Aspen View Regional Division No.19

CBGB - E

A SAMPLE EVALUATION PROCESS

The following sample evaluation process is provided for illustrative purposes only.

Step 1: Developing a Plan

1. The Board and Superintendent agree upon the type and nature of the evaluation (e.g. Is the evaluation primarily growth-oriented or for contractual purposes? Are performance issues involved? Will the evaluation be formal or informal in nature? Will performance standards be used? Will an evaluation instrument be used?)

2. The Board and Superintendent agree upon the criteria for the performance evaluation. Consideration should be given to:

a. Section 94 of the School Act which outlines the general responsibilities of the Superintendent

b. the Superintendent’s job description as outlined in Board policy and/or the Superintendent’s contract of employment

c. the school jurisdiction’s Three-Year Education Plan and Annual Education Results Report.

3. The Board and Superintendent agree upon the methodology for the performance evaluation. Decisions need to be made relative to:

a. data collection (e.g. What information will be collected, and from whom it will be collected? Who will collect the information, and how will it be collected?)

b. data analysis (e.g. Who will analyze the data?)

c. self-evaluation (e.g. What role will self-evaluation play in the overall process?)

d. communication of the evaluation results (e.g. Will the Superintendent present a written self-evaluation to the Board? Will a portfolio format be used? Will the Board present a written evaluation to the Superintendent? Will the Superintendent have an opportunity to respond to the Board’s evaluation?)

Step 2: Implementing the Plan

1. Data is collected relative to the predetermined criteria and agreed-upon procedures. In this phase of the process, it is imperative to maintain high standards relative to personal integrity and professionalism, especially if interviews are involved.

2. The data is analyzed, and judgments are made with regard to strengths and improvement areas.

Step 3: Presenting the Self-Evaluation to the Board (if applicable)

1. The Superintendent presents his/her self-evaluation to the Board.

2. The Board and Superintendent engage in discussion relative to the self-evaluation.

Step 4: Presenting the Board’s Evaluation to the Superintendent

1. The Board provides a written statement of its evaluation to the Superintendent.

2. The Board and Superintendent engage in discussion relative to the Board’s evaluation of the Superintendent.

Step 5: Bringing Closure to the Evaluation Process

1. If the Board’s evaluation of the Superintendent identifies significant performance issues, the rules of natural justice need to be followed as outlined in #4 of Guiding Principles.

2. The Board makes a decision relative to the contract status of the Superintendent (i.e. renewal of contract or termination).

Step 6: Repeating the Evaluation Process

Since evaluation should be continuous in nature, both the Superintendent and Board build upon, and draw from, the previous experience and begin the planning process for the next evaluation.

Suggested Timelines

May or June --- presentation of the Self Evaluation to the Board of Trustees in a closed session of the Board.

June, July or August --- the Board provides a written statement of its evaluation to the Superintendent.

June, July or August --- the Board and Superintendent engage in discussion relative to the Board’s evaluation of the Superintendent in a closed session of the Board.