Evaluator: Z. ?(/1919 ffb?I?g Fb?l?f Cycle Fmei July. 1,201610 Juhe 30, 2017 'Date: 5 7/7 ,2 MSuperi'ntendent's. Evaluation Rubric a's'ofoz/14/17 . Needs Outstanding Proficient Improvement A Standard 3 Points 2 Points 1 Point Total Points 1: LEADERSHIP AND DISTRICT CULTURE 2.- POLICYAND GOVERNANCE 7 I 3.- COMMUNICATIONSIAND a 4: ORGANIZATIONAL MANAGEMENT 5: CURRICULUM PLANNING DEVELOPMENT 0 LEADERSHIP MANAGEMENT 0 VALUESAND ETHICS 0F LEADERSHIP o- 9; LABOR RELATIONS . SUanary Overall Rating: Comments: ?513 5965} a! Superintendent Evaluation 2016?17 by Linda Prescott My evaluation is based on the following documentation: Contractual Agreement . Strategic Focus Areas 2012?17 Hernando County School District Strategic Plan Improvement Priorities AdvancED Accreditation Commission Nine Books of Evidence Board Meetings, One-on-one meetings and discussions with Superintendent, Board Training with District Staff, and 360 Evaluation. Contractual Agreement Superintendent has met or exceeded all areas in her Contractual Agreement. The District?s School Grades, Dropout and Graduation Rates, and Industry Certifications and student participation have improved. Although the School Grade did not change for 2016-17, the District Grade improved and is six percentage points away from an A Grade. Strategic Focus Areas The Superintendent has met or exceeded the goals in many Strategic Focus Areas: Increasing access to state?of?the?art technologies. All teachers received new computers. Increasing opportunities for students to earn college credit, earn industry certifications, and train for careers while in school. Accreditation was granted to our career technical programs and adult education program. Increasing numbers of students enroll and pass AP and dual enrollment courses. Initiating community partnerships that support school improvements and success for all students, including adult learners. Established an ongoing relationship with elected state and county officials including the BOCC and Sheriff, Timber Pines Retired Educators Group, Black Education Caucus, Chamber of Commerce, and Veterans organizations. Building capacity for increasing success for all students and school improvement by supporting ongoing, job-embedded professional development programs for all employees. Supports Professional Development Days for teachers, conference travel for all staff, and initiated Board and Staff training through a consultant. Supporting consistent use of student assessment data to drive and differentiate instruction that addresses all Hernando County students? particular needs. Board receives a thorough analysis and discussion of District and School Grades and examples of School Data Discussion meetings. Preparing all students for success in college and careers. District strongly supports industry certifications, AP, and dual enrollment courses. Superintendent and staff work cooperatively with PHSC, local area universities, and AmSkills Board. Maintaining safe, secure, and energy efficient operations. District had an energy audit conducted by Honeywell and performed exceedingly well during hurricane with School Shelters. Focusing on developing all students? literacy and numeracy proficiencies and emotional wellbeing through consistent use of evidence?based instructional practices. Through District walk-throughs, onsite school visits, and class reassignments, I see evidence that this focus area is being addresSed well. Superintendent Evaluation 2016-17 by Linda Prescott Closing academic proficiency gaps between low?performing and high-performing student populations and schools. Emphasis is being made to help improve the gaps of lower?performing students with programs like the Achievement Gap at Spring Hill Elementary, District staff involvement at Moton, and teachers targeting the lower-performing students who have reading deficiencies. Superintendent also works closely with the Early Learning Coalition. Improving processes and procedures to further define expectations, increase efficiency, support consistency in approaches, and avoid duplication of efforts. Superintendent completed a reorganization and realignment in many departments. Developing and improving comprehensive early-warning systems that work proactively to identify and provide supports for students at?risk for poor performance, failure, or dropping out of school. District ended Catapult and implemented a District program at Nature Coast to replace it because of poor results. Using the Discovery Academy model for these students. The Pace Program is also moving forward to help middle-school girls. Providing equitable funding and resources to maintain quality programs and services that support increased success for all students and school improvements. Performance Matters is used to evaluate intervention strategies. Soliciting and evaluating input and support from a diverse range of relevant stakeholders prior to implementing new programs and continuing existing programs. Title I meetings, Parent Academy, Career and Technical Programs accreditation and ongoing program evaluations at the District level and from community meetings and surveys. Need further development Fostering a culture of trust and appreciation to cultivate a shared sense of purpose and collaboration amongst all stakeholders. Improving timeliness, freqUency, distribution, and quality of communications between district departments, schools, parents, and other community stakeholders. Improvement Priorities The Superintendent has addressed the Improvement Priorities. Develop and implement a district?wide common grading and reporting system. This system is documented in the Handbook for Instructional Personnel. Develop and implement a specific district-wide policy describing procedures that clearly define and outline the district process for analyzing data to determine verifiable improvement in student learning. Evidence is shown in District and School Grades Report and an example provided to the Board ofa Data Discussion Meeting. Implement a rigorous district-wide professional development plan to train all faculty and instructional support staff in the evaluation, interpretation, and use of data to improve student achievement. Need more information. EVALUATION as of 03/29/16 Standard 1: LEADERSHIP AND DISTRICT CULTURE This standard stresses the superintendent?s performance in leadership through empowering others, Visioning, helping shape school culture and climate, and understanding multicultural and ethnic differences. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 1.1 1.2 1.3 1.4 1.5 1.6 1.7 Facilitates a community process to develop and implement a shared vision that focuses on improving student achievement Promotes academic rigor that focuses on learning and excellence for schools Creates and supports a community of learners that empowers others to reach high levels of performance to achieve the district?s vision Models learning for staff and students Promotes understanding and celebrating school/community cultures Promotes and expects a school?based climate of tolerance, acceptance and civility Develops, implements, promotes and monitors continuous improvement processes The superintendent?s performance for this standard: El Outstanding Consistently exceeds behaviors and skill expectations Proficient Meets most and exceeds some of behaviors and skill expectations Needs Improvement Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: involving community in planning and problem solving for the schools Presentations/materials for community/parent meetings District/school improvement plans Charts for each school?s performance Participation rates other data about school and district family engagement activities Evidence of community support and/or engagement The shaping ofthe District Culture and Climate continues to evolve with evidence of some problems with trust and communication between teachers and principals and principals and administration. *ltems listed below are examples that may or may not be included in the Superintendent?s annual presentation. llPage Standard 2: POLICYAND GOVERNANCE . Working with the board to formulate internal and external district policy, defining mutual expectations of performance with the board and demonstrating good school governance to staff, students and the community at large. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 2.1 Understands and articulates the system of public school governance and differentiates between policy?making and administrative roles 2.2 Establishes procedures for superintendent/board interpersonal and working relationships 2.3 Understands and interprets the role of federal, state and regional governments, policies and politics and their relationships to local districts and schools 2.4 Uses legal counsel in governance and procedures to avoid civil and criminal liabilities The superintendent?s performance for this standard: [1 Outstanding Consistently exceeds behaviors and skill expectations Proficient - Meets most and exceeds some of behaviors and skill expectations Needs Improvement Meets some behaviors and skill expectations, but Sometimes falls short Examples of types of evidence that can becollected by Superintendent: Documented recommendations to the board of policy additions/changes - Documentation of reviews of all handbooks, procedures, books, etc. 0 Documentation of program compliance audits - Documentation of legal resources and fees on an annual basis for all litigation Through NEOLA a thorough review of policies was implemented and updated. Handbooks were all reviewed with input from staff. Procedures for superintendent/board interpersonal and working relationships are a work in progress. Because the Board routinely changes and new members come in with different skill sets and expectations, finding a good balance presents challenges. Have not seen documentation for legal resources and fees for litigation but have inquired. *ltems listed below are examples thatmay or may not be included in the Superintendent?s annual presentation. ZlPage Standard 3: COMMUNICATIONS AND COMMUNITY RELA TIONS This standard emphasizes the skills necessary to establish effective two-way communications not only with students, staff and parents, but also the community as a whole, including beneficial relationships with the media. It also stresses responding to community feedback and building and building community support for the district. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 3.1 Develops formal and informal techniques to gain external perceptions of district 3.2 Demonstrates effective communication skills (written, verbal and non?verbal contexts, formal and informal settings, large and small groups and one?on-one environments) 3.3 Promotes involvement of all stakeholders to fully participate in the process of schooling 3.4 Establishes effective school/community relations, school/business partnerships and public service 3.5 Understands the role of media in shaping and forming opinions as well as how to work with the media The superintendent?s performance for this standard: El Outstanding - Consistently exceeds behaviors and skill expectations Proficient Meets most and exceeds some of behaviors and skill expectations [1 Needs Improvement Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: Establishes and maintains proper relationships with news media Memos, letters, audio of meetings Surveys Establish a baseline for data for 3.4 and then chart improvement each year The Superintendent is respected in the community and relationship with media is improving. Social Media presence is good. Superintendent did an outstandingjob with Hurricane lrma. Attending BOCC meetings is a plus. Attending outside events from manycommunity groups continues is a priority. *Items listed below are examples that may or may not be included in the Superintendent?s annual presentation. 3 Page Standard 4: ORGANIZATIONAL MANAGEMENT This standard requires the superintendent to gather and analyze data for decision-making and for making recommendations to the board. It stresses the skills necessary to meet internal and external customer expectations and to effectively allocate resources. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 4.1 Demonstrates budget management including financial forecasting, planning, cash?flow management, account auditing and monitoring 4.2 Develops and monitors long-range plans for school and district technology and information systems, making informed decisions about computer hardware and software, and staff development and training needs 4.3 Demonstrates knowledge of school facilities and develops a process that builds internal and public support for facility needs, including bond issues 4.4 Establishes procedures and practices for dealing with emergencies such as weather, threats to the school, student violence and trauma The superintendent?s performance for this standard: El Outstanding - Consistently exceeds behaviors and skill expectations Proficient - Meets most and exceeds some of behaviors and skill expectations [1 Needs improvement Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: - Ensures that expenditures are within limits approved by school board 0 Budget analysis monitor reports 0 Budget presentations and related materials to school board/community 0 External review/audits 0 Prepare long/short term plans for facilities and sites - 'Ensures maintenance of school property - Monitors any construction, renovation, or demolition of school facilities 0 Analysis of safety and crisis plans (incident reports) Develops and monitors school safety plan and policies for safe schools - Maintains inventory of schools, buildings, grounds Board needs to continue to receive data to support expenditures and decision making on a regular basis. This information needs to be provided not only for the Board but also for the public. *Items listed below are examples that may or may not be included in the Superintendent?s annual presentation. 4 Page Standard 5: CURRICULUM PLANNING DEVELOPMENT This standard addresses the superintendent?s skills in staying up-to-date in curriculum, teaching, learning and testing theories. It requires the superintendent to make sound recommendations for learning technologies. Performance Indicators: (Do not rate individual indicators. These are listed only to help you in thinking about the standard.) 5.1 Develops core curriculum design and delivery systems based on content and assessment standards and best practices 5.2 Establishes curriculum planning to anticipate occupational trends, school?to-career needs 5.3 Uses child development and learning theories and the process to create developmentally appropriate curriculum and instruction 5.4 Includes the use of computers, the Internet, networking, distance learning and other technologies in educational programming 5.5 Assesses student progress using a variety of appropriate techniques 5.6 Involves faculty and stakeholders in enhancement and renewal of curriculum to ensure alignment of curriculum, instruction and assessment The superintendent?s performance for this standard: Outstanding Consistently exceeds behaviors and skill expectations Proficient - Meets most and exceeds some of behaviors and skill expectations El Needs Improvement Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: - Documented attendance/lead in developing curriculum plans 0 Recommendations to school board of curriculum programs that have proven results 0 Documents that assess student performance 0 Documents that demonstrate involvement of stakeholders in order to assure alignment of curriculum, instruction, and assessment Superintendent stays current in these areas to insure District meets State Standards. *Items listed below are examples that may or may not be included in the Superintendent?s annual presentation. SlPage Standard 6: INSTRUCTIONAL LEADERSHIP Standard #5 addresses what is to be taught; this standard emphasizes how it should be taught. It emphasizes the skills required to ensure that the most effective teaching techniques are in place and that all instructional resources are used to maximize student achievement. This standard also requires applying research and best practices with respect to diversity sensitivities. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 6.1 Collaboratively develops, implements and monitors change process to improve student and adult learning 6.2 Implements appropriate safety and security practices in schools 6.3 Formulates plan to assess appropriate teaching methods, classroom management and strategies for all learners 6.4 Analyzes available instructional resources including applications of technology and assigns them in cost effective and equitable manner to enhance student outcomes 6.5 Establishes instructional strategies that include cultural diversity and differences in learning styles 6.6 Applies effective methods of providing, monitoring, evaluating and reporting student achievement and uses good research and assessments to improve the learning process 6.7 Encourages various staffing patterns, student grouping plans, class scheduling plans, school organizational structures and facilities design processes to support various teaching strategies and desired student outcomes The superintendent?s performance for this standard: Outstanding Consistently exceeds behaviors and skill expectations El Proficient Meets most and exceeds some of behaviors and skill expectations El Needs improvement Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: - Policy/procedure manuals 0 Recommendations to school board on items relating to expenditure of funds for instructional resources what percentage of budget for these expenditures 0 Data by school/district for instructional growth 0 Site based management procedures (in place, in writing) 0 Attendance at meetings of committees to improve student performance 0 Address achievement gaps Performance Data, District Walk?Throughs, Coaches, and Curriculum Maps are being used effectively to assist principals and teachers. *ltems listed below are examples that may or may not be included in the Superintendent?s annual presentation. 6 Page Standard 7: HUMAN RESOURCES MANAGEMENT This standard requires skills in developing and implementing a staff performance evaluation system. It also requires skills in applying ethical, contractual and legal requirements for personnel selection, development, retention, promotion and dismissal. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 7.1 Demonstrates use of system and staff evaluation data for personnel policies, decision-making, promotion of career growth and professional development 7.2 Identifies and applies appropriate polices, criteria and processes for the recruitment, selection, induction, compensation and separation of personnel with attention to issues of equity and diversity The superintendent?s performance for this standard: Outstanding - Consistently exceeds behaviors and skill expectations Proficient - Meets most and exceeds some of behaviors and skill expectations El Needs Improvement - Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: 0 Data related to turnovers of staff- trends 0 Documents that show use of data for personnel policies, decision making, professional development 0 Documents that support evidence of equity and diversity in all hiring selections, and separations of personnel - Hiring practices documents training for new employees, new administrators, etc. Professional Development was rated highly by staff. Would like to continue to see stability in principals and AP's and Assistant Superintendent position. More direct communication with principals, teachers, and schools is needed. Principals and teachers seem reluctant to share information or problems for fear of receiving a low evaluation or losing theirjobs. workload needs to be adjusted and additional hiring to address student needs. *Items listed below are examples that may or may not be included in the Superintendent?s annual presentation. 7 Page Standard 8: VALUES AND ETHICS 0F LEADERSHIP This standard requires the understanding and modeling of appropriate value systems, ethics and moral leadership. It also requires superintendents to exhibit multicultural and ethnic understanding and to coordinate with social agencies and human services to help students grow and develop as caring, informed citizens. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 8.1 Exhibits multicultural and ethnic understanding, sensitivity and respect 8.2 Describes role of schooling in a democratic society 8.3 Manifests a professional code of ethics and demonstrates personal integrity 8.4 Models accepted moral and ethical standards in all interactions 8.5 Explores and develops ways to find common ground in dealing with difficult and divisive issues 8.6 Promotes the establishment of moral and ethical practices in every classroom, every school and throughout the district The superintendent?s performance for this standard: 1] Outstanding - Consistently exceeds behaviors and skill expectations Proficient Meets most and exceeds some of behaviors and skill expectations El Needs Improvement Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: 0 360? Survey Difficult and divisive issues are a daily part of being a Superintendent. Would like to see Superintendent more receptive to speaking with parents, finding common ground to solve problems, and flexibility with policies in dealing with parents and students whose problems are related to their health, welfare, and safety. *ltems listed below are examples that may or may not be included in the Superintendent?s annual presentation. 8 Page Standard 9: LABOR RELA TIONS This standard requires the superintendent to provide technical advice to the board during labor negotiations, to keep the board apprised of negotiation status, to understand and effectively administer negotiated labor contracts and to keep abreast of legislative changes affecting the collective bargaining process. Performance Indicators: (Do not rate individual indicators. These are listed only to help you think about the standard.) 9.1 Develops bargaining strategies based upon collective bargaining laws and processes 9.2 Identifies contract language issues and proposes modifications 9.3 Participates in the collective bargaining processes as determined by the board 9.4 Establishes productive relationships with bargaining groups while managing contracts effectively The superintendent?s performance for this standard: Outstanding - Consistently exceeds behaviors and skill expectations El Proficient - Meets most and exceeds some of behaviors and skill expectations El Needs Improvement Meets some behaviors and skill expectations, but sometimes falls short Examples of types of evidence that can be collected by Superintendent: 0 Documents pertaining to collective bargaining 0 Documents from memos as relates to bargaining strategies proposals 0 Number of hour Human Resources issues as related to contracts with HUSW, HCTA - 360? Survey results This is my first bargaining process as a Board Member and from what I have seen, the Superintendent works well with the bargaining units. *ltems listed below are examples that may or may not be included in the Superintendent?s annual presentation. 9 Page