Superintendant Standards Form

Superintendent Standards

Name

First Last

School

School Year

Describe the activity that you are documenting.

Standards Alignment(Required)

Standard I: Strategic Leadership

Standard II: Instructional Leadership

Standard III: Cultural Leadership

Standard IV: Human Resources Leadership

Standard V: Managerial Leadership

Standard VI: External Development Leadership

Standard VII: Micro-political Leadership

The activity may support more than one Standard. Select the standard with which the activity is best aligned.

Domain(Required)

District Strategic Plan

Leading Change

Distributive Leadership

Domain(Required)

Focus on Learning and Teaching; Curriculum, Instruction, and Assessment

Domain(Required)

Focus on Collaborative Work Environment

Acknowledges Failures; Celebrates Accomplishments and Rewards

Efficacy and Empowerment

Domain(Required)

Professional Development/Learning Communities

Recruiting, Hiring, Placing, and Mentoring Staff

Teacher and Staff Evaluation

Domain(Required)

School Resources and Budget

Conflict Management and Resolution

Systematic Communication

District Expectations for Students and Staff

Domain(Required)

Parent and Community Involvement and Outreach

Federal, State, and District Mandates

Domain(Required)

Superintendent Micro-political Leadership

Objectives

Identifies the following needs for schools and district: Recruiting new staff, hiring new staff, placing new staff, mentoring new staff.

Creates and implements policies and procedures for: Recruiting and retaining highly qualified and diverse personal, coaching and mentoring new staff members to support their success.

Identifies strategic positions in the district and has a succession plan for each key position.

District policies and procedures result in a highly qualified and diverse staff.

Supports other district leaders in the development of effective recruitment and retention strategies.

Builds the capacity of principals and other district leaders to apply policies and adapt procedures to the unique needs of their buildings or instructional contexts.

Makes recruitment, hiring, and placement an ongoing process and conscientiously seeks out highly qualified staff in anticipation of specific vacancies.

Makes recruitment and retention of highly qualified staff an operational priority in the district

Objectives

Supports and fully implements the North Carolina Educator Evaluation System to assure that all staff members are evaluated fairly and equitably.

Fosters a culture of continuous growth and development that uses the results of evaluations to improve performance throughout the district.

Supports all staff in identifying professional goals related to improving student learning through the development of a professional growth plan.

Monitors how effectively principals and other district leaders apply the North Carolina Educator Evaluation System.

Holds principals and other district leaders accountable for the full and complete implementation of the North Carolina Educator Evaluation System.

Establishes procedures to assure that multiple assessments are used to evaluate staff.

Monitors the results of staff evaluations and uses the results to develop district-wide professional development plans.

Removes ineffective staff members.

Objectives

Develops the district and school safety and crisis plans, community emergency response plan, and the district’s data security plan in collaboration with appropriate local, state, and federal officials.

Collaboratively develops and enforces clear expectations, structures, rules and procedures for ensuring: Effective and efficient operations, the health and safety of students and staff, the security of sensitive and confidential data.

Systematically monitors the implementation of district rules and procedures.

Implements innovative approaches to increase the effectiveness and efficiency of district operations; improve the health, safety, and emotional well-being of students and staff; and ensure the security of all sensitive and confidential data.

Evaluates the impact of district rules and procedures on safety, security, and well-being, and uses the results to improve the effectiveness and efficiency of district operations.

Focuses all district staff on the need for a secure and safe working environment.

Creates appropriate partnerships with other community safety and emergency institutions.

Objectives

Developing:

Develops and communicates a personal vision of a 21st century school district.

Creates a working relationship with the local board of education that results in a shared vision for the district of the changing world in the 21st century.

Convenes a core group of district leaders to develop a district improvement plan focused on student learning and targeting short-term goals and objectives.

Effectively communicates district improvement plan to principals.

Uses multiple sources of data (e.g., student performance data, data from the North Carolina Teacher Working Conditions Survey) to develop goals and objectives and facilitate needed changes for improvement.

Proficient:

Facilitates the development and implementation of a district strategic plan aligned to the district’s mission, local priorities, and to the mission and goals of the North Carolina State Board of Education.

Participates in consistent, sustained, and open communication with principals about how school policies and practices relate to the district’s mission and vision.

Creates processes and procedures for developing, implementing, and maintaining the district’s strategic plan that ensure the periodic review and update of the district’s vision, mission, and strategic goals.

Creates processes and procedures for developing, implementing, and maintaining the district’s strategic plan that drive decisions and reflect the culture of the district.

Creates processes and procedures for developing, implementing, and maintaining the district’s strategic plan that establish clear priorities among the district’s instructional goals and objectives.

Accomplished:

Ensures that the district’s strategic plan is implemented as intended by its developers.

Develops relationships within and beyond the school community that ensure understanding and appreciation of the district’s vision and that positively affect and are affected by the community context.

Develops effective systems of open and honest communication between and among district leaders, the business community, faith community, parents, and students.

Uses input from all stakeholder groups to determine the effectiveness of strategies used to meet goals and guide revisions to the strategic plan.

Distinguished:

Leads in such a way that the district’s strategic plan and implementation processes are referred to by other districts as a model that prompts, supports, or guides similarly integrative and effective planning efforts.

Conscientiously and routinely solicits input from stakeholder groups to determine the effectiveness of the district’s strategic plan and ensures that changes to the plan are made based on such information.

Establishes a rigorous and systematic approach to update or rewrite the district’s vision, mission, values, beliefs, and goals statements on a collaboratively established and well-publicized schedule.

Developing

Clearly articulates the skills and experiences students will need to live and work in the 21st century.

Identifies potential school and district changes for improving student learning.

Understands the fundamentals and value of program evaluation.

Proficient:

Systematically challenges the status quo and implements change focused on improving student learning of 21st century knowledge and skills.

Routinely and systematically uses rigorous evaluation techniques to determine the efficacy of change efforts on student achievement.

Clearly and regularly communicates to all stakeholders the results of evaluation of change efforts.

Uses the results of evaluation to adapt existing processes and to develop and implement new processes for ensuring student learning.

Is a driving force behind major initiatives that help students acquire 21st century skills.

Accomplished:

Increases student learning of 21st century knowledge and skills as a result of routine and systematic evaluation clearly indicate.

Uses evaluation results to identify and eliminate programs and initiatives that are ineffective or inefficient.

Distinguished:

Institutionalizes the changes that have brought about improvement in student learning.

Serves as a leader or mentor to assist other superintendents in guiding data-driven decision making and change.

Developing

Uses input from a variety of stakeholder groups, including parents, district staff members, school board members, and community members to make decisions.

Understands the culture of leadership in the district.

Articulates the rationale of distributed leadership.

Proficient:

Implements structures to distribute leadership and decision making among staff members throughout the district.

Develops capacity of educators to effectively assume leadership roles and holds them accountable for doing so.

Participates in consistent, sustained and open communication with principals, particularly about how policies and practices relate to the district mission and vision.

Accomplished:

Implements structures to distribute leadership and decision making in ways that include a wide range of stakeholders including parents and community members.

Creates policies, procedures, and processes that support distributed leadership.

Uses distributed leadership to promote effective change throughout the district and to support ongoing improvement of student learning.

Distinguished:

Fosters the career development of principals, teachers, and other staff members by placing them in leadership and decision-making roles.

Encourages staff members to accept leadership responsibilities outside the district.

Models what is expected.

Developing:

Communicates strong professional beliefs about schools, learning, and teaching that reflect latest research and best practice in preparing students for success in college or in work.

Knows 21st century curricular, instructional, and assessment practices.

Sets high expectations and concrete district goals focused on learning and teaching.

Articulates the practice of superintendent leadership in the context of 21st century knowledge and skills.

Proficient:

Challenges staff to reflect on and define the knowledge, skills, and concepts essential for ensuring that every student graduates from high school prepared for life in the 21st century.

Ensures that there is an appropriate and logical alignment between the district’s curriculum, instruction, and assessment, and the state accountability program.

Designs scheduling processes that maximize learning time.

Implements 21st century instructional tools and best practices

Implements 21st century assessment and feedback processes

Implements 21st century professional development programs on instructional leadership

Implements 21st century uses of student assessment data to improve instruction.

Accomplished:

Holds all district staff accountable for achieving district learning and teaching goals.

Leverages alignment of curriculum, instruction, and assessment to maximize student learning of 21st century knowledge and skills.

Monitors the effectiveness of curriculum, instruction, and assessment in promoting increased student learning.

Uses the results of monitoring to make adaptations to curriculum, instruction, and assessment.

Ensures that instructional time is valued and protected across the district.

Develops appropriate rewards for and recognition of improved student achievement.

Distinguished:

Develops policies and organizational structures to ensure that effective alignment practices are sustained.

Shares with the larger professional community practices and procedures that have resulted in improved student achievement.

Developing

Collaborates with central office staff, local school board members, and principals.

Solicits advice and guidance of key advisors and mentors.

Uses multiple sources of data to understand the culture of the district.

Proficient:

Designs elements of a collaborative and positive work environment throughout the district.

Routinely and systematically seeks the advice and guidance of teachers, principals, staff, board members, and other stakeholders regarding the strategic direction of the district.

Uses data to create and maintain a positive work environment.

Develops the capacity of principals and other district leaders to establish and maintain collaborative work environments.

Accomplished:

Holds principals and other district leaders accountable for establishing and maintaining collaborative work environments.

Monitors improvement of the work environment in individual schools and throughout the district.

Distinguished:

Develops a plan to implement policies and procedures that ensure cohesion and cooperation among staff.

Establishes working relationships with professional colleagues, business and industry associates, and policy makers to support the collaborative culture of the district.

Developing

Recognizes district shortcomings and accomplishments.

Understands the importance of acknowledging concerns and celebrating accomplishments.

Proficient:

Uses established criteria for performance as the fundamental basis for evaluation, reward, and advancement.

When possible, collaborates with principals to establish criteria for evaluating programs and performance.

Uses shortcomings as opportunities to improve.

Utilizes reward and advancement as a way to promote the accomplishments of the district.

Accomplished:

Recognizes individual and collective contributions toward attainment of strategic goals.

Implements an increasing number of processes to evaluate district programs and initiatives for the purpose of identifying district successes and failures.

Effectively communicates with stakeholder groups the successes and shortcomings of the district.

Distinguished:

Institutionalizes the district’s response to success and shortcomings.

Developing

Has a sense of professional efficacy and belief in her or his ability to affect positive leadership in the district.

Understands the value of efficacy among district staff in promoting district goals.

Establishes an environment of trust among staff.

Builds efficacy and empowerment among staff.

Proficient:

Establishes an environment of trust among staff, students, parents, and the community at large.

Communicates a belief in the ability of personnel to accomplish substantial outcomes.

Implements strategies that build efficacy and empowerment among principals.

Accomplished:

Builds efficacy and empowerment among stakeholder groups to increase capacity to accomplish substantial outcomes.

Monitors the climate of the district to evaluate changes in the sense of efficacy and empowerment of all stakeholder groups.

Uses collective efficacy and empowerment among stakeholder groups to impact student achievement.

Distinguished:

Shares with professional organizations and other community groups effective practices related to building collective efficacy and empowerment.

Develops and implements policies and procedures designed to maintain high levels of collective efficacy and empowerment.

Developing

Implements professional learning communities throughout the district.

Supports ongoing professional development activities throughout the district.

Enlists the support of teachers to implement professional learning communities.

Proficient:

Supports professional learning communities guided by the district's strategic plan, focused on results, and characterized by collective responsibility for 21st century student learning.

Assures scheduling processes and protocols that provide individual and ongoing collaborative planning time for every teacher.

Models the importance of continued adult learning by engaging in activities to develop professional knowledge and skill.

Provides for professional development that is aligned with 21 st century curricular, instructional, and assessment practices; connected to district improvement goals; and differentiated based on staff needs.

Accomplished:

Engages district leadership as a professional learning community to advance the district's strategic plan.

Monitors the efficacy of professional learning communities in promoting district goals

Distinguished:

Implements policies and organizational structures that integrate professional development and professional learning communities into the culture of the district and schools.

Establishes structures to ensure sharing and collaboration among professional learning communities throughout the district

Developing

Identifies the following needs for schools and district: Recruiting new staff, hiring new staff, placing new staff, mentoring new staff.

Proficient:

Creates and implements policies and procedures for: Recruiting and retaining highly qualified and diverse personal, coaching and mentoring new staff members to support their success.

Identifies strategic positions in the district and has a succession plan for each key position.

Accomplished:

District policies and procedures result in a highly qualified and diverse staff.

Supports other district leaders in the development of effective recruitment and retention strategies.

Builds the capacity of principals and other district leaders to apply policies and adapt procedures to the unique needs of their buildings or instructional contexts.

Distinguished:

Makes recruitment, hiring, and placement an ongoing process and conscientiously seeks out highly qualified staff in anticipation of specific vacancies.

Makes recruitment and retention of highly qualified staff an operational priority in the district.

Developing

Supports and fully implements the North Carolina Educator Evaluation System to assure that all staff members are evaluated fairly and equitably.

Proficient:

Fosters a culture of continuous growth and development that uses the results of evaluations to improve performance throughout the district.

Supports all staff in identifying professional goals related to improving student learning through the development of a professional growth plan.

Monitors how effectively principals and other district leaders apply the North Carolina Educator Evaluation System.

Accomplished:

Holds principals and other district leaders accountable for the full and complete implementation of the North Carolina Educator Evaluation System.

Establishes procedures to assure that multiple assessments are used to evaluate staff.

Distinguished:

Monitors the results of staff evaluations and uses the results to develop district-wide professional development plans.

Removes ineffective staff members.

Developing

Identifies and plans for facility needs.

Manages the district budget and resources according to legal and ethical standards.

Uses district resources in ways that are efficient and reflect responsible stewardship of public resources.

Knows and is able to apply sound business practices for budgeting and accounting.

Utilizes collaborative processes to determine financial priorities and establish a balanced operational budget for school programs and activities.

Proficient:

Strategically aligns resource allocation to support the district’s vision and strategic plan.

Uses value-added assessment to improve the relevancy and impact of resource allocation and use.

Ensures that necessary resources, including time and personnel, are allocated to achieve the district’s goals for achievement and instruction.

Accomplished:

Develops the capacity of principals and other district leaders to design transparent systems to equitably manage human and financial resources.

Holds principals and other district leaders accountable for using resources to meet instructional goals and support teacher needs.

Routinely and conscientiously monitors the use of district resources to ensure fairness and equity.

Leverages district resources to attain their highest and best use to improve student learning.

Distinguished:

Effectively communicates the district’s budget and resource allocation in ways that build the understanding and trust of constituents.

Uses the budgetary process to assure that effective programs are maintained and less effective programs are eliminated.

Embeds transparency into the processes that create the district’s financial policies and procedures.

Developing

Demonstrates awareness of potential problems and/or areas of conflict within the district.

Understands that conflict is a part of shared human endeavor.

Articulates knowledge of strategies for constructively engaging conflict.

Models appropriate behavior.

Proficient:

Creates processes to build consensus, communicate, and resolve conflicts in a fair and democratic way.

Allows others to express views that are contrary to her or his own views in ways that are professionally appropriate.

Accomplished:

Discusses with staff and implements solutions to address potentially discordant issues.

Develops in principals and other staff the capacity to manage conflict.

Distinguished:

Monitors staff response to discussions about solutions to potentially discordant issues to ensure that all interests are heard and respected.

Resolves conflicts to ensure the best interest of students and the district result.

Developing

Communicates necessary information to relevant district staff members.

Uses a variety of media to communicate to relevant staff and students.

Proficient:

Assures that district staff and stakeholder groups receive and exchange information in a timely manner.

Uses a variety of media to communicate with principals and other stakeholder groups.

Develops a system of communication that contributes to realizing district goals.

Accomplished:

Uses a variety of media to communicate with all members of the community.

Ensures that all community stakeholders and educators are aware of district goals for instruction and achievement, activities used to reaching these goals, and progress toward achieving these goals.

Develops the capacity among principals and staff to use a variety of media to communicate with all members of their respective communities.

Holds principals and district leaders accountable for implementing the communication system throughout the district that results in a timely and responsible exchange of information.

Distinguished:

Anticipates the information needs of the various community stakeholder groups and provides this information in a timely and effective manner.

Institutionalizes routine communication strategies that ensure that all stakeholder groups have the information they need.

Establishes various advisory groups to improve external and internal communication.

Developing

Proficient:

Clear expectations for effective and efficient operations including management, business procedures, and scheduling.

Clear expectations for the health and safety of students and staff including physical and emotional well-being.

Clear expectations for the security of all sensitive and confidential data.

Accomplished:

Systematically monitors the implementation of district rules and procedures.

Distinguished:

Evaluates the impact of district rules and procedures on safety, security, and well-being, and uses the results to improve the effectiveness and efficiency of district operations.

Focuses all district staff on the need for a secure and safe working environment.

Creates appropriate partnerships with other community safety and emergency institutions.

Developing

Identifies groups and potential partners within the community.

Ensures that all parental and community involvement activities honor the cultures and traditions of the local community.

Interacts with parents and community groups that have a critical role in developing support for the school district.

Proficient:

Builds relationships with individuals and groups to support the district’s learning-teaching agenda and its potential for individual school and school district improvement.

Builds community understanding of what is required to ensure that every public school student graduates from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.

Creates opportunities for both staff involvement in the community and community involvement in the schools.

Accomplished:

Assumes leadership roles in important local organizations (e.g., serving on boards of directors, chairing important committees or task forces, leading new community initiatives).

Actively and effectively develops community trust in the school district through speaking engagements, town hall meetings, public forums, media outlets, events, and other approaches.

Seeks out and creates new opportunities for meaningful partnerships or collaborative endeavors.

Distinguished:

Uses relationships and partnerships to affect community-wide change that improves both the community and work of the district.

Manages an ever broadening portfolio of partnerships and collaborations that support and help to advance the strategic plan.

Developing

Defines, understands, and communicates the impact of legal issues affecting public education.

Prepares and recommends district policies in compliance with local, state, and federal requirements.

Utilizes legal systems to protect the rights of students and staff.

Proficient:

Designs protocols and processes that ensure compliance with federal, state, and district mandates.

Facilitates the implementation of state education policy.

Prepares and recommends district policies in compliance with local, state, and federal requirements that improve student learning and district performance.

Applies laws, policies, and procedures fairly, wisely, and considerately.

Utilizes legal systems to improve learning opportunities.

Accomplished:

Routinely and consistently assesses the progress of district compliance with local, state, and federal mandates and adjusts as necessary.

Guides the development of district goals and initiatives directed at improving student achievement.

Develops in principals and other district staff the capacity to comply with local, state, and federal mandates.

Holds principals and other staff accountable for compliance with local, state, and federal mandates.

Distinguished:

Interprets federal, state, and district mandates so that they are viewed as opportunities for the district.

Developing

Defines and understands the internal and external political systems and their impact on the educational organization.

Surveys and understands the political, economic, and social aspects/needs of groups in the community and of the community at large for effective and responsive decision making.

Maintains a positive working relationship with the school board.

Proficient:

Provides leadership in defining superintendent and board roles and mutual expectations that result in an effective superintendent-board working relationship.

Develops relationships with district and influential community groups that further the district’s goals of positive culture and student performance.

Accomplished:

Accesses local, state, and national political systems to provide input on critical educational issues.

Develops the capacity of principals and staff to foster relationships with influential school and school-community groups that further the district’s goals of positive culture and student learning.

Systematically develops relationships with increasing numbers of community groups that result in increasing community involvement in the schools and in enhancing teacher and principal effectiveness.

Distinguished:

Influences local, state, and national political systems on critical educational issues.

Establishes through policies and procedures a political environment that is inclusive of diverse groups, viewpoints, and interests.

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