chief Executive Officer. The Superintendent is held accountable for work performed primarily by other senior administrators.
4. Emphasize the need for and requires the use of evidence for evaluation purposes. Evaluations are most helpful when the evaluator provides concrete evidence of strengths and/or areas for improvement.
5. Be aligned with and based upon the Superintendent’s roles and responsibilities.
6. Be linked to the Board's Strategic Plan and the key results contained within the Enhancing Student Learning Report.
7. Be a performance-based assessment system. Such an evaluation focuses on improvement over time. Subsequent evaluations in a later term may include an assessment of the Superintendent’s success in addressing growth areas as indicated in the Superintendent's Annual Growth Plan.
8. Use multiple data sources. Objective data such as audit reports, accountability reports, and student achievement data are augmented with data that are more subjective.
9.  Elicit evidence to support subjective assessments. 
10. Ensure Board feedback is timely, supported by specific examples and will focus on areas over which the Superintendent has authority. The Superintendent cannot be held accountable for areas over which they have not been given authority.