Book: C

Section: General School Administration

Title: Evaluation of the Superintendent

Code: CBI

Status: Active

Adopted: February 6, 1984

Last Revised: June 24, 2009

 

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Evaluation of the Superintendent

 

The Portland Board of Public Education’s (Board) primary purposes in evaluating the Superintendent are to provide strong leadership and management for the school unit; to strengthen the working relationship and communication between the Board and Superintendent; and to assist the Board in judging the effectiveness of the Superintendent’s performance.

 

Guidelines

1. The Board will evaluate the Superintendent on a schedule determined by the Board.

2. The evaluation instrument, criteria and schedule will be made available to the Superintendent in advance of the evaluation process.  The Superintendent shall also conduct a self-evaluation in advance of the formal evaluation by the Board.

3. Board members will be asked to submit individual written evaluations to the Committee Chair.

4. The Committee Chair will draft an evaluation that will include a summary of all individual evaluations submitted.

If desired, the   Note:Portland School Committee could meet to review the evaluation form prior to meeting with the Superintendent, but this is an optional step.  The School Committee may meet without the Superintendent in executive session unless the meeting involves “charges” against or an “investigation” of the Superintendent.  In such an event, 1 M.R.S.A. § 405(6)(A)(2) allows the Superintendent to be present.  The School Committee Chair should resolve any questions in this regard by prior counsel with the School Committee’s attorney.

 

5. The Board will meet with the Superintendent to review the evaluation, including relevant issues that may not be specifically included on the evaluation form.  The Superintendent will be provided with a copy of the written evaluation.

The Superintendent will be given the opportunity to provide feedback to the Board regarding their evaluation, job responsibilities, and working relationship with the Board.  Specific matters related to the terms of the Superintendent’s contract may be discussed at this meeting or a subsequent meeting.

6. The Board will use the Superintendent’s evaluation and the Board’s priorities/goals to establish performance goals for the Superintendent.  The next evaluation will include the Board’s assessment of the Superintendent’s progress toward these performance goals.

 

Legal Reference:         1 M.R.S.A. §   405

 

Reference Attachment:           Portland Public Schools Superintendent Performance                                                                                   Assessment

 

Adopted:         February 6, 1984

 

Revised:          August 26, 1992; October 1, 2003; June 24, 2009; November 26, 2019

 

 

2019 Superintendent Evaluation Tool (revised July 2019)

 

Portland Public Schools Superintendent Evaluation Standards
Standard 1: Vision, Mission, and Core Values	The superintendent will develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
Standard 2: Ethics and Cultural Norms	The superintendent will act ethically and according to professional norms to promote each student’s academic success and well-being.
Standard 3: Equity and Cultural Responsiveness	The superintendent will be vigilant in supporting each and every student’s path to achieving high standards and rooting out systemic and ongoing inequities.
Standard 4: Curriculum Instruction and Assessment	The superintendent will develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
Standard 5: Community of Care and Support for Students	The superintendent will cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
Standard 6: Meaningful Engagement of Families and Community	The superintendent will engage families and the community in meaningful, reciprocal and mutually beneficial ways to promote each student’s academic success and well-being.
Standard 7: Collective Efficacy for Results	The superintendent will foster a professional community in the district and strive to develop the professional capacity and practice to increase collective efficacy toward meeting the district’s goals
Standard 8: Operations and Management	The superintendent will manage school operations and resources to promote each student’s academic success and well being._
Standard 9: Policy and Governance	The superintendent will develop healthy working relationships with the Board and enlist their support for organizational goals through identifying, prioritizing and following policies and governance procedures that maximize high-quality education for every student

 

Adapted from 2015 Updated Professional Standards for Educational Leaders (PSELs) (formally Interstate School Leaders Licensure Consortium (ISLLC) Standards)

 

Performance Standards (Draft July 2019)

 

Performance Level	Definition
Ineffective	No evidence that the superintendent understands or has only a minimal understanding of the standard and no progress has been made toward the standard in this evaluation period
Developing	The superintendent understands the standard and has limited evidence that he/she is enacting the standard in practice and there is limited evidence of progress toward the standard
Effective	The evidence suggests that the standard is being met and/or progress is being made toward the standard
Highly effective	The evidence suggests that the standard is fully met and that the superintendent understands what would be needed to further elevate the work under that standard

 

Legal

1 M.R.S.A. § 405

CBI - Evaluation of the Superintendent.pdf (162 KB)

 

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