TAZEWELL COUNTY SCHOOL BOARD MEETING Tazewell County Career and Technical Center
Student Center
October 13, 2014 Closed Session, 5:30 p.m. Regular Session, 6:30 p.m.
AGENDA
I. Call to Order, David Woodard, Chairman
II. Closed Session, 5:30 p.m.
Personnel, Section 2.2-3711 (A1) Students, Section 2.2-3711 (A2)
Regular Session, 6:30 p.m.
III. Moment of Silence
IV. Pledge of Allegiance, Jimmy Jones, Vice-Chairman
V. Consent Agenda
A. Minutes of Prior School Board Meetings: September 8, 2014
B. Monthly Claims – Accounts Payable C. Personnel Recommendations - School Board Approval of Appointments,
Long-term Substitutes, Resignations, Retirements, Transfers, and Reassignments
VI. Unscheduled Agenda Items
VII. Approval of Agenda
VIII. Recognitions and Instructional Focus
A. Introduction of Student Liaisons, Christine Kinser, Division Superintendent Graham High School – Matthew Helton Richlands High School – Mackenzie Bolling Tazewell High School – Nick Elkins
B. VSBA Academy Awards, Christine Kinser, Division Superintendent C. October is National Principals’ Month, Christine Kinser, Division
Superintendent
IX. Board Focus
X. Hearing of Citizens, 7:00 p.m.
XI. Hearing of Employees
XII. Unfinished Business
A. Proposed Policy Regulation, GCBD-R.2, Sick Leave Bank, Second Read, Jim Kade, Supervisor of Human Resources (ACTION)
B. Tazewell Athletic Foundation (Field House), Chad Murray, President, Tazewell Athletic Foundation
School Board Agenda October 13, 2014 P a g e | 2
C. Update on Richlands High School Girls’ Softball Field, David Lamie D. Disposition of Pocahontas High School Memorabilia, Christine Kinser,
Division Superintendent (ACTION) E. Sycom Proposal for Phone System Assessment, Rodney Gillespie,
Supervisor of Technology/TCCTC Principal (ACTION)
XIII. New Business
A. Naming of the Richlands Middle School Band Room, Tom Lester (ACTION)
B. Presentation by Cenergistic, The Energy Conservation Company, Larry Price, Ed.D., Division Vice President, Marketing (ACTION)
C. Budget Amendment, Excellence in Co-Teaching Demo Site Grant Award, Wendy Barringer, Supervisor of Finance (ACTION)
D. Budget Amendment, Literary Fund – Cedar Bluff Elementary, Safety Grant, Wendy Barringer, Supervisor of Finance (ACTION)
E. Budget Amendment/Update on School Security Equipment Grant, Wendy Barringer, Supervisor of Finance and Rod Gillespie, Supervisor of Technology/Principal of Tazewell County Career and Technology Center (ACTION)
F. Approval of Budget Planning Calendar for 2015-16, Christine Kinser, Division Superintendent (ACTION)
G. Appointment of Two Board members to Serve on the 2015-16 Budget Planning Committee, Christine Kinser, Division Superintendent (ACTION)
H. Community Input on the 2015-16 School Board Budget, Christine Kinser, Division Superintendent
I. Approval of Document for Evaluation of Superintendent, Christine Kinser, Division Superintendent (ACTION)
XIV. Superintendent’s Report
A. Read Aloud to a Child Week, October 19-25, 2014; National School Lunch Week, October 13-17, 2014; National School Bus Safety Week, October 20-24, 2014; Character Counts Week, October 19-25, 2014; and Red Ribbon Week, October 23-31, 2014, George Brown, Supervisor of Secondary/Career and Technical Education
B. 2014-15 Accreditation and Federal Annual Measurable Objectives (AMO) Results (based on 2013-14 SOL assessments), Christine Kinser, Division Superintendent
C. Threat Assessment in Virginia Public Schools, Procedures and Guidelines, Christine Kinser, Division Superintendent
D. Meeting with Representatives from Virginia Tech Public Health Practice and Research, Christine Kinser, Division Superintendent
XV. Scheduled Delegations
XVI. Board Member Comments
XVII. Adjournment
This is a draft copy of the September 8, 2014 minutes and is subject to amendment. Minutes do not become
official until approved by the School Board.
VIRGINIA: At a regular meeting of the Tazewell County School Board held at Graham High School on
September 8, 2014 at 5:30 p.m.
PRESENT: David Woodard, Chairman Jimmy Jones, Vice‐Chairman H. S. Caudill, Member Mike Dennis, Member Chris Moir, Member Christine Kinser, Division Superintendent Vicki Bailey, Clerk Pursuant to section 2.2‐3711 of the Code of Virginia, a motion was made by Jimmy Jones, seconded by Chris
Moir, and unanimously passed to convene to a closed session for the purpose of discussing the following specific
matters:
Personnel – Discussion, consideration, or interviews of prospective candidates for employment; assignment, appointment, promotion, performance, demotion, salaries, disciplining or resignation of specific public officers, appointees or employees as authorized by Section 2.2‐3711 A 1 of the Code of Virginia. Students – Discussion or consideration of admission or disciplinary matters concerning a student(s) as authorized by Section 2.2‐3711 A 2 of the Code of Virginia.
The Board returned to open session. In accordance with the Freedom of Information Act, a roll call vote was taken in which all members affirmed that only public business matters lawfully exempted from open meetings, as identified in the motion for closed session, were heard, discussed, or considered by the Board. Chairman Woodard called the meeting to order at 6:30 p.m. and called for a moment of silence. Mr. Caudill said a prayer, and Mr. Jones led the Pledge of Allegiance. Mr. Jones made a motion to approve item A under the Consent Agenda. Mr. Dennis seconded the motion and the Board approved as follows: Roll Call Vote: Mr. Caudill – Aye, Mr. Dennis – Aye, Mr. Jones – Aye, Mrs. Moir – Aye, Chairman Woodard – Aye
Mr. Jones made a motion to approve item B under the Consent Agenda. Mrs. Moir seconded the motion and the Board approved as follows: Roll Call Vote: Mr. Caudill – Aye, Mr. Dennis – Aye, Mr. Jones – Aye, Mrs. Moir – Aye, Chairman Woodard – Aye
Mr. Jones made a motion to approve item C under the Consent Agenda. Mr. Caudill seconded the motion and the Board approved as follows: Roll Call Vote: Mr. Caudill – Aye, Mr. Dennis – Aye, Mr. Jones – Aye, Mrs. Moir – Aye, Chairman Woodard – Aye
Mr. Jones made a motion to approve home instruction for those families who submitted requests. Mrs. Moir seconded the motion and the Board voted as follows: Roll Call Vote: Mr. Caudill – Aye, Mr. Dennis – Aye, Mr. Jones – Aye, Mrs. Moir – Aye, Chairman Woodard – Aye
Unscheduled Agenda Items
NONE
Approval of Agenda
Mr. Jones made a motion to approve the agenda as presented. Mr. Caudill seconded the motion and the Board unanimously approved. Recognitions and Instructional Focus A. Resolution Honoring the 100th Anniversary of Graham High School, Christine Kinser, Division
Superintendent (SEE ATTACHED)
Chairman Woodard read aloud the resolution honoring Graham High School. Mr. Jones made a motion to approve the resolution honoring the 100th anniversary of Graham High School. Mr. Dennis seconded the motion and the Board approved as follows: Roll Call Vote: Mr. Caudill – Aye, Mr. Dennis – Aye, Mr. Jones – Aye, Mrs. Moir – Aye, Chairman Woodard – Aye Chairman Woodard, Mr. Jones and Mrs. Kinser presented the resolution to Mr. O’Neal, Principal of Graham High School and Cynthia Beavers, Assistant Principal of Graham High School. Board Focus
NONE
Hearing of Citizens and Employees, 7:00 p.m. Rodney Ruble of Big Branch Road spoke to the Board about his son not being able to attend Abb’s Valley
Elementary as an out of area student. He attended Pre‐K at Abb’s Valley and started Kindergarten there this
year, but was asked to leave due to numbers. Mr. Ruble stated Abb’s Valley Elementary is much closer to his
home than Dudley Primary. He also mentioned he believes there are other out of area students in his class at
Abb’s Valley Elementary and does not understand why his son had to move to Dudley Primary and the others
did not. Mr. Ruble said he heard that some students were passed from kindergarten to first grade to get the
numbers down. He presented the School Board and Mrs. Kinser a petition with more than 240 signatures in
support of redistricting the Abb’s Valley area, so students living closer to Abb’s Valley Elementary could attend
that school instead of traveling a much longer distance to Dudley Primary.
Teresa Boone of Abb’s Valley spoke in support of Mr. Ruble’s complaint. She expressed her concern for his son
and asked the Board to reconsider allowing him to attend Abb’s Valley Elementary. Since an aide has been hired
for the Kindergarten class, she feels Mr. Ruble’s son should be able to stay. Mrs. Boone also mentioned the
zoning should be changed because the school in Abb’s Valley is much closer for students living on Big Branch
Road than Dudley Primary. She also mentioned she had heard that because of numbers some Kindergarten
students had to be put on the first grade roll. Mrs. Boone asked the Board to reconsider allowing Mr. Ruble’s
son to attend Abb’s Valley Elementary.
Cheryl Fielitz‐Scarbrough, President of the Southwest Officials Association (SWOA), addressed the Board
requesting the SWOA be awarded the officiating contract for basketball for the 2014‐15 season. The SWOA is an
independent association which is a predominant model for official’s associations throughout the state and the
nation. She stated the SWOA is a high quality organization with high‐class officials. Ms. Fielitz‐Scarbrough gave
a breakdown of the association and the staff, and said the game fees of the SWOA will be the same as the AOA.
She told the Board the Virginia Procurement Act and the Conflict of Interest statutes require public entities to
allow open access to contracts and prohibit self‐dealing.
Lois Mullins, GHS Teacher and past TEA president, spoke about complaints she had received from the custodial
staff regarding the temperature in the buildings after school hours. When school dismisses, the heating
temperature goes back to 60 degrees and the cooling temperature goes back to 85 degrees. OSHA regulations
say temperatures should be kept between 68‐76 degrees. Mrs. Mullins told the Board that custodians work very
hard and this is unfair to them. She asked them to reconsider the temperatures for the custodial staff after
school hours.
Margaret Hays of Raven spoke to the Board concerning the location the school bus picks her children up for
school. She expressed concern that the closest bus stop is three tenths of a mile from her house. Mrs. Hays
fears for the safety of her children because the bus stop is not visible from her house. A neighbor has offered to
let the bus turn in a grass area on his property, but Ms. Hays told the Board the school division will not agree to
turn in this location because gravel will have to be purchased for the property. She indicated central office
personnel have offered several alternative options, but she does not feel any of the options are appropriate.
Mrs. Hays asked the Board to reconsider allowing a regular school bus to pick up her children and allow the bus
to turn on the neighbor’s property.
Unfinished Business
A. Cliffield and Pisgah School Properties, Christine Kinser, Division Superintendent
Chairman Woodard stated he spoke with the county attorneys who have met with the Board of Supervisors
about these two properties. The Board of Supervisors would like the county attorneys to look into the work
necessary to clear these deeds to the point they can be transferred to someone. The law says the property
should be transferred to the county. The deeds say the property must be transferred to individuals. Because
this issue was postponed from the August School Board meeting, Chairman Woodard felt the best thing to do at
this point would be nothing at all. At some point in the future this may be readdressed, but not until research
on the properties is complete.
New Business A. Proposed Policy Regulation, GCBD‐R.2, Sick Leave Bank, First Read, Jim Kade, Supervisor of Human
Resources (SEE ATTACHED)
Mr. Kade asked the Board to approve policy regulation GCBD‐R.2, Sick Leave Bank, as a first read. The changes
to this policy are necessary because of the Hybrid Pension Plan. Employees hired after January 1, 2014 would be
under the Hybrid Pension Plan and must be given a short‐term and long‐term disability option. The language of
the policy regulation must be amended to reflect these changes. Mr. Kade told the Board this change is not an
option, but most be done for those hired after January 1, 2014.
Mr. Jones made a motion that the Tazewell County School Board approve proposed policy regulation GCBD‐R.2, Sick Leave Bank, for a first read. Mrs. Moir seconded the motion and the Board unanimously approved. B. Information Relative to Bus Drivers Substituting for Custodians, Jim Kade, Supervisor of Human
Resources
Mr. Kade shared with the Board his research of bus drivers substituting for custodians. Employees who want to
do this could not have more than 40 hours per week. Bus drivers could not substitute for custodians during the
hours they are contracted to drive a bus, because that would be double‐dipping. The payroll department has
agreed they can monitor this through substitute time sheets. Mr. Kade was concerned there would be problems
with Workers’ Compensation if an employee listed as a bus driver was hurt while substituting as a custodian.
He confirmed that this would not be a problem with Workers’ Compensation. In summation, with close
coordination between our maintenance and transportation departments, Mr. Kade believes this is something
that can be done.
C. Approval of Memorandum of Understanding (MOU) between Tazewell County Public Schools and
Heritage Hall, George Brown, Supervisory of Secondary/Career and Technical Education (SEE
ATTACHED)
Mr. Brown told the Board that Certified Nursing Assistant (CNA) students must have a place to perform clinicals.
Heritage Hall has graciously agreed to partner with the school division on this.
Mr. Jones made a motion that the Tazewell County School Board approve the Memorandum of Understanding between Tazewell County Public Schools and Heritage Hall. Mr. Caudill seconded the motion and the Board approved as follows: Roll Call Vote: Mr. Caudill – Aye, Mr. Dennis – Aye, Mr. Jones – Aye, Mrs. Moir – Aye, Chairman Woodard – Aye D. Guidelines for Retiring Athletic Jerseys, George Brown, Supervisor of Secondary/Career and Technical
Education (SEE ATTACHED)
Mr. Brown presented the guidelines for retiring athletic jerseys drafted by the high school principals. He told
the Board he feels the school archive records of jerseys retired over the years are somewhat sketchy, because
some schools are not sure which jerseys have actually been retired. This document was drafted to put a process
in place and will become part of the Interscholastic Handbook. Chairman Woodard and Mr. Caudill expressed
several concerns with some of wording, such as students passing away before college or students who do not
have an athletic career beyond high school. Mrs. Moir asked if the Virginia High School League (VHSL) provides
guidelines for retiring jerseys, and Mr. Brown indicated they do not. Chairman Woodard would like to see any
revisions made to the guidelines, but did not feel the School Board would have to approve this document.
E. Information on Virginia High School League Rules (students moving from one part of the county to
another), George Brown, Supervisor of Secondary/Career and Technical Education (SEE ATTACHED)
Mr. Brown gave the Board the VHSL rules for students moving from one part of the county to another. The VHSL
is very specific in what a student must do. He indicated the Board could certainly make a more restrictive,
confining policy, if that is the desire. Chairman Woodard stated this is a concern Board members hear every
year, and said he spoke with the School Board attorney and the Virginia School Board Association attorney
about these issues. They thought perhaps the school division might not be enforcing the VHSL rules as strictly as
allowed. Mr. Brown told the Board schools do monitor this, but there could be loop holes where parents do not
provide correct information. The responsibility of monitoring this falls to the school who has the student.
Chairman Woodard stated he did not know that a more strict policy needs to be implemented, but at some
point in the future, it might be necessary. Superintendents can give approval for a child to move from a school
in one part of the county to one in another part. Neighboring counties allow this, but traditionally, Tazewell
County has not allowed this.
F. Information Relative to Officials for Sporting Events, George Brown, Supervisor or Secondary/Career
and Technical Education
Mr. Brown told the Board that Tazewell County has used the Appalachian Officials Association (AOA) since 1964.
This in no way precludes the SWOA as a viable factor in the officiating business. Mr. Brown suggested that the
officiating associations offer their proposals to principals as we do with class rings and such, allowing the schools
to decide. Chairman Woodard asked if all three areas would need to use the same association. Mr. Brown
indicated the Mountain Empire District may choose to use a different association than the Southwest
Association. He felt the district competitions should be centered to the same officials. Mrs. Moir asked if
officials are hired each season or for the entire year. Mr. Brown indicated the AOA has been primarily the
vendor of services for years. For now, the SWOA only officiates basketball and soccer. Cheryl Fieltz‐Scarbough,
President of the Southwest Officials Association (SWOA), stated there are plans to expand to other sports.
G. Information relative to HVAC at Graham Middle School and Richlands High School, Wendy Barringer,
Supervisor of Finance
Mrs. Barringer gave Board members finance information to finish the HVAC projects at Graham Middle School
and Richlands High School. She asked that Board members look over the information, so a decision could be
made at the October School Board meeting. Mr. Dennis asked if this would totally finish these two schools, and
Mrs. Barringer indicated it would. This item will be placed on the October agenda.
Superintendent’s Report A. Partnership with SATIRA/Commonwealth’s Attorney’s Office, Christine Kinser, Division Superintendent Mrs. Kinser told the School Board that the school division has partnered with SATIRA and the Commonwealth’s Attorney’s Office for years. She apprised the Board of two upcoming projects. First, SATIRA will be doing the Student Risk Behavior Survey again this year, and will follow School Board policy for surveys. The second project will consist of SATIRA purchasing large televisions for large areas in the schools, such as the cafeteria. Schools will be able to put messages on the screen, along with pictures of students and their accomplishments. SATIRA will also include positive messages for students. Mrs. Kinser recommended that Mr. Brown work with SATIRA on this project, beginning with the high schools. If SATIRA funds allow, middle schools and elementary schools would follow. Board Member Comments Mr. Dennis said the school year was starting off well, and he had received good comments about the changes that had been made. Mrs. Moir thanked Clinch Valley Medical Center for hosting the health fair. She thanked central office staff for working on the over‐crowded classrooms. Mrs. Moir also congratulated Graham High School on the 100th anniversary of the school. Mr. Jones thanked the School Board members for agreeing to hold the September School Board meeting at Graham High School for the 100th year celebration. Mr. Caudill congratulated Graham High School on the 100th year. Chairman Woodard congratulated Graham High School for the 100th anniversary of the school. Chairman Woodard stated he would like to see if the chaperone and transportation could be paid for so students could continue to participate in the Southwest Virginia Children’s Choir. He also stated that Supervisor Garland Roberts had paid for Abb’s Valley Elementary third, fourth and fifth grade students to go to the Corn Maze in Tazewell. Chairman Woodard asked if the school division could look into providing the transportation. Mr. Jones made a motion to adjourn at 7:45 p.m. Mr. Dennis seconded the motion, and the Board unanimously approved.
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Proposed Policy Regulation, GCBD-R.2, Sick Leave Bank, Second Read
ENCLOSURE: Proposed Policy Regulation GCBD-R.2
SUMMARY: The changes to this policy are due to the Virginia Retirement System’s Hybrid Pension Plan and will affect employees hired on or after January 1, 2014.
RECOMMENDATION: That the Tazewell County School Board approve proposed policy regulation GCBD-R.2, Sick Leave Bank, as a second read.
LEGAL REFERENCE: Tazewell County School Board Policy: School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
GCBD-R.2 GCBD-R.2
PERSONNEL
Sick Leave Bank
A. Generally
The Tazewell County School Board shall maintain a voluntary Sick Leave Bank for full time employees who were hired prior to January 1, 2014 and are not provided pension service credit through the Virginia Retirement System’s Hybrid Pension Plan. Full time employees who were hired on or after January 1, 2014 or those accruing pension service credit under the VRS Hybrid Pension Plan shall be ineligible for participation in the Sick Leave Bank.
The purpose of the Sick Leave Bank is to provide additional sick leave
for those eligible members who have prolonged, catastrophic, or long-term illness or injury and who have exhausted their sick leave. The bank will be established as long as one-third of all personnel participate in the Sick Leave Bank. The Sick Leave Bank will be administered by the Tazewell County School Board. Requests for days from the Bank will be submitted to the Supervisor of Human Resources and presented to the School Board for approval.
B. Membership Requirements
1. Any Full time employees of the Tazewell County Public School
Division employees who were hired on or after January 1, 2014 or those who are accruing service credit under the VRS Hybrid Pension Plan shall be ineligible for participation in the Sick Leave Bank. All other fulltime employees of Tazewell County Public Schools are eligible for membership in the Sick Leave Bank.
2. Membership is voluntary on the part of eligible employees.
C. Enrollment
1. An eligible employee must enroll within the first thirty (30) days of employment. An employee who does not enroll when first eligible may only do so between any subsequent September 1 to October 15 by making application and providing satisfactory evidence of good health to the Board.
2. An employee is eligible to participate in this program by donating one (1) day of sick leave upon joining and one (1) day thereafter whenever an assessment is required during the school year and must be a member thirty (30) days prior to application for benefits.
(continued)
GCBD-R.2 GCBD-R.2 PERSONNEL
Sick Leave Bank (continued)
D. Rules For Use
1. A member must make application for use of the Sick Leave Bank benefit.
2. The first twenty-five (25) consecutive contract days of illness or
disability will not be covered by the Bank but must be covered by the employee’s own accumulated sick leave days.
3. A member of the Bank will not be able to utilize the Sick Leave Bank
benefits until his or her sick leave days, personal days, and vacation days have been exhausted.
4. For a participating member to be eligible to receive Sick Leave Bank
benefits, a physician’s certificate is required. a. Certification must include the date the health condition
began, the probable duration of the condition, and other appropriate medical facts.
b. For family care, the certification must state that the employee is needed to care for the family member, and must also provide an estimated amount of time that he/she is needed.
c. The health care provider must certify, based on the employee’s statement of care he/she will provide a family member, that the employee’s presence is required or would be beneficial.
d. Where the leave is for the employee’s own serious health condition, the certification must state the employee is unable to perform the essential elements of his/her job.
Also, members receiving Sick Leave Bank benefits must provide a progress assessment from his/her physician at the end of thirty (30) days in order to be eligible for the additional fifteen (15) days.
5. Days drawn from the Bank for any one period or disability must be
consecutive. If the member suffers a recurrence or relapse within twenty-five (25) days due to the original illness or
(continued) (2)
GCBD-R.2 GCBD-R.2 PERSONNEL
Sick Leave Bank (continued)
D. Rules for Use (continued)
injury, the member is not required to meet another thirty (30) contract day elimination period. Otherwise, members must return to work and must meet the twenty-five (25) day elimination requirement before becoming eligible to request additional sick leave benefits.
6. A maximum of forty-five (45) working days each school year can be drawn by any member of the Sick Leave Bank.
7. The Sick Leave Bank may be used for the applicant’s own personal
illness or the illness of an immediate family member. Such leave may be granted for the following reasons:
a. to care for a spouse, child, or parent with a serious health condition; or
b. when a serious health condition (physical or psychological) makes the employee unable to perform essential job functions.
A serious health condition means:
a. any period involving overnight inpatient care at a health care
facility; b. any incapacity requiring an absence of more than three (3)
days involving two (2) or more visits to a health care provider;
c. supervision by health care provider (without visits) for a chronic or long term health condition or prenatal care;
d. treatment for a serious chronic health condition which, if left untreated, would likely result in three (3) or more days of absence from work; or
e. inpatient treatment for substance abuse under guidelines similar to the ADA.
(continued) (3)
GCBD-R.2 GCBD-R.2 PERSONNEL
Sick Leave Bank (continued)
D. Rules for Use (continued)
8. A member not having a sick leave day to contribute at the time of an
assessment shall automatically be assessed the first sick leave day subsequently earned.
9. Leave from the Bank may not be used for disabilities, which qualify the
member for Worker’s Compensation leave and/or insurance benefits. (Cases pending will not be paid until resolution of such cases).
10. The Bank will carry over its total days from one school term to the next.
11. A member may withdraw from the Bank, but days previously
contributed will remain intact.
12. Participating members who have made application for Sick Leave Bank benefits and whose request was not approved may appeal the request to an Appeal Board comprised of the Division Superintendent or his designee and Tazewell County School Board members.
13. Upon termination of employment or withdrawal of membership, a
participant will not be permitted to withdraw his/her contributed day(s).
14. The Tazewell County School Board reserves the right to abolish the sick leave bank at any time it considers the Sick Leave Bank inappropriate. The School Board does not assume responsibility for claims by any employee against the Sick Leave Bank from its inception or at any time in the future.
15. If the Sick Leave Bank becomes inoperative for any reason, the sick
leave days remaining in the bank at that time will be distributed first to those members receiving benefits. From the remaining bank balance, sick leave will be credited to the nearest one-half (1/2) day to each participating member, if a sufficient
(continued) (4)
GCBD-R.2 GCBD-R.2 PERSONNEL
Sick Leave Bank (continued) D. Rules for Use (continued)
15. (continued)
number of days exist. If the Bank has an insufficient balance to award one-half (1/2) day to each participating member, the Bank shall terminate and no further distribution will be made.
Pregnancy
16. Routine pregnancy shall not be covered. Any complications, as
documented by a physician, will be considered by the Board.
Transfer of Sick Leave Days
17. Effective January 1, 2015, transfer or donation of sick days from one employee to another employee will no longer be allowed, or will requests for additional sick leave days, up to five (5) days, may be from the transferred in the Sick Leave Bank be granted beyond the maximum 45 days allowed in any school calendar year for eligible employees. to another specific participating member. The person receiving the transferred days must have used the maximum number of days (45) allowed in the regular Sick Leave Bank Program. The maximum number of days for any combination of transfers to any one employee shall not exceed ten (10) days per year
Adopted by School Board: March 12, 2001 Amended by School Board: July 14, 2003 Amended by School Board: August 9, 2004 Amended by School Board: November 8, 2004 Amended by School Board: September 12, 2005 (5)
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Tazewell High School Field House ENCLOSURE: NA SUMMARY: Chad Murray will give a report on the progress of the
Tazewell High School Field House. RECOMMENDATION: NA ESTIMATED COSTS: NA
BUDGET CATEGORY: NA
LEGAL REFERENCE: Tazewell County School Board Policy: School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Update on the Richlands High School Softball Field Renovation
ENCLOSURE: NA
SUMMARY: David Lamie, Richlands softball parent and
representative for the Richlands Little League, will be updating the Board members on the progress of the softball field renovation.
RECOMMENDATION: NA ESTIMATED COSTS: NA
BUDGET CATEGORY: NA
LEGAL REFERENCE: Tazewell County School Board
Policy:
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Disposition of Pocahontas High School Memorabilia
ENCLOSURE: NA
SUMMARY: The County will be selling the Pocahontas High School building, and the memorabilia is still located in the vault inside the building. Alan McGraw, School Board Attorney, has drafted a Lease of Pocahontas High School Memorabilia. The Board will need to make a motion authorizing the School Board Chair to execute the lease.
RECOMMENDATION: That the Tazewell County School Board authorize the School Board Chairman to execute the Lease of Pocahontas High School Memorabilia to the Town of Pocahontas.
LEGAL REFERENCE: Tazewell County School Board Policy: School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014 SUBJECT: Sycom Proposal for Phone System Assessment
ENCLOSURE: Sycom Proposal SUMMARY: Mr. Gillespie will be asking the Board’s approval on the
Sycom proposal to update the telephone system. RECOMMENDATION: That the Tazewell County School Board approve the
Sycom proposal of $18,099.75 to update the phone system, the phase one of $15,285.00, and the other $15,285.00 due upon completion of the project.
ESTIMATED COSTS: $48,669.75
BUDGET CATEGORY: NA
LEGAL REFERENCE: Tazewell County School Board
Policy: School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
SyCom Technologies1802 Bayberry CourtRichmond, VA 23226
tel. 804-262-7100fax. 804-262-5157
September 25, 2014
Tazewell County Public SchoolsAttn: Drennon LaneyPhone: 276-988-1945Email: [email protected]
Quote# Tazewell Cisco Voice Upgrade 092514spQty Description Part # Price Ext Price
BE6000 Servers2 Cisco BE6000 Medium Density Server Export Restricted SW BE6K-ST-BDL-K9= $3,760.00 $7,520.002 SMARTNET 8X5XNBD Cisco Business Edition 6000 UCS Srv 9.0 CON-STLOC $0.00 $0.002 Power Cord 125VAC 13A NEMA 5-15 Plug North America CAB-9K12A-NA $0.00 $0.002 Cisco Business Edition 6000 - Software App Version 9.X 10.X BE6K-SW-9X10X $0.00 $0.002 Power Supply Blanking Panel/Filler CIT-PSU-BLKP $0.00 $0.002 16GB SD Card Module for C220 servers CIT-SD-16G-C220 $0.00 $0.002 Config Only E-Delivery VCS Control PAK PID CTI-VCSC-BE6K-PAK $0.00 $0.002 Software Release Key for Encrypted Virtual VCS Application LIC-SW-VMVCS-K9 $0.00 $0.002 Video Comm Server 10 Add Non-traversal Network Calls LIC-VCS-10+ $0.00 $0.002 Enable GW Feature (H323-SIP) LIC-VCS-GW $0.00 $0.002 Video Communication Server - 5 Traversal Calls LIC-VCSE-5+ $0.00 $0.002 Enable RAID 10 Setting R2XX-RAID10 $0.00 $0.008 500GB 6Gb SATA 7.2K RPM SFF Hot Plug/Drive Sled Mounted UC-A03-D500GC3 $0.00 $0.004 2.4 GHz E5-2609/80W 4C/10MB Cache/DDR3 1066MHz UC-CPU-E5-2609 $0.00 $0.008 8GB DDR3-1600-MHz RDIMM/PC3-12800/Dual Rank/1.35v UC-MR-1X082RY-A $0.00 $0.002 650W Power Supply Unit For UCSC C220 Rack Server UC-PSU-650W $0.00 $0.002 MegaRAID 9271-8i + Battery Backup for C240 and C220 UC-RAID-9271 $0.00 $0.002 Cisco UC Virt. Hypervisor 5.x (2-socket) VMW-VS5-HYP-K9 $0.00 $0.002 Cisco UC Virt. Hypervisor 5.x - SnS VMW-VS5-SNS $0.00 $0.001 650W power supply for C-series rack servers UCSC-PSU-650W= $252.00 $252.002 Power Cord 125VAC 13A NEMA 5-15 Plug North America CAB-9K12A-NA= $13.75 $27.50
Licensing1 Unified Workspace Licensing - Top Level for STD - 9.x R-CUWL-STD-K9 $0.00 $0.001 ESSENTIAL SW Unified W-space Lic - Top Level for STD CON-ESW-RCUWLSK9 $0.00 $0.001 Migrating from Unity Connection Standalone to CUWL UCXN $0.00 $0.00
135 Migrate Enhanced UCM UCAPP single user to STD - install base MIGE-CMAPP-UWL-STD $15.00 $2,025.001 Version 10.x Software Kit UCAPPS-SW-10.X-K9 $0.00 $0.00
100 Jabber for Android CUWL Only JAB-ADR-CLNT-UWL $0.00 $0.00100 Jabber for iPhone CUWL Only JAB-IPH-CLNT-UWL $0.00 $0.001 Cisco Expressway-C Server, Virtual Edition EXPWY-VE-C-K9 $0.00 $0.001 ESSENTIAL SW Cisco Expressway-C S CON-ESW-EXPWYVEC $0.00 $0.001 Cisco Expressway-E Server, Virtual Edition EXPWY-VE-E-K9 $0.00 $0.001 ESSENTIAL SW Cisco Expressway-E Server, Virtual Editi CON-ESW-EXPWYVEE $0.00 $0.001 Software Image for Expressway with Encryption, Version X8 SW-EXP-8.X-K9 $0.00 $0.001 Jabber for Android Right to Use JAB-ADR-RTU $0.00 $0.001 Jabber for iPhone Right to Use JAB-IPH-RTU $0.00 $0.001 Enable Advanced Networking Option LIC-EXP-AN $0.00 $0.001 Enable Expressway-E Feature Set LIC-EXP-E $0.00 $0.001 Expressway Series, Expressway-E PAK LIC-EXP-E-PAK $0.00 $0.002 Enable GW Feature (H323-SIP) LIC-EXP-GW $0.00 $0.002 Enable Expressway Series Feature Set LIC-EXP-SERIES $0.00 $0.001 Enable TURN Relay Option LIC-EXP-TURN $0.00 $0.002 License Key Software Encrypted LIC-SW-EXP-K9 $0.00 $0.001 WebEx PAK for CUWL Standard WEBEX-UWL-S-PAK $0.00 $0.00
135 Services Mapping SKU, Under 1K UWL STD users LIC-UWL-STD-A $0.00 $0.00135 ESSENTIAL SW Services Mapping SKU CON-ESW-LICUWLT $14.70 $735.00135 Cisco UWL STD UCSS - 1 user One Year Sub UCSS-U-UWL-STD-1-1 $14.00 $14.00135 Included WebEx Messenger Users ( 1 Year Term) WBX-IM1-NH-UWL $0.00 $0.00100 Jabber for Desktop for PC and Mac JABBER-DESKTOP $0.00 $0.0050 Jabber for iPad and Android Tablet JABBER-TABLET $0.00 $0.001 Jabber for Tablet Right to Use JABBER-TABLET-RTU $0.00 $0.001 Jabber for Desktop Right to Use JABBER-DSK-K9-RTU $0.00 $0.001 Version 8.x or Earlier UC-8.X-OR-EARLIER
1Sycom Technologies Confidential
1 Top Level Sku For 9.X and Later User License R-UCL-UCM-MIG-K9 $0.00 $0.001 ESSENTIAL SW Top Level Sku For 9.X and Later User Lic CON-ESW-RUCLUCMG $0.00 $0.00
135 Migration to UC Manager Enhanced - Less than 1K Users MIG-CUCM-USR-A $18.00 $2,430.00135 UC Manager UCSS - 1 ENH User One Year Sub Tier A UCSS-U-UCM-A-1-1 $7.65 $1,032.75135 ESSENTIAL SW Migration to UC Manager Enhanced CON-ESW-MIGCUC87 $9.10 $1,228.501 CUCM Software Version 10.X CUCM-VERS-10.X $0.00 $0.001 Cisco Expressway-C Server, Virtual Edition EXPWY-VE-C-K9 $0.00 $0.001 ESSENTIAL SW Cisco Expressway-C S CON-ESW-EXPWYVEC $0.00 $0.001 Cisco Expressway-E Server, Virtual Edition EXPWY-VE-E-K9 $0.00 $0.001 ESSENTIAL SW Cisco Expressway-E Server, Virtual Editi CON-ESW-EXPWYVEE $0.00 $0.001 Software Image for Expressway with Encryption, Version X8 SW-EXP-8.X-K9 $0.00 $0.001 Enable Advanced Networking Option LIC-EXP-AN $0.00 $0.001 Enable Expressway-E Feature Set LIC-EXP-E $0.00 $0.001 Expressway Series, Expressway-E PAK LIC-EXP-E-PAK $0.00 $0.002 Enable GW Feature (H323-SIP) LIC-EXP-GW $0.00 $0.002 Enable Expressway Series Feature Set LIC-EXP-SERIES $0.00 $0.001 Enable TURN Relay Option LIC-EXP-TURN $0.00 $0.002 License Key Software Encrypted LIC-SW-EXP-K9 $0.00 $0.001 Prime Collaboration Standard 10.x PC-10X-STANDARD-K9 $0.00 $0.00
135 Jabber for Desktop for PC and Mac JABBER-DESKTOP $0.00 $0.001 Jabber for Desktop Right to Use JABBER-DSK-K9-RTU $0.00 $0.00
1 Migration from Unity 4.x or Unity Cxn 1.x to Unity Cxn 10.x UNITYCN10-VUP-K9 $0.00 $0.001 SWSS UPGRADES Migration from Unity 4.x or Unity Cxn 1. CON-ECMU-UNITYVUK $0.00 $0.00
135 Mig Unity 4.x or later/Unity Cxn 1.x to Unity Cxn 10.x Users MIG-UCXN10-USR $6.00 $810.00135 SWSS UPGRADES Mig Unity 4.x or later/Unity Cxn 1.x to CON-ECMU-MIUCXNUS $10.50 $1,417.50135 UCSS for Unity or Unity Connection - 1 user One Year Sub UCSS-U-MSG-1-1 $4.50 $607.50
$18,099.75
Notes:Quote Valid for 30 daysPrices subject to changeNet 30 Terms
Products included in this quote are subject to the original manufacturer's terms and conditions on returns, which typically include a re-stocking fee and original, factory-sealed packaging. SyCom Technologies must be notified of any RMA request within 15 days of receipt of equipment.
Quote prepared by Sarah Peachee. (Phone) 804-474-5243 (Fax) 804-262-5157, email: [email protected]
If your organization does not use purchase orders, please signand fax signed copy of quote to SyCom @ 804-262-5157
Signature: Date:
2Sycom Technologies Confidential
September 15th, 2014
Allen Hartman
SyCom Technologies
Tazewell County Public Schools UC Upgrade to 10.X Project
UC Upgrade Project Document last edited on 9/18/2014
1 © 2014 SyCom Technologies. All rights reserved. This document and the information contained herein are proprietary and confidential. It may not be duplicated, redistributed, reused or displayed to any other party without the expressed written consent of SyCom Technologies.
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1.3
Contents Tazewell County Public Schools UC Upgrade Project ......................................................................... 2
Contact Information ................................................................................................................................ 2
History ...................................................................................................................................................... 2
Review ..................................................................................................................................................... 2
Executive Summary ............................................................................................................................... 3
Business Requirements ........................................................................................................................ 3
Solution Overview .................................................................................................................................. 3
SyCom Project Methodology .................................................................................................................... 3
Phase 1 – Project Initiation ................................................................................................................... 4
Phase 2 – Discovery / Design Development ...................................................................................... 4
Phase 3 – Configuration ........................................................................................................................ 4
Phase 4 – Training ................................................................................................................................. 5
Part 1 - Administrator Training ............................................................................................ 5
Part 2 - End User Training .................................................................................................. 5
Phase 5 – Service Migration / Implementation .................................................................................. 6
Phase 6 – Validation / Testing ............................................................................................................. 6
Phase 7 – Documentation / Deliverables ........................................................................................... 7
Phase 8 – Project Closeout .................................................................................................................. 7
Project-specific Assumptions ................................................................................................................... 7
Assumptions ................................................................................................................................................ 7
Project Management Services ................................................................................................................. 9
Work Day/Hours Expectations ................................................................................................................. 9
Travel Time/Reimbursement Expectations ............................................................................................ 9
Expense Reimbursement Expectations .................................................................................................. 9
Project Investment ................................................................................................................................... 10
Payment Terms ........................................................................................................................................ 10
Project Billing ............................................................................................................................................ 10
Change Management .............................................................................................................................. 10
Statement of Work Authorization ........................................................................................................... 11
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Tazewell County Public Schools UC Upgrade Project
Contact Information Table 1 Contact Information
Contact Contact Data Account Manager Ginger Baldwin
111 Franklin Rd, Suite 113 Roanoke, VA 24011 Phone: 540-283-4770 E-mail: [email protected]
Client / Customer Tazewell County Public Schools Drennon Laney 209 West Fincastle Tazewell, VA 24651 Phone: 276-988-1945 E-mail: [email protected]
History Table 2 Revision History
Version No.
Issue Date Status Author Reason for Change
1.0 09/15/2014 Draft Allen Hartman Initial release
1.1 09/15/2014 Rev1 Allen Hartman Updated per Peer Review recommendations
1.2 09/18/2014 Rev2 Tom Ball PMO Review
Review Table 3 Revision Review
Reviewer’s Details Version No. Date
Tim Huffman 1.0 09/15/2014
Tom Ball 1.1 09/18/2014
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Executive Summary Tazewell County Public Schools has requested SyCom Technologies (SyCom) to provide assistance with upgrading their current UC environment from 7.1(3) to 10.X, providing and configuring presence and IM with Cisco Jabber. Through several customer meetings and high-level design sessions, this Statement of Work was created to provide Tazewell County Public Schools with additional details into the process to complete the above tasks.
SyCom has prepared this statement of work to plan and execute the UC upgrade project. As a trusted technology advisor, SyCom works with customers to identify current state, desired state and a clear path to success. Our experienced team combines technical acumen with an understanding of customer business needs. The result is a solution that maximizes the customer’s return on investment.
Business Requirements The capturing of relevant business requirements for technology implementation projects is key to SyCom’s success in this endeavor. The following items are key business requirements:
Upgrade Tazewell County Public Schools’ existing CUCM servers running on legacy MCS series Hardware from version 7.1(3) to the latest stable version of 10.X
Migrate the UC applications from legacy MCS servers to Cisco UCS servers running VMware
Upgrade and migrate Tazewell County Public Schools’ existing Unity Connection servers running on Legacy MCS servers from version 7.X to the latest stable version of Unity Connection 10.X running on UCS C-series in VMware
Cisco Presence server configuration for Presence and configure Cisco Jabber IM and soft client
Provide training on the Jabber/Presence
Solution Overview The solution envisioned to solve these problems will include the following items:
Two new Cisco UCS C-series servers (BE6K servers) Cisco UC 10.5 software
SyCom Project Methodology Successful technology implementation is provided through the use of the SyCom Project Methodology. This methodology represents our collective knowledge and experience on how to produce successful outcomes. The proposed work will be separated into the following project phases:
UC Upgrade Project Document last edited on 9/18/2014
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Phase 1 – Project Initiation This phase consists of providing communication channels between SyCom and the Tazewell County Public Schools. During this Phase, the following goals will be achieved:
Kick-off meeting will be scheduled Introduction of the SyCom Project Manager Identify team members, roles, and responsibilities Define the escalation procedures Define the change control process Identify key project milestones
Phase 2 – Discovery / Design Development During this phase, SyCom will meet with the Tazewell County Public Schools staff members to finalize the requirements for this project. SyCom will hold appropriate meetings or design sessions to gather and document the requirements of this project, carefully mapping these requirements toward business and end-user goals.
As a part of this project the following key elements will be collected or developed:
Network infrastructure items o IP Address Info o NTP, DNS, SMTP, Etc.
Server items o Hostnames o Usernames, passwords, access info
Software items o UC10.X software including CUCM, CUCXN, CUPS o VMware ESXi software
Develop Test & Acceptance Plan (TAP) Develop Implementation & Deployment Plan (IDP)
Phase 3 – Configuration SyCom will stage the installation before going live. In this phase, SyCom will place configurations onto equipment and install software particular to the requirements in Phase 2. As a part of this phase, SyCom will also complete:
Inventory Management – Receiving equipment, logging, vendor management, and reporting.
Assembly – Installing any internal components such as network interfaces and making all required connections.
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o Unbox, rack, and power up (2) Cisco C220 M3 (BE6K) servers to run the UC applications
Load – Installing any required operating systems, applications, utilities.
Configuration – Setting all hardware and software options in accordance with prescribed manufacturer instructions.
o Upgrade the existing Cisco CUCM Publisher version 7.1(3) to the latest stable version of 10.X
o Upgrade the existing Cisco CUCM Subscriber version 7.1(3) to the latest stable version of 10.X
o Upgrade the existing Cisco Unity Connection Publisher version 7/X to the latest stable version of Unity Connection 10.X
o Add additional redundant Unity Connection HA 10.X server
o Install Cisco CUPS server Publisher and Subscriber
o Install Cisco Jabber for Desktop on up to (5) desktops and train PCPS IT staff on how to install the remaining clients
Test – Executing test plans according to customer-specified rules to verify the system or device is functioning properly.
Returns – Upon test failure and inability to resolve the failure, equipment will be returned for under-warranty replacement.
Solution Delivery – Asset tagging and reporting, when requested, in accordance with customer-specified guidelines. Consolidated shipments to designated end-user locations.
Phase 4 – Training
Part 1 - Administrator Training SyCom will review the as-built configuration with the Tazewell County Public Schools staff. Basic day-to-day system maintenance will be conveyed with this knowledge transfer. Additional training may be requested but is considered out of scope. The following topics will be discussed:
Review upgraded configuration in the new UC 10.X environment for all applications
Review CUPS install with the Tazewell County Public Schools IT staff
Train IT staff on how to install additional Jabber for Desktop applications
Part 2 - End User Training SyCom will train the Tazewell County Public Schools end users on how to use the new system and the features as implemented. Users will be provided a manual during training that may be kept for future reference. The training material will also be provided to Tazewell County Public Schools in electronic format for future use and update if desired. SyCom will perform a train the trainer model for this training. Where SyCom will train up to (5) Tazewell County Public Schools
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trainers in a single, three-hour training session and then the trainers will train the rest of the users.
Training sessions will cover:
Cisco Jabber basics
o How to add contacts
o How to IM
o How to see presence
o How to set presence
o How to make a phone through Jabber with the desk phone
o How to use Cisco Jabber as a soft phone
o How to make a video call
o How to check voice mail with Cisco Jabber
Phase 5 – Service Migration / Implementation The 10.X upgrade will take place during a scheduled maintenance window. The date and time will be agreed upon by the Tazewell County Public Schools and SyCom Technologies. We will upgrade the existing equipment first. The following servers will be cut over in one night.
Existing CUCM Pub Existing CUCM Sub Existing CUCXN Pub
SyCom will provide 8-hours of post cutover support, the first business day following the system production cutover.
Note: All other equipment will be installed and configured after the upgrades. Since they will not be in production the work will be done during normal business hours.
Phase 6 – Validation / Testing This section describes the test and acceptance plan set forth by SyCom and Tazewell County Public Schools. Test and Acceptance documents will be created and agreed upon by SyCom and Tazewell County Public Schools during the Discovery/Design phase. This document will be used to confirm Tazewell County Public Schools acceptance of the solution installed. Client sign-off on testing is a requirement of moving to the next phase.
At this point, SyCom considers the system implementation fully complete. The following two weeks will be used to determine potential gaps that exist in the Statement of Work and bring them to the attention of the project manager or project coordinator for remediation.
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Upon successful handoff from the SyCom project team to Tazewell County Public Schools, the network becomes the responsibility of Tazewell County Public Schools. (Note: Unless the customer has purchased continuing support from SyCom.)
Phase 7 – Documentation / Deliverables SyCom will provide Tazewell County Public Schools with all documentation compiled during the project. The documentation will be provided to electronic format. The documentation will include the following:
Visio or Excel as-built configuration Uplinx Report for CUCM, CUCXN, and CUPS
Phase 8 – Project Closeout Project closure occurs 14 days after Testing and Acceptance and when Tazewell County Public Schools and SyCom have determined that the project tasks are completed. SyCom will ask the project sponsor on record for a decision to close the project at that time. A list of outstanding issues and defects will be provided to the project sponsor at the time of project closure.
At the desire of Tazewell County Public Schools, SyCom may continue to provide support beyond any post implementation support described herein, but such support will be considered out of scope for this agreement.
Project-specific Assumptions The following assumptions are made on the part of SyCom based upon conversations conducted or define areas that are considered to be the responsibility of the customer.
Administrator training is limited to 4-hours End user (train the trainer) training is limited to 3-hours
Assumptions The following assumptions are made on the part of SyCom to either ensure successful project completion or define areas that are considered to be the responsibility of the customer.
The customer will be available to participate actively as appropriate during each work phase.
The customer will designate a single point of contact to whom all SyCom communications may be addressed and who has the authority to act on all aspects of the services. Such contact shall be available during normal hours of business (Monday through Friday 8:30am to 5:00pm local time excluding observed holidays).
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The customer agrees to provide SyCom with reasonable access to the required work sites and facilities, including where applicable: computer equipment, telecom equipment, facilities, work space and telephone for SyCom’s use during the project.
Full/complete backups of all current elements of the environment at the customer’s site locations are functional and available.
SyCom has made a “good faith” effort to provide the customer with an accurate representation of the hardware, software and services required for successful project planning. Any licensing/products not identified through the preliminary discovery performed to generate this statement of work and deemed necessary for the implementation/migration will be the responsibility of the customer to obtain. SyCom is not responsible for software license compliance.
The customer will review and approve all proposed upgrade plans before implementation.
The customer agrees to provide technical staff or end user(s) to perform system testing once the installation is complete.
The customer agrees to, when requested by SyCom, provide the required building layouts, including the floor plan, cabling and power locations for all applicable sites.
The customer agrees that any delays caused by any telecommunications carrier affecting the installation, termination, provisioning or activation of circuits may result in the customer being billed for out-of-scope work.
The customer agrees to provide all the cabling required to complete the installation that is not included with this equipment. Cabling will be delivered to the installation site prior to the arrival of the SyCom resource. This includes desktop patch cords, closet patch cords, patch panels, etc. All cabling longer than 20 feet will be installed by the customer and will be labeled with an indication of what connectivity the cabling supports.
The customer agrees to prepare the installation site. In particular, ensure that proper environmental conditions are met and adequate power is available. On-site installation delays caused by the lack of completed site preparation may result in the customer being billed for out-of-scope work.
The customer will notify SyCom of any schedule changes within five (5) business days of any scheduled activity. Scheduling changes and/or cancellations made after this five (5) day window may result in out-of-scope charges to the project.
SyCom will not be held responsible for data loss due to insufficient or incomplete customer backups. All data backups are the responsibility of the customer. Backups should be performed and verified prior to project commencement.
SyCom does not maintain copies of any project documentation for longer than 60 days past project closeout unless an active continuing support contract is in place.
Services do not include resolution of software or hardware problems resulting from third party equipment or services or problems originated through circumstances beyond SyCom’s control.
If at any point in the execution of this Statement of Work, SyCom must contact the manufacturer Technical Assistance Center (TAC) or manufacturer licensing group on
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behalf of the customer, time spent will be considered out of the scope of this project and not part of the attached project cost.
Unless otherwise stated, all diagrams will be provided in Visio format and all documentation will be provided in Microsoft Word or Portable Document format.
Project Management Services SyCom is committed to utilizing Project Management methodologies needed to support the successful deployment and completion of this Statement of Work. These services include but are not limited to:
Project kickoff meeting Resource scheduling management Issues management Risk identification and mitigation Scope management (please refer to the Change Management section of this Sow) Project costing / budget analysis Weekly project status meetings Project closeout meeting / punch list management
Work Day/Hours Expectations SyCom will perform the defined work within the normal working hours of 8:30 a.m. to 5:00 p.m., Monday through Friday, excluding holidays. Work will be performed at the customer site and at SyCom offices. Requests for working after hours, weekend hours or holiday hours must be submitted to and approved by the SyCom Account Manager prior to the work being performed. Work performed during these hours and work performed outside of this statement of work will be subject to the agreed-upon higher billing rates shown below.
Travel Time/Reimbursement Expectations Travel time is included in this statement of work.
Expense Reimbursement Expectations Any incurred travel and expenses must be pre-approved by the customer and will be billed back to them at actual cost.
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Project Investment Based on the assumptions and services stated above and the anticipated work effort shown below, the Fixed Fee cost required to complete the project including local travel and expenses is $30,570.00. Expenses and any work performed outside of this scope of work will require a change order and must be pre-approved by the customer.
Payment Terms Payment is due Net30 from the date of the invoice.
Project Billing Project billing with occur according to the following schedule.
Project Phase Amount
Phase 1 - Project Kickoff Meeting (50%) $15,285.00
Phase 8 - Project Closeout Meeting (50%) $15,285.00
Change Management Changes requested and made to any of the following will be subject to a Change Order Request that may add additional cost to the project and will be passed through to the customer.
Adding phases, tasks, deliverables, equipment or additional resources to the project that result in additional labor hours
Issues arising from environmental, architectural or infrastructural conditions not identified or known at the time of sign-off
3rd party issues that are not under SyCom’s control
A Change Order Request will be sent to the customer for review and approval prior to the work being performed. If it is determined that the work is time sensitive and critical in nature, a Change Order Request may follow work already completed. In these cases, customer approval occurs upon request that the work be done and formal written approval to add additional labor cost will not be required.
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Statement of Work Authorization Agreed to and accepted by:
SyCom Technologies Tazewell County Public Schools
Signature: Signature:
Name:
Name:
Title:
Title:
Date:
Date:
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Naming of the Richlands Middle School Band Room
ENCLOSURE: Email from Tom Lester to David Woodard Policy FFA and Policy Regulation FFA-R
SUMMARY: Mr. Lester will be asking to name the Richlands Middle School Band Room after J.B. Viers, former RHS/RMS band director.
RECOMMENDATION: (1) – That the Tazewell County School Board lay aside policy FFA and policy regulation FFA-R in order to approve the naming of the Richlands Middle School band room.
(2) - That the Tazewell County School Board approve naming the
Richlands Middle School Band Room The J.B.Viers Band Room. LEGAL REFERENCE: Tazewell County School Board Policy:
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
File: FFA
SCHOOL NAMES Naming of Schools, Facilities, and Grounds
It is the responsibility of the Tazewell County School Board to determine the names for all school facilities and to authorize the permanent dedication of naming of areas of school facilities or grounds to honor individuals. In fulfilling this responsibility, the School Board shall make every effort to respect the preference of the community; however, final decisions on the naming of school facilities and the dedicating of areas of school facilities or grounds shall rest entirely with the School Board. The process for soliciting community input will be established by the School Board as the need arises to name a new school. No school will be named for a living individual. Schools may be named for individuals who have been deceased for at least 10 years. The School Board acknowledges that the community may want to recognize exceptional contributions to the school division by providing for the permanent dedication or naming of appropriate areas of a school facility (i.e., library or media center, commons area, gymnasium, etc.) or school grounds (i.e., athletic field, courtyard, etc.) in honor of individuals making such exceptional or outstanding contributions. Names of deceased or retired individuals who have made such exceptional or outstanding contributions may be proposed. Names of persons actively serving Tazewell County Public Schools shall not be considered. The Superintendent will develop regulations to ensure appropriate processes are in place for community input through an established committee process. Committees will forward recommendations to the School Board for consideration. The School Board will make all final decisions regarding any naming situations. Adopted: May 10, 2004 Amended by the School Board: November 11, 2013 _____________________________________________________________________________ _____________________________________________________________________________ Legal Refs.: Code of Virginia, 1950, as amended, sections 22.1-78, 22.1-79. Cross Ref.: FF Public Dedication of New Facilities © 2/04 VSBA TAZEWELL COUNTY PUBLIC SCHOOLS
File: FFA-R
SCHOOL NAMES
Naming of Schools, Facilities, and Grounds Naming of Schools
A. Generally Responsibility for providing recommendations of names for school shall be determined by a committee composed of board members, professional staff, students and citizens of the community.
a. Procedures for Appointment One/Two School Board members shall be appointed by the Chairman of the Board. Other members of the committee shall be recommended to the Chairman of the School Board by the School Board and Superintendent.
b. Organization The Committee shall establish the necessary criteria to select and make recommendations to the School Board names of persons considered to be qualified to have a Tazewell County Public Schools school named after them.
c. Final Approval Final approval in the selection of a name for any school lies solely with the Tazewell County School Board
Naming of Areas of School Facilities or Grounds
A. Generally Responsibility for providing recommendations of permanent dedication or naming of areas of school facilities (i.e., library or media center, commons area, gymnasium, etc.) or school grounds (i.e., athletic field, courtyard, etc.) shall be determined by a committee composed of administration from the school, representation from central office administration, teachers, parents, students, and patrons of the school community.
a. Procedures for Appointment The principal of the school shall serve as the chair of the committee and provide a recommended list of committee members to the Superintendent for review and approval.
b. Organization The Committee shall establish the necessary criteria to select and make recommendations to the Superintendent names of persons considered to be qualified to have a Tazewell County Public Schools facility or grounds named after them.
c. Initial Review The committee shall present their recommendation to the Division Superintendent who will forward to the School Board for final determination.
d. Final Approval Final approval in the selection of a name for any area of a school facility or grounds lies solely with the Tazewell County School Board.
Adopted by the School Board: November 11, 2013
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Presentation by Cenergistic, The Energy Conservation Company
ENCLOSURE: NA
SUMMARY: Larry Price from Cenergistic, will give a presentation based on data submitted to the company on the school system’s utility bills. There is no start-up fee to use this company.
RECOMMENDATION: That the Tazewell County School Board approve the Cenergistic Proposal.
LEGAL REFERENCE: Tazewell County School Board Policy:
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014 SUBJECT: Budget Amendment, Excellence in Co-Teaching
Demonstrations Site Grant Award
ENCLOSURE: Memo from Wendy Barringer
SUMMARY: Budget amendments are necessary for grant awards the division receives throughout the school year. Budget amendments require the approval of the School Board.
RECOMMENDATION: That the Tazewell County School Board approve the Budget
Amendment for the Excellence in Co-Teaching Demonstrations Site Grant Award in the amount of $7,500.
ESTIMATED COSTS:
BUDGET CATEGORY:
LEGAL REFERENCE: Tazewell County School Board Policy: Annual Budget: DB §§ 15.2-2500,15.2-2503, 15.2-2504, 15.2-2506, 22.1-91,
22.1-92, 22.1-93, 22.1-94
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014 SUBJECT: Budget Amendment, Literary Fund – Cedar Bluff (Safety
Grant)
ENCLOSURE: Memo from Wendy Barringer
SUMMARY: Budget amendments are necessary for grant awards the division receives throughout the school year. Budget amendments require the approval of the School Board.
RECOMMENDATION: That the Tazewell County School Board approve the Budget
Amendment for the Literary Fund Safety Grant for Cedar Bluff Elementary in the amount of $190,454.88.
ESTIMATED COSTS:
BUDGET CATEGORY:
LEGAL REFERENCE: Tazewell County School Board Policy: Annual Budget: DB §§ 15.2-2500,15.2-2503, 15.2-2504, 15.2-2506, 22.1-91,
22.1-92, 22.1-93, 22.1-94
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014 SUBJECT: Budget Amendment, Security Equipment Grant Award
ENCLOSURE: Memo from Wendy Barringer
SUMMARY: Budget amendments are necessary for grant awards the
division receives throughout the school year. Budget amendments require the approval of the School Board. Mrs. Barringer will be asking for approval of the budget amendment.
Mr. Gillespie will give a brief update on the Security
Equipment Grant Award. RECOMMENDATION: That the Tazewell County School Board approve the Budget
Amendment for the Security Equipment Grant Award in the amount of $99,365.
ESTIMATED COSTS:
BUDGET CATEGORY:
LEGAL REFERENCE: Tazewell County School Board Policy: Annual Budget: DB §§ 15.2-2500,15.2-2503, 15.2-2504, 15.2-2506, 22.1-91,
22.1-92, 22.1-93, 22.1-94
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
For Tazewell County Public Schools
This program had been authorized by the 2013 General Assembly for the purchase and installation of school security equipment.
On September 26, 2014, the Virginia Department of Education notified Mrs. Kinser, Division Superintendent, that Tazewell County Public Schools had been awarded a total of $99,365 from the 2014 School Security Equipment Grant Program.
We submitted this grant
application to meet security
needs for our division—as a
whole—and for two schools in
particular: Tazewell High
School and the Tazewell
County Career & Technical
Center.
A. A generator for Internet Central which will provide a more reliable Uninterrupted Power Supply for our division internet.
B. Additional interior cameras to enhance security in the hallways and stairwells
C. New exterior cameras for the parking lots and for the new generator.
Brief Description of the THS Project
A. Installation of new keyless entry system that will allow access with name badges at the front door and from wing to wing.
B. Additional interior camera system that will enhance security in all wings and corridors of the facility.
C. New exterior cameras for the parking lots
D. Server and other hardware equipment to provide for support for these new devices and security systems.
Brief description of the TCCTC Project
The total estimated cost was
$124,206
However, we have been awarded
$99,365
That will allow us to
expand the scope of
our project a little. The
division must provide
25% of the project, so
the total is estimated at
$132,486.
Tazewell County Public School’s responsibility will be
$33,121.
That money is already available in our budget for specific
portions of the project.
We are now in the process of seeking new quotes on the items and equipment to make sure that we get the
best price possible.
Back to work…
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014 SUBJECT: Approval of the 2015-2016 Budget Planning Calendar
ENCLOSURE: Proposed Budget Planning Calendar for 2015-2016
SUMMARY: The Budget Planning Calendar consists of various dates
throughout the school year for meetings, work sessions, deadlines, etc. pertaining to the development of the following school year’s budget.
RECOMMENDATION: That the Tazewell County School Board approve the Budget
Planning Calendar for the 2015-2016 Budget.
ESTIMATED COSTS: NA
BUDGET CATEGORY: NA
LEGAL REFERENCE: Tazewell County School Board
Policy: Annual Budget: DB Code of Virginia, §§ 15.2-2500,15.2-2503, 15.2-2504, 15.2- 2506, 22.1-91, 22.1-92, 22.1-93, 22.1-94
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
* Tentative
TAZEWELL COUNTY PUBLIC SCHOOLS 2015-2016 SCHOOL BOARD BUDGET CALENDAR
2014 July 1 FY 2014-15 Approved Budget Issued Oct. 13 Review information relative to declining enrollment and projected state
revenue shortfall Oct. 13 Appoint two School Board members to serve on Budget Committee
Individual Schools/Departments submit 2015-16 budget requests (Principals and supervisors are to ensure that staff, students, and parents have input on budget requests.)
Oct. 14 – Dec. 19 Solicit community input on proposed Budget (by website or forms
available in schools) Nov. 7 School Budget requests submitted to central office Dec. 1 Instructional Supervisors work session to prioritize budget requests Dec. 16 Non-Instructional Supervisors work session to prioritize budget requests 2015 Jan. 12 School Board Budget Committee work session to prioritize budget requests at 4:00 p.m. – TCCTC Student Center Jan. 26 School Board Budget Committee work session to prioritize budget
requests at 4:00 p.m. – Central Office Feb. 9 School Board Budget Committee recommendations presented to the School Board – TCCTC Student Center
Public Hearing on 2015-16 School Budget Feb. 23 School Board Budget Work Session at 5:00 p.m. - TCCTC Student Center Mar. ____* Work session with Board of Supervisors Mar. 9 School Board tentatively adopts 2015-16 School Budget – TCCTC
Student Center Mar. 30 2015-16 School Budget submitted to Board of Supervisors for approval Apr. 7 * Board of Supervisors approves 2015-16 School Budget
(Additional budget committee work sessions may need to be scheduled.)
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014 SUBJECT: Appointment of two School Board Members to serve on the
2015-2016 Budget Planning Committee
ENCLOSURE: N/A
SUMMARY: The Budget Planning Committee consists of the Superintendent, the Supervisor of Finance/Clerk and two School Board members. The Budget Planning Committee will work throughout the school year preparing the 2015-2016 Budget to present to the full Governing Body.
RECOMMENDATION: That the Tazewell County School Board appoint the
following members of the board to the Budget Planning Committee for the development of the 2015-2016 budget: [identify two members to serve on the committee] _________________________________.
ESTIMATED COSTS: NA
BUDGET CATEGORY: NA
LEGAL REFERENCE: Tazewell County School Board
Policy: Annual Budget: DB Code of Virginia, §§ 15.2-2500,15.2-2503, 15.2-2504, 15.2-2 506, 22.1-91, 22.1-92, 22.1-93, 22.1-94
School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Community Input on the 2015-16 School Board Budget ENCLOSURE: NA SUMMARY: Mrs. Kinser will share information as to how the community
can have a part in the 2015-16 School Board Budget. RECOMMENDATION: NA ESTIMATED COSTS: NA
BUDGET CATEGORY: NA
LEGAL REFERENCE: Tazewell County School Board Policy: School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Tazewell County Public Schools 209 West Fincastle Turnpike P. O. Box 927 Tazewell, VA 24651‐0927 Phone (276) 988‐5511, Fax (276) 988‐1976 www.tazewell.k12.va.us
Christine P. Kinser, Division Superintendent
School Board Members David Woodard, Chairman
Jimmy Jones, Vice‐Chairman H.S. Caudill Mike Dennis Chris Moir
October 13, 2014
SUBJECT: Approval of Document for Evaluation of Superintendent ENCLOSURE: NA (document is posted online) SUMMARY: Mrs. Kinser will be asking the School Board to approval the
document for evaluation of superintendent that mirrors the document used for teacher and principal evaluations. Mrs. Kinser will be providing the Board with the indicators she will be working on this year.
RECOMMENDATION: That the Tazewell County School Board approve the
evaluation instrument for the Division Superintendent. ESTIMATED COSTS: NA
BUDGET CATEGORY: NA
LEGAL REFERENCE: Tazewell County School Board Policy: School Board Powers and Duties: BBA Code of Virginia, §§ 22.1-78, 22.1-79
Guidelines for Uniform Performance
Standards and Evaluation
Criteria for Superintendents
Virginia Department of Education
P. O. Box 2120
Richmond, Virginia 23218-2120
Approved by the Board of Education
on September 27, 2012, to become effective July 1, 2014.*
*The Virginia Board of Education approved the document Guidelines for Uniform
Performance Standards and Evaluation Criteria for Superintendents, to become
effective on July 1, 2014; however, school boards and divisions are authorized to
implement the standards prior to July 1, 2014.
i
Acknowledgements
The Virginia Department of Education expresses appreciation to the members of the Virginia
Superintendent Evaluation Work Group for their invaluable input and support of the project.
Virginia Superintendent Evaluation Work Group
Rev. Jarvis E. Bailey, School Board Member, Fredericksburg City Public Schools
Mr. James Baldwin, Executive Director, Virginia Association of Elementary School Principals
Dr. Randy Barrack, Executive Director, Virginia Association of Secondary School Principals
Dr. BJ Brewer, Superintendent, Amelia County Public Schools
Dr. Sarah Campbell, Superintendent, Alleghany County Public Schools
Ms. Anne Carson, President, Virginia Parent Teacher Association
Dr. Walter R. Clemons, Superintendent, Northampton County Public Schools
Dr. Jack Dale, Superintendent, Fairfax County Public Schools
Mr. Vincent Darby, Principal, Granby Elementary School, Norfolk Public Schools, Virginia
Association of Elementary School Principals
Dr. Lyle Evans, Assistant Superintendent for Human Resources and Administrative Services,
Chesterfield County Public Schools
Ms. Kimberly B. Gray, School Board Member, Richmond City Public Schools
Dr. Angela Gwynne-Atwater, Principal, Liberty Elementary School, Loudoun County Public
Schools, Virginia Association of Elementary School Principals
Ms. Kari M. Hall, Teacher, Henrico County Public Schools, Virginia Education Association
Dr. Mark Jones, Superintendent, King William County Public Schools
Ms. Gena Cook Keller, Superintendent, Fluvanna County Public Schools
Mr. William S. Kidd, School Board Member, Wythe County Public Schools
Mr. D. Patrick Lacy, Virginia School Boards Association
Dr. Mark Lineburg, Superintendent, Bristol City Public Schools
ii
Dr. Keith Perrigan, Principal, Patrick Henry High School, Washington County Public Schools,
Virginia Association of Secondary School Principals
Ms. Sharon E. Pope, Principal, Harry F. Byrd Middle School, Virginia Association of
Secondary School Principals
Dr. Betsy Roberson, Director, Office of Teaching and Learning, Virginia Education
Association
Mr. Wendell C. Roberts, Staff Attorney, Virginia School Boards Association
Dr. Patrick J. Russo, Superintendent, Henrico County Public Schools
Mr. Leonard Stewart, Jr., School Board Member, Lexington City Public Schools
Dr. Thomas A. Whitley, Principal, Lakeland High School, Virginia Association of
Secondary School Principals
Mrs. Diana D. Winston, School Board Member, Henrico County Public Schools
Project Consultants
Dr. James H. Stronge, Heritage Professor of Educational Policy, Planning, and Leadership,
The College of William and Mary, Williamsburg, Virginia
With assistance from: Dr. Virginia Caine Tonneson, Post-Doctoral Research Associate,
The College of William and Mary
Department of Education Staff
Dr. Patricia I. Wright, Superintendent of Public Instruction, Virginia Department of Education
Dr. Mark R. Allan, Director of Licensure and School Leadership and Evaluation
Project Coordinator, Virginia Department of Education
Dr. Deborah Jonas, Former Executive Director of Research and Strategic Planning, Virginia
Department of Education
Ms. Patty Pitts, Assistant Superintendent for Teacher Education and Licensure, Virginia
Department of Education
Dr. Kathleen Smith, Director of School Improvement, Virginia Department of Education
Ms. Michelle Vucci, Director of Policy, Virginia Department of Education
iii
Dr. Linda Wallinger, Assistant Superintendent for Instruction, Virginia Department of
Education
Ms. Anne Wescott, Assistant Superintendent for Policy and Communications, Virginia .
Department of Education
iv
Table of Contents
Part 1: Introduction .......................................................................................................................1
Why Good Evaluation is Necessary .............................................................................................1 Limitations of Current Evaluation Systems .................................................................................2
Importance of Recognizing Superintendent Effectiveness ..........................................................2 Purposes of Evaluation .................................................................................................................3 Purposes of this Document ...........................................................................................................3
Part 2: Uniform Performance Standards for Superintendents .................................................5
Defining Superintendent Performance Standards ........................................................................5 Performance Standards .................................................................................................................5 Performance Indicators ................................................................................................................6
Part 3: Documenting Superintendent Performance .................................................................14 Alignment of Performance Standards with Data Sources ..........................................................15
Self-Evaluation ...........................................................................................................................16
Documentation Evidence ...........................................................................................................19
Client Survey ..............................................................................................................................22
Part 4: Connecting Superintendent Performance to Divisionwide Student Academic
Progress .....................................................................................................................................25
Why Connect Superintendent Performance to Divisionwide Student Academic Progress? .....25
Implementation Concerns ..........................................................................................................26
Virginia Law ..............................................................................................................................26
Methods for Connecting Student Performance to Superintendent Evaluation ..........................26
Goal Setting ................................................................................................................................26
Part 5: Rating Superintendent Performance ............................................................................31 Formative Assessment ................................................................................................................31 Summative Evaluation ...............................................................................................................34
Definitions of Ratings ................................................................................................................34 How a Performance Rubric Works ............................................................................................35 Performance Standard 1: Mission, Vision, and Goals ...............................................................37
Performance Standard 2: Planning and Assessment ..................................................................38
Performance Standard 3: Instructional Leadership ....................................................................39
Performance Standard 4: Organizational Leadership and Safety ...............................................41
Performance Standard 5: Communication and Community Relations ......................................42
Performance Standard 6: Professionalism ..................................................................................43
Performance Standard 7: Divisionwide Student Academic Progress ........................................44
Performance Rubrics and Summative Evaluation ......................................................................45
Part 6: Improving Superintendent Performance ......................................................................59
v
Portions of these superintendent evaluation materials were adapted from superintendent
evaluation handbooks, research, and publications developed and copyrighted [2011] by James
H. Stronge. James H. Stronge hereby grants permission for noncommercial use to the
Virginia Department of Education, Virginia school divisions, and other Virginia educational
organizations to modify, create derivatives, reproduce, publish, or otherwise use these
materials exclusively in Virginia. Permission is not granted for its use outside of the
Commonwealth of Virginia.
1
Part 1: Introduction
Why Good Evaluation is Necessary1
More than 20 years ago, in a joint statement, the American Association of School Administrators
(AASA) and the National School Boards Association (NSBA) agreed that “informal evaluations
cannot provide the board with a complete picture of the superintendent’s effectiveness in
carrying out her (his) complex job. Regular, formal evaluations offer boards the best means of
assessing their chief school administrator’s total performance.”2 Despite their agreement, the
attention devoted to developing and implementing systematic performance-based evaluation
systems for superintendents has been minimal in the intervening two decades.3 Superintendent
evaluation matters because division superintendency matters. Leithwood and Riehl summarized
several research-based conclusions about successful leadership; one reads “leadership has
significant effects on student learning, second only to the effects of quality of curriculum and
teachers’ instruction.”4 Both empirical findings and case study observations of leaders in high-
performing schools indicate that leaders influence student learning directly by coalescing and
supporting teacher efforts to achieve high expectations for student learning.5
Case studies of exceptional schools, especially those that succeed beyond expectations, provide
detailed portraits of leadership. These studies indicate that school leaders influence learning
primarily by galvanizing efforts around ambitious goals, and by establishing conditions that
support teachers and that help students succeed.6 Large-scale quantitative studies conclude that
the effects of leadership on student achievement are small, accounting for only about three to
five percent of the variation. However, they also indicate that leadership effects appear to be
mostly indirect. That is, leaders influence student learning through promoting vision and goals,
and through ensuring that resources and processes are in place to enable teachers to teach well.7
Evaluation systems must be of high quality if we are to discern whether our superintendents are
of high quality. The role of a superintendent requires a performance evaluation system that
acknowledges the complexities of the job. Superintendents have a challenging task in meeting
the educational needs of an educationally diverse student population, and good evaluation is
necessary to provide the superintendents with the support, recognition, and guidance they need to
sustain and improve their efforts.8
Because the superintendency is so fundamentally important to school improvement and student
success, improving the evaluation of superintendent performance is particularly relevant as a
means to recognize excellence in leadership and to advance superintendent effectiveness. A
meaningful evaluation focuses on professional standards, and through this focus and timely
feedback, enables teachers and leaders to recognize, appreciate, value, and develop excellent
leadership. The benefits of a rigorous evaluation system are numerous and well-documented.
Goldring and colleagues noted that when the process of evaluation is designed and implemented
appropriately, it can be valuable for improvement of leadership quality and overall
organizational performance in several ways, including:9
as a benchmarking and assessing tool to document the effectiveness of superintendents
for annual reviews and compensation;
2
as a targeting tool to help superintendents focus on performance domains and behaviors
that are associated with student learning;
as a tool of continuous learning and development to provide both formative and
summative feedback to superintendents, identify areas in need of improvement, and
enable superintendents to make informed individualized decisions regarding professional
development in order to bridge the gap between current practices and desired
performance; and,
as a collective accountability tool to set the organizational goals and objectives of the
school leader and larger divisionwide improvement.
Limitations of Current Evaluation Systems
Although superintendent effectiveness
10 is recognized as an important factor in improving
student academic outcomes, school divisions rarely measure, document, or use superintendent
effectiveness ratings to inform decision-making.11
A comprehensive review of superintendent
evaluation practices indicates that there is concern about a lack of objectivity in the methods
used to evaluate superintendents. Traditionally superintendents are evaluated using written
comments or an essay format. There is a need for technically sound, widely available evaluation
instruments that may be adapted to the particular circumstances of the school division.12
In
addition, the overwhelming majority of superintendents are evaluated by the members of the
board; however, evidence suggests that school board members may not be adequately prepared
for evaluating superintendents.13
Oftentimes, input from other stakeholder groups, such as peers,
subordinates, constituents, teachers, and students is not solicited. Furthermore, few
superintendents perceive their performance evaluation as contributing to the overall effectiveness
of the superintendency and the school system.14
Importance of Recognizing Superintendent Effectiveness
In the past school division superintendents may have been viewed as managers of complex
bureaucracies rather than instructional leaders; however, the move toward instructional
accountability of superintendents is not without merit or empirical evidence.15
The position of
the superintendent within a school division hierarchy suggests their ability to influence the focus
and direction of the division organization. Successful innovations and school improvements
often have central office support.16
Hord asserted that the superintendents are in the most
expedient position to support instructional improvement within the division.17
Research indicates
that superintendents use their bureaucratic positions in the formal organization to improve
instruction through staff selection, principal supervision, instructional goal-setting and
monitoring, financial planning, and consultative management practices.18
Research findings
indicate that superintendents of effective school divisions exhibit high levels of involvement in
instructional matters and use managerial levers at their disposal to influence the behavior of
principals and teachers who are more directly involved in improving classroom teaching and
student learning.19
It is important to recognize that effective superintendency influences student
learning, either directly or indirectly. It is also important to understand the ways and means by
which superintendents influence their school divisions’ educational programs. Therefore, a
3
rigorous superintendent evaluation system should be in place to discriminate the performance of
superintendents and provide informative feedback for improvement.
Purposes of Evaluation
The primary purposes of a quality superintendent evaluation system are to:20
Improve educational performance, both for the superintendent and, ultimately, the entire
school division;
Improve superintendent/board relations and communication;
Clarify the roles of the superintendent;
Inform the superintendent of the board’s expectations;
Improve planning;
Aid in the professional development of the superintendent;
Serve as a basis for personnel decisions;
Serve as an accountability mechanism; and
Fulfill legal requirements.
Candoli et al., and Hoyle et al., suggested that a quality superintendent evaluation system should:
Meet requirements of personnel evaluation standards, that is, propriety standards,
feasibility standards, utility standards, and accuracy standards.
Build on the strengths of existing superintendent performance evaluation models and
avoid their weaknesses.
Embody and focus on superintendent’s generic duties.
Integrate established evaluation concepts, including the basic purpose of evaluation
(assess merit or worth), the generic process of evaluation (delineating, obtaining,
reporting, and applying information), the main classes of information to be collected
(context, input, process, and product), and the main roles of evaluation (formative input
for improvement and summative assessment for accountability).
Provide for adaptation to the wide variety of school division settings.21
Purposes of this Document
This document was developed specifically for use with school division superintendents. The
Board of Education is required to establish performance standards and evaluation criteria for
teachers, principals, and superintendents to serve as guidelines for school divisions to use in
implementing educator evaluation systems. The Code of Virginia requires (1) that
superintendent evaluations be consistent with the performance objectives (standards) set forth
in the Board of Education’s Guidelines for Uniform Performance Standards and Evaluation
Criteria for Teachers, Administrators, and Superintendents and (2) that school boards’
procedures for evaluating superintendents address student academic progress.
4
Section 22.1-60.1 (Evaluation of the Superintendent) of the Code of Virginia states, in
part, the following:
Each local school board shall evaluate the division superintendent annually
consistent with the performance objectives set forth in Guidelines for Uniform
Performance Standards and Evaluation Criteria for Teachers, Administrators, and
Superintendents as required by 22.1-253.13:5.
Section 22.1-253.13:5 (Standard 5. Quality of classroom instruction and educational
leadership) of the Code of Virginia states, in part, the following:
B. Consistent with the finding that leadership is essential for the advancement of
public education in the Commonwealth, teacher, administrator, and
superintendent evaluations shall be consistent with the performance objectives
included in the Guidelines for Uniform Performance Standards and Evaluation
Criteria for Teachers, Administrators, and Superintendents. Teacher evaluations
shall include regular observation and evidence that instruction is aligned with the
school's curriculum. Evaluations shall include identification of areas of individual
strengths and weaknesses and recommendations for appropriate professional
activities….
The Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents
set forth seven performance standards for all Virginia superintendents. Pursuant to state law,
superintendent evaluations must be consistent with the performance standards (objectives)
included in this document.
The Guidelines for Uniform Performance Standards and Evaluation Criteria for Superintendents
provide school divisions with a model evaluation system, including sample forms and templates
that may be implemented “as is” or used to refine existing local superintendent evaluation
systems. Properly implemented, the evaluation system provides school divisions with the
information needed to support systems of differentiated compensations or performance-based
pay.
The Code of Virginia requires that school boards’ procedures for evaluating superintendents
address student academic progress; how this requirement is met is the responsibility of local
school boards. The Guidelines for Uniform Performance Standards and Evaluation Criteria for
Superintendents recommend that each superintendent receive a summative evaluation rating, and
that the rating be determined by weighting the first six standards equally at 10 percent each, and
that the seventh standard, Student Academic Progress, account for 40 percent of the summative
evaluation.
5
Part 2: Uniform
Performance Standards for Superintendents The uniform performance standards for superintendents are used to collect and present data to
document performance that is based on well-defined job expectations. They provide a balance
between structure and flexibility and define common purposes and expectations, thereby guiding
effective leadership. The performance standards also provide flexibility, encouraging creativity
and individual superintendent initiative. The goal is to support the continuous growth and
development of each superintendent by monitoring, analyzing, and applying pertinent data
compiled within a system of meaningful feedback.
Defining Superintendent Performance Standards
Clearly defined professional responsibilities constitute the foundation of the superintendent
performance standards. A fair and comprehensive evaluation system provides sufficient detail
and accuracy so that both superintendents and school boards reasonably understand the job
expectations. It should be noted that the superintendent works with the school board, division
staff, and other stakeholders to accomplish the performance standards.
The expectations for professional performance are defined using a two-tiered approach of
performance standards and performance indicators.
Performance Standards
Performance standards define the criteria expected when superintendents perform their major
duties. For all superintendents, there are seven performance standards as shown in Figure 2.1.
6
Figure 2.1: Performance Standards
1. Mission, Vision, and Goals
The superintendent works with the local school board to formulate and implement the
school division’s mission, vision, and goals to promote student academic progress.
2. Planning and Assessment
The superintendent strategically gathers, analyzes, and uses a variety of data to guide
planning and decision-making consistent with established guidelines, policies, and
procedures that result in student academic progress.
3. Instructional Leadership
The superintendent fosters the success of all teachers, staff, and students by ensuring the
development, communication, implementation, and evaluation of effective teaching and
learning that leads to student academic progress and school improvement.
4. Organizational Leadership and Safety
The superintendent fosters the safety and success of all teachers, staff, and students by
supporting, managing, and evaluating the division’s organization, operation, and use of
resources.
5. Communication and Community Relations
The superintendent fosters the success of all students through effective communication with
stakeholders.
6. Professionalism
The superintendent fosters the success of teachers, staff, and students by demonstrating
professional standards and ethics, engaging in continuous professional development, and
contributing to the profession.
7. Divisionwide Student Academic Progress
The superintendent’s leadership results in acceptable, measurable divisionwide student
academic progress based on established standards.
Performance Indicators
Performance indicators provide examples of observable, tangible behavior that indicate the
degree to which superintendents are meeting each standard. This helps superintendents and
school boards clarify performance levels and job expectations. That is, the performance
indicators provide the answer to what must be performed. Performance indicators are provided
as examples of the types of performance that will occur if a standard is being fulfilled. However,
the list of performance indicators is not exhaustive, and they are not intended to be prescriptive.
It should be noted that indicators in one standard may be closely related to indicators in another
standard. This is because the standards, themselves, are not mutually exclusive and may have
overlapping aspects.
Superintendents and school boards should consult the sample performance indicators for
clarification of what constitutes a specific performance standard. Performance ratings are made
at the performance standard level, NOT at the performance indicator level. Additionally, it is
important to document a superintendent’s performance on each standard with evidence
generated from multiple performance indicators. Sample performance indicators for each of
the performance standards follow.
7
Performance Standard 1: Mission, Vision, and Goals
The superintendent works with the local school board to formulate and implement the school
division’s mission, vision, and goals to promote student academic progress.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
1.1 Works with the school board to develop and recommend policies that define
organizational expectations, and effectively communicates these to all stakeholders.
1.2 Promotes a climate of mutual respect, trust, and professionalism with the school board
and staff.
1.3 Keeps the school board informed on needs and issues confronting school division
employees and students.
1.4 Supports and enforces all school board policies and informs all constituents of changes
to the policies.
1.5 Functions as the primary instructional leader for the school division, seeking out and
relying on support from staff as necessary when advising the school board.
1.6 Oversees the administration of the school division’s day-to-day operations.
1.7 Works with all individuals, groups, agencies, committees, and organizations to provide
and maintain schools that are safe and productive.
1.8 Delegates authority and responsibility to other employees as needs and opportunities
arise.
1.9 Recommends policy additions or modifications to improve student learning and division
effectiveness.
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Performance Standard 2: Planning and Assessment
The superintendent strategically gathers, analyzes, and uses a variety of data to guide
planning and decision-making consistent with established guidelines, policies, and
procedures that result in student academic progress.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
2.1 Provides leadership in the development of a shared vision for educational improvement
that inspires employees to work collaboratively.
2.2 Organizes the collaborative development and implementation of a division strategic plan
based on analysis of data from a variety of sources.
2.3 Works collaboratively to develop long- and short-range goals and objectives consistent
with the strategic plan and monitors progress in achieving the goals and objectives.
2.4 Seeks and utilizes human and material resources outside the division that may support
and/or enhance the achievement of goals and objectives.
2.5 Uses research-based techniques to analyze and apply data gathered from division
improvement measurements that include student assessment results and staff
implementation practices.
2.6 Collaboratively identifies needs, determines priorities, and assesses program
implementation using researched-based instructional practices that result in student
learning.
2.7 Plans, implements, supports, and assesses instructional programs that enhance teaching
and student achievement such that the school division and all schools meet all required
federal and state standards.
2.8 Applies and communicates findings to all stakeholders to ensure continuous
improvement.
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Performance Standard 3: Instructional Leadership
The superintendent fosters the success of all teachers, staff, and students by ensuring the
development, communication, implementation, and evaluation of effective teaching and
learning that leads to student academic progress and school improvement.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
3.1 Communicates a clear vision of excellence and continuous improvement consistent with
the goals of the school division.
3.2 Directs staff to set specific and challenging, but attainable goals for higher performance
that result in improved student learning.
3.3 Oversees the alignment, coordination, and delivery of assigned programs and curricular
areas such that the school division and all schools meet all required federal, state, and
local standards.
3.4 Assesses factors affecting student achievement and directs change for needed
improvements.
3.5 Ensures that curricular design, instructional strategies, and learning environments
integrate appropriate technologies to maximize student learning.
3.6 Explores, disseminates, and applies knowledge and information about new or improved
instructional strategies or related issues.
3.7 Works with the school board, staff, and community representatives to identify needs and
determine priorities regarding program delivery.
3.8 Provides direction and support in planning and implementing activities and programs
consistent with continuous improvement efforts and attainment of instructional goals.
3.9 Provides staff development programs consistent with program evaluation results and
school instructional improvement plans.
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Performance Standard 4: Organizational Leadership and Safety
The superintendent fosters the safety and success of all teachers, staff, and students by
supporting, managing, and evaluating the division’s organization, operation, and use of
resources.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
4.1 Identifies, analyzes, and resolves problems using problem-solving techniques.
4.2 Facilitates the implementation of research-based theories and techniques of classroom
management, student discipline, and school safety to ensure an orderly and positive
environment conducive to teaching and learning.
4.3 Implements sound personnel procedures in recruiting, employing, and retaining highly
qualified and most effective teachers, administrators, and other personnel based on
identified needs.
4.4 Acquires, allocates, and manages division human, material, and financial resources in
compliance with all laws to ensure the effective and equitable support of all of the
division’s students, schools, and programs.
4.5 Demonstrates organizational skills to achieve school, community, and division goals.
4.6 Provides staff development for all categories of personnel consistent with individual
needs, program evaluation results, and instructional improvement plans.
4.7 Plans and implements a systematic performance evaluation system of all employees that
provides timely and constructive feedback.
4.8 Provides support and resources for staff to improve job performance and recognizes and
supports the achievement of highly effective personnel.
4.9 Collaborates with stakeholders to develop, assess, and improve procedures and policies
that maximize the amount of available time for successful teaching, learning, and
professional development.
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Performance Standard 5: Communication and Community Relations
The superintendent fosters the success of all students through effective communication with
stakeholders.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
5.1 Models and promotes effective communication and interpersonal relations within the
school division.
5.2 Establishes and maintains effective channels of communication with board members and
between the schools and community.
5.3 Works collaboratively with all stakeholders to secure resources and to support the
success of a diverse student population.
5.4 Creates an atmosphere of trust and mutual respect with all stakeholders.
5.5 Demonstrates the skills necessary to build community support for division goals and
priorities.
5.6 Uses formal and informal techniques to gather external perceptions and input as a part of
the decision-making process.
5.7 Brings together groups of different interests into a collaborative effort to respond
appropriately to existing and potential problems.
5.8 Models and promotes multicultural awareness, gender sensitivity, and the appreciation
of diversity in the community.
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Performance Standard 6: Professionalism
The superintendent fosters the success of teachers, staff, and students by demonstrating
professional standards and ethics, engaging in continuous professional development, and
contributing to the profession.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
6.1 Models professional, moral, and ethical standards as well as personal integrity in all
interactions.
6.2 Works in a collegial and collaborative manner with stakeholders to promote and support
the mission and goals of the school division.
6.3 Respects and maintains confidentiality and assumes responsibility for personal actions
and responds appropriately to actions of others.
6.4 Takes responsibility for and participates in a meaningful and continuous process of
professional development that results in the enhancement of student learning.
6.5 Provides service to the profession, the division, and the community by participating on
state and/or national committees, being active in professional and community-based
service organizations, and serving as a mentor.
6.6 Takes a leadership role and encourages staff to do so as well, by presenting workshops
at local, state, regional, or national conferences, authoring publications, or delivering
coursework for institutions of higher education.
6.7 Maintains a high level of personal knowledge regarding new developments and
techniques, and shares the information with appropriate staff.
6.8 Networks with colleagues to share knowledge about effective educational practices and
to improve and enhance administrative knowledge, skills, and organizational success.
6.9 Actively seeks opportunities to stay abreast of the latest research on educational
leadership by collaborating with experts in the field.
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Performance Standard 7: Divisionwide Student Academic Progress
The superintendent’s leadership results in acceptable, measurable divisionwide student
academic progress based on established standards.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
7.1 Develops, implements, monitors, and updates division action plans that result in
increased student academic progress.
7.2 Uses appropriate data and applies research to make informed decisions related to student
academic progress and division improvement.
7.3 Leads staff in conducting an ongoing, detailed analysis of student learning data to
provide immediate and appropriate feedback.
7.4 Collaborates with division staff to monitor and improve multiple measures of student
progress.
7.5 Utilizes internal division and external constituent meetings and professional
development activities to focus on student progress outcomes.
7.6 Provides evidence that students in all subgroups are meeting acceptable and
measurable student academic progress.
7.7 Demonstrates responsibility for division academic achievement through proactive
interactions with parents, staff, and other community stakeholders.
7.8 Collaboratively develops, implements, and monitors long- and short-range division
achievement goals that address varied student populations.
7.9 Sets division benchmarks and implements appropriate strategies and interventions to
accomplish desired outcomes.
Note: Performance Standard 7: If a superintendent effectively fulfills all previous standards, it
is likely that the results of his or her leadership – as documented in Standard 7: Student
Academic Progress – would be positive. The Virginia superintendent evaluation system
includes the documentation of student growth as indicated within Standard 7 and
recommends that the evidence of progress be reviewed and considered throughout the
year. Trend analysis should be used where applicable.
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Part 3: Documenting Superintendent Performance
In order to develop a complete picture of the superintendent’s performance, board members
should use multiple sources of information in assessing performance quality. These data sources
might include formal and informal observations, client surveys, artifacts of performance, goal
setting, and other relevant sources of performance information. As representatives of the
community, board members often receive unsolicited opinions about the performance of the
superintendent, most often from individuals who are not pleased or disagree with an action or
decision of the superintendent. Although it is tempting to use selected data sources in assessing
the superintendent’s performance, some sources may be more problematic than others; thus,
these problematic, unsolicited, non-representative data should be very carefully and cautiously
considered before applying the data to superintendent evaluation, if they are to be used at all.
For data sources to be acceptable, they must meet the tests of logic, validity, reliability, fairness,
and legality.a Answering questions like the ones that follow will assist board members in
determining whether various data sources meet these tests:
Are the data caused by or the responsibility of the superintendent?
Do the data reflect responsibilities included in the superintendent’s job description?
Are the data linked to student learning, welfare, or other needs?
Are the data of primary importance in considering the quality of the superintendent’s
performance?
Are better data available on the same issue?
Board members should work with the superintendent to reach consensus on the evidence-based
data sources to be used.
The suggested sources of information described in Figure 3.1 were selected to provide
comprehensive and accurate feedback on superintendent performance. Data sources may
include, but are not limited to, the sources in Figure 3.1.
a These recommendations are adapted from: Peterson, K.D. (1995). Teacher evaluation: A comprehensive guide to
new directions and practices. Thousand Oaks, CA: Corwin Press.
15
Figure 3.1: Suggested Documentation Sources for Superintendent Evaluation
Data Source Definition
Self-Evaluation Self-evaluation reveals superintendents’ perceptions of their job performance.
Results of a self-evaluation should inform superintendents’ personal goals for
professional development.
Documentation
Evidence
Items generated by superintendents provide evidence of meeting the seven
performance standards.
Client Survey Client surveys provide information to superintendents about perceptions of
job performance. The actual survey responses are seen only by the
superintendent who prepares a survey summary as part of the documentation
evidence.
Goal Setting Superintendents, in conjunction with the school board, set goals for
professional growth and school improvement. These goals should reflect
expected or required performance benchmarks drawn from local and state
guidelines and policies.
Note: All recommended data sources may not always be necessary in a superintendent
evaluation system. Rather, options are provided from which local decisions can be made to
design the evaluation system in a manner that best fits local needs.
Alignment of Performance Standards with Data Sources
Whether a superintendent is meeting the performance standards may be evidenced through
multiple data sources. Figure 3.2 shows the alignment of performance standard by data source.
Figure 3.2: Aligning Multiple Data Sources with Performance Standards
Performance Standard
Sel
f-E
valu
ati
on
Docu
men
tati
on
Evid
ence
Cli
ent
Su
rvey
*
Goal
Set
tin
g
1. Mission, Visions, and Goals / X / X
2. Planning and Assessment / X / X
3. Instructional Leadership / X / X
4. Organizational Leadership and Safety / X / X
5. Communication and Community Relations / X / X
6. Professionalism / X / X
7. Divisionwide Student Academic Progress X X
* Survey summaries are part of the documentation evidence.
X = Primary Data Source / = Secondary Data Source
Note: With only minor modification, selected data sources (e.g., self-evaluation, goal setting)
readily could be applied to school board evaluation if the local school board is so inclined.
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Self-Evaluation
The superintendent’s annual self-evaluation of progress toward meeting performance goals
encourages reflection on his/her experiences. It also provides a structure to consider future goals
and determine strategies for achieving goals. The self-evaluation process is also useful in
promoting the superintendent’s professional development. Data from self-evaluations may not
be objective enough to use in evaluating the superintendent for summative purposes. However,
self-evaluations at the middle and end of each year can reveal discrepancies in perceptions of
performance between the superintendent and the board and may be very useful in generating
dialogue to discuss discrepancies revealed. The superintendent may consider self-rating at the
end of the year and sharing this with the school board. A sample Superintendent Self-Evaluation
Form is provided on the following pages.
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Sample: Superintendent Self-Evaluation Form Page 1 of 2
SAMPLE Superintendent Self-Evaluation Form
Directions: Superintendents should use this form annually to reflect on the effectiveness and
adequacy of their practice based on each performance standard. Please refer to the
performance indicators for examples of behaviors exemplifying each standard.
Superintendent: Date:
School Division: School Year:
1. Mission, Vision, and Goals
The superintendent works with the local school board to formulate and implement the
school division’s mission, vision, and goals to promote student academic progress.
Areas of strength:
Areas needing work/strategies for improving performance:
2. Planning and Assessment
The superintendent strategically gathers, analyzes, and uses a variety of data to guide
planning and decision-making consistent with established guidelines, policies, and
procedures that result in student academic progress.
Areas of strength:
Areas needing work/strategies for improving performance:
3. Instructional Leadership
The superintendent fosters the success of all teachers, staff, and students by ensuring the
development, communication, implementation, and evaluation of effective teaching and
learning that leads to student academic progress and school improvement.
Areas of strength:
Areas needing work/strategies for improving performance:
18
Sample: Superintendent Self-Evaluation Form Page 2 of 2
4. Organizational Leadership and Safety
The superintendent fosters the safety and success of all teachers, staff, and students by
supporting, managing, and evaluating the division’s organization, operation, and use of
resources.
Areas of strength:
Areas needing work/strategies for improving performance:
5. Communication and Community Relations
The superintendent fosters the success of all students through effective communication with
stakeholders.
Areas of strength:
Areas needing work/strategies for improving performance:
6. Professionalism
The superintendent fosters the success of teachers, staff, and students by demonstrating
professional standards and ethics, engaging in continuous professional development, and
contributing to the profession.
Areas of strength:
Areas needing work/strategies for improving performance:
7. Divisionwide Student Academic Progress
The superintendent’s leadership results in acceptable, measurable divisionwide student
academic progress based on established standards. Areas of strength:
Areas needing work/strategies for improving performance:
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Documentation Evidence
Evidence of a superintendent’s performance can serve as a valuable and insightful data source
for documenting the work that superintendents actually do. Documentation provides school
boards with information related to specific standards and provides superintendents with an
opportunity for self-reflection, demonstration of quality work, and a basis for two-way
communication with the board. Documentation can confirm a superintendent’s effort to
demonstrate exemplary performance, can show continuing work at a proficient level, or can
demonstrate progress in response to a previously-identified deficiency. Documentation evidence
is maintained by the superintendent and reviewed periodically by the school board.
A sample optional Documentation Cover Sheet is provided on the next page.
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Sample: Documentation Cover Sheet Page 1 of 2
SAMPLE Documentation Cover Sheet (optional)
Directions: The superintendent should list the items he or she plans to submit as documentation
of meeting each performance standard to supplement evidence gathered through other means.
This form is optional. Documentation may also need to be supplemented with conversation,
discussion, and/or annotations to clarify the superintendent’s practice and process for the
evaluator.
Superintendent:
School Division: School Year:
Standard Documentation Included
1. Mission, Vision, and Goals
The superintendent works with the
local school board to formulate and
implement the school division’s
mission, vision, and goals to
promote student academic progress.
2. Planning and Assessment
The superintendent strategically
gathers, analyzes, and uses a variety
of data to guide planning and
decision-making consistent with
established guidelines, policies, and
procedures that result in student
academic progress.
3. Instructional Leadership
The superintendent fosters the
success of all teachers, staff, and
students by ensuring the
development, communication,
implementation, and evaluation of
effective teaching and learning that
leads to student academic progress
and school improvement.
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Sample: Documentation Cover Sheet Page 2 of 2
Standard Documentation Included
4. Organizational Leadership and
Safety
The superintendent fosters the
safety and success of all
teachers, staff, and students by
supporting, managing, and
evaluating the division’s
organization, operation, and
use of resources.
5. Communication and
Community Relations
The superintendent fosters the
success of all students through
effective communication with
stakeholders.
6. Professionalism
The superintendent fosters the
success of teachers, staff, and
students by demonstrating
professional standards and ethics,
engaging in continuous professional
development, and contributing to
the profession.
7. Divisionwide Student Academic
Progress
The superintendent’s leadership
results in acceptable, measurable
divisionwide student academic
progress based on established
standards.
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Client Survey
Some would suggest that all members of the community should have an opportunity to provide
feedback data for the board to consider in evaluating the superintendent. One consideration in
collecting data using a community survey is cost. However, the real challenge is to collect such
data so that it meets the tests of logic, reliability, and fairness. Some members of the community
will be able to provide information based on personal experience(s) with the schools. For
example, those who have children in the schools, who are involved in community organizations
that use school facilities, who work in public service agencies, or who are public officials who
interface with the school division in various ways may be able to provide such feedback.
Community surveys of such individuals have the potential to provide data that meet the tests if
they are well conceived, properly administered, and interpreted. Surveys that produce results
within reasonable margins of error often are very expensive. Unless they are executed properly,
the validity of the results may be questionable. Therefore, surveys should be used sparingly and
only for formative purposes. Any such results also should constitute only one component in the
superintendent’s evaluation system. An optional Client Survey is shown on the next page. A
divisionwide survey could be used in lieu of a client survey. A Survey Summary Form that could
be included as part of a superintendent’s documentation evidence is included on the subsequent
page.
Note: Thoughtful consideration should be given to how client surveys are to be used if, indeed,
they are used as a relevant data source for superintendent evaluation. For example, surveys
should never be administered in a selective, non-random manner; otherwise, the results will be
skewed in an unreasonable and non-representative manner. Additionally, the rules for applying
client surveys should be determined in advance of the start of the evaluation cycle. Two basic
methods to consider for applying surveys are: 1) as an accountability-focused data source in
which the surveys are carefully and fairly administered, scored, and analyzed; or 2) as a
formative tool for the professional growth of the superintendent in which the surveys are
administered properly, but scored and analyzed by the superintendent, with only a summary
report shared with the school board or others.
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Sample: Client Survey Page 1 of 1
SAMPLE Client Survey (optional)
The purpose of this survey is to allow you to give the superintendent ideas about the quality of
his or her performance. The information will be used for improvement purposes.
Directions: DO NOT PUT YOUR NAME ON THIS SURVEY. Listed below are several
statements about the superintendent. Check your response to each statement in the appropriate
column. If you wish to comment, please write your comments in the space after the items.
Superintendent’s Name School Division School Year
Respondent: ___ Parent ___ Community Member ___ Public Official ___ Other (explain)
The superintendent… Can
not
Ju
dge
Str
on
gly
Dis
agre
e
Dis
agre
e
A
gre
e
S
tron
gly
A
gre
e
1. Provides effective leadership 0 1 2 3 4
2. Involves parents and the community in the identification and
accomplishment of school division goals 0 1 2 3 4
3. Maintains visibility 0 1 2 3 4
4. Demonstrates effective communication skills 0 1 2 3 4
5. Develops and communicates a vision for the school division 0 1 2 3 4
6. Participates in community activities 0 1 2 3 4
7. Encourages the use of community resources and volunteer
services 0 1 2 3 4
8. Is approachable and accessible 0 1 2 3 4
9. Is a positive ambassador for the school division 0 1 2 3 4
10. Handles crises in a calm and effective manner 0 1 2 3 4
11. Uses sound financial management practices 0 1 2 3 4
12. Provides for two-way communication 0 1 2 3 4
13. Is sensitive to the needs of all constituencies in our community 0 1 2 3 4
14. Demonstrates a professional demeanor 0 1 2 3 4
15. Promotes continuous student achievement and school
improvement 0 1 2 3 4
COMMENTS:
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Sample: Survey Summary Form Page 1 of 1
SAMPLE Survey Summary Form
Superintendent’s Name: Date:
School Division: School Year:
Directions: Superintendents should tabulate and analyze the client surveys and provide a
summary of the results. This may be included as part of the superintendent’s documentation.
1. How many surveys did you distribute?
2. How many completed surveys were returned?
3. What is the percentage of completed questionnaires you received? ____________%
Client Satisfaction Analysis
4. Describe your survey population(s).
5. List factors that might have influenced the results.
6. Analyze survey responses and answer the following questions:
A) What did clients perceive as your major strengths?
B) What did clients perceive as your major weaknesses?
C) How can you use this information for continuous professional growth?
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Part 4: Connecting Superintendent Performance
to Divisionwide Student Academic Progress
Measures of student learning are vitally important in judging the effectiveness of
superintendents, but they should never serve as the sole source for evaluating performance.
Gains in student learning should be used as only one component in the superintendent evaluation
system. The use of student academic measures requires pre- and post-assessments using reliable
and valid instruments to determine progress. While there is a place and purpose for fixed
standards, such as learning to read at an acceptable level, fixed standards, such as SOL tests,
must be regarded carefully when applied to the superintendent’s evaluation. Repeated measures
of student learning over time enhance reliability from a statistical point of view and credibility
from a decision-making perspective.
Why Connect Superintendent Performance to Divisionwide Student Academic
Progress?
The research on student academic progress focuses on both testing and assessment. Research
indicates that there is a statistically significant difference in student achievement based on the
quality of division-level leadership.22
The increasing demand for accountability makes it no
longer plausible that a superintendent goes before the school board or media, and simply claims
that the division is doing a great job in educating students. Superintendents must have the skills
to explain how well the students compare to others in the state and nation. Additionally, they
must be able to articulate how much students have increased in valid and appropriate learning
measures. The superintendent must be a linchpin in monitoring and evaluating student
achievement and student progress on the basis of objectives and expected student outcomes.
Therefore, one of the greatest pressures on school superintendents is to obtain higher
performance on high-stakes tests from the schools in their division.23
Superintendents must be skilled in responding to accountability demands, from state legislators
state department of education, and the local school board, with strategies to meet benchmarks,
and help promote a more comprehensive and inclusive learning environment in the school
division. There is a delicate balance between following the vision of higher student
performance, and the professional and personal concerns of students, staff, and community.24
Supportive superintendents can influence classrooms through the establishment of mechanisms
that can make improved teaching and learning a reality. As an instructional leader, the
superintendent should: incorporate research findings on learning and instruction, instructional
time, and resources to maximize student outcomes; apply best practices in the integration of
curriculum and resources; and employ assessment strategies to help all students achieve high
levels of success.25
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Implementation Concerns
The role of a superintendent requires a performance evaluation system that acknowledges the
contextual nature and complexities of the job. When deciding how to include student academic
progress in superintendent evaluation, local school boards need to be aware of several
implementation concerns:
The increased focus on using student learning measures in superintendent evaluation may
be new for some superintendents and their evaluators. Thus, there may be initial
concerns to this change in evaluation practices.
Many of the measures of student academic progress are directly tied to classroom and
school-level initiatives, which may cause concern. Thus, school boards will need to
carefully consider how to use student growth percentiles and other quantitative measures
of academic progress in a way that is appropriate for assessing the overall performance of
the school division as part of the superintendent’s evaluation.
Virginia Law
The Code of Virginia requires that school boards’ procedures for evaluating superintendents
address student academic progress; how this requirement is met is the responsibility of local
school boards. The Guidelines for Uniform Performance Standards and Evaluation Criteria for
Superintendents recommend that each superintendent receive a summative evaluation rating, and
that the rating be determined by weighting the first six standards equally at 10 percent each, and
that the seventh standard, Student Academic Progress, account for 40 percent of the summative
evaluation.
Methods for Connecting Student Performance to Superintendent Evaluation
The Uniform Performance Standards and Evaluation Criteria incorporate student academic
progress as a significant component of the evaluation while encouraging local flexibility in
implementation. These guidelines recommend that student academic progress account for 40
percent of a superintendent’s summative evaluation. Student growth percentiles are
recommended to be incorporated, when appropriate, into goal setting, which is discussed in the
next section.
Goal Setting
One approach to linking student academic progress to superintendent performance involves
building the capacity for superintendents to interpret and use student achievement data to set
target goals for divisionwide student improvement. Setting goals -- not just any goals, but goals
set squarely on student performance -- is a powerful way to enhance professional performance
and, in turn, positively impact student academic progress. Whenever possible, it is
recommended that the goals be grounded in validated, quantitative, objective measures, using
tools already available, such as state performance benchmarks.
27
The school board, in conjunction with the superintendent, can set annual division goals for the
superintendent that are congruent with the division’s needs and concerns and are balanced across
grades and school levels, as appropriate. The goals then can be reviewed and adjusted as
necessary. It is important for the school board and superintendent to think through the shorter-
term goals that are needed to address longer-term outcomes and for the school board to recognize
and account for the time it takes for initiatives to be realized. Goal setting should occur at the
beginning of the superintendent’s contract year and the superintendent should report on progress
in achieving the goals at regular intervals throughout the evaluation process. This provides a
valuable forum for board/superintendent dialogue. Indicators of goal attainment include
documentation via the superintendent’s oral and written reports as well as other division data that
may reflect goal achievement. A sample Superintendent’s Annual Goals form is shown later in
this section.
Examples of Measures of Divisionwide Student Academic Progress
To be able to measure goal attainment, superintendents must identify valid measures of student
academic progress appropriate to their school division student population’s learning needs and
priorities. School boards and superintendents should develop mutually agreed-upon measures to
include in the evaluation to best reflect the priorities of the division. Quantitative measures of
student academic progress based on validated achievement measures that already are being used
locally should be the first data considered when determining local progress measures.
Additionally, it is important that multiple, relevant measures be used.
There are several important considerations when identifying multiple measures. The measures
may focus on:
All student performance and subgroup performance;
Specific areas of need;
Alignment with the strategic plan; and
Topics/indicators across grade levels.
Figure 4.1 shows suggested focus areas for goal setting that provide measures of divisionwide
student academic progress that focus on school division improvement. (Note: This is not
intended as an exhaustive list. Each school board should determine valid measures that are
appropriate for each unique school division.)
28
Figure 4.1: Examples of Measures of Divisionwide Student Academic Progress
Category Measure Early
elementary
school*
Upper
elementary
school
Middle
school
High
school
All students’
academic
progress
Progress on SOL assessments
Improvement on advanced pass rates on
SOL assessments
Increase percentage of middle school
students taking high school-level
courses
Improvements in high school
graduation rates
Subgroups and
other student
groupings
English Language Learners progress on
English language proficiency
assessment
Increase percentage of students with
disabilities earning Standard and
Advanced Studies diplomas
Increase achievement of economically
disadvantaged
Subgroups making increased academic
progress
Decrease in achievement gap in
subgroups
Increase in achievement of
Individualized Education Plan goals
Improvements in underperforming
subgroups earning high school diploma
College and
Career Readiness Participation and success in AP and
dual enrollment courses
Enrollment and achievement in
postsecondary education
Increase percentage of students earning
career and technical industry
certification, state licenses, or
successful national occupational
assessment credentials
Reading/Literacy
Readiness On track indicators such as
Phonological Awareness Literacy
Screening or similar measures available
locally
SOL test outcomes
Benchmark outcomes
Mathematics
Readiness Progress on Algebra readiness
assessments such as the Algebra
Readiness Diagnostic Test
Enrollment and success in Algebra I by
eighth grade
SOL test outcomes
Benchmark outcomes
29
Category Measure Early
elementary
school*
Upper
elementary
school
Middle
school
High
school
STEM Education Increase percentage of
underrepresented students taking
advanced STEM courses
Student Progress Reduced retention rates resulting from
increased student achievement
outcomes
Increased percentage of schools in
division where majority of students
earn high or moderate growth
percentiles**
Of students who had low growth the
previous year, increase the percentage
earning high or moderate student
growth percentiles**
Student
Nonacademic
Core Activities
Increase percentage of students
involved in extracurricular activities
Increase percentage of students
receiving prestigious awards
*May include preK
**Use of student growth percentiles or other relative measures of student academic progress in
aggregate across the division (e.g., a median growth percentile across the division) is not likely
to result in a fair measure of student academic progress in larger divisions. Because student
growth percentile is a relative growth measure, when there are large groups of students, the data
generally will approximate the standard percentile distribution. Thus, a stellar superintendent in
a large school division would not have the same opportunity to demonstrate strong academic
progress on the student growth percentile measure that a superintendent in a much smaller school
division would.
30
Sample: Superintendent’s Annual Goals
Sample: Superintendent’s Annual Goals
Directions: This form is a tool to assist superintendents in setting goals that result in measurable
divisionwide student academic progress. Goals may relate to other standards, but all goals
should address Standard 7 as well. Use a separate sheet for each goal.
Superintendent: Date:
School Division: School Year:
Preliminary approval granted by school board on:
Mid-year review conducted by school board on:
Year-end review conducted by school board on:
Goal:
Check the standard(s) to which the goal relates 1. Mission, Vision, and Goals 2. Planning and Assessment 3. Instructional Leadership
4. Organizational Leadership and Safety 5. Communication and Community Relations
6. Professionalism 7. Divisionwide Student Academic Progress
Expected term to completion: Short-term Mid-term Long-term
Indicators of Success
Mid-Year Assessment of Goal by School
Board
Evidence to Date
Evaluator’s Signature Date
__________________________________________
Evaluator’s Name
31
Part 5: Rating Superintendent Performance
The role of a superintendent requires a performance evaluation system that acknowledges the
contextual nature and complexities of the job. For an evaluation system to be meaningful, it
must provide its users with relevant and timely feedback. To facilitate this, school boards should
conduct both formative assessments and summative evaluations of superintendents.
Formative Assessment
Formative assessment can provide valuable information to superintendents. At any point during
the year, the school board has the option to share its assessment of the superintendent’s
performance by discussing evidence related to the seven standards. An optional Superintendent
Formative Assessment Performance Report is provided on the following pages. It should be
noted that this report does not include an actual rating in any of the performance standards.
32
Sample: Superintendent Formative Assessment Performance Report Page 1 of 2
SAMPLE Superintendent Formative Assessment Performance Report
(optional) Note: The formative assessment form is included as an option to be used if it is determined to be
in the best interest of the local school division.
Directions: Use this form to comment on evidence related to the standards. Evaluators may use
multiple formative assessment forms, as applicable.
Superintendent: Date:
Evaluator:
Performance Standard 1: Mission, Vision, and Goals
The superintendent works with the local school board to formulate and implement the school division’s mission,
vision, and goals to promote student academic progress.
Comments:
Performance Standard 2: Planning and Assessment
The superintendent strategically gathers, analyzes, and uses a variety of data to guide planning and decision-
making consistent with established guidelines, policies, and procedures that result in student academic progress.
Comments:
Performance Standard 3: Instructional Leadership
The superintendent fosters the success of all teachers, staff, and students by ensuring the development,
communication, implementation, and evaluation of effective teaching and learning that leads to student academic
progress and school improvement.
Comments:
Performance Standard 4: Organizational Leadership and Safety
The superintendent fosters the safety and success of all teachers, staff, and students by supporting, managing, and
evaluating the division’s organization, operation, and use of resources.
Comments:
Performance Standard 5: Communication and Community Relations
The superintendent fosters the success of all students through effective communication with stakeholders.
Comments:
33
Sample: Superintendent Formative Assessment Performance Report Page 2 of 2
Performance Standard 6: Professionalism
The superintendent fosters the success of teachers, staff, and students by demonstrating professional standards
and ethics, engaging in continuous professional development, and contributing to the profession.
Comments:
Performance Standard 7: Divisionwide Student Academic Progress
The superintendent’s leadership results in acceptable, measurable divisionwide student academic progress based
on established standards.
See Superintendent’s Annual Goal for details.
Comments:
Commendations:
Areas of Growth:
Superintendent’s Name:
Superintendent’s Signature: Date:
Evaluator’s Name:
Evaluator’s Signature: Date:
34
Summative Evaluation
Assessment of performance quality occurs only at the summative evaluation stage, which comes
at the end of the evaluation cycle. The ratings for each performance standard are based on
multiple sources of information and are completed only after pertinent data from all sources are
reviewed. The integration of data provides the evidence used to determine the performance
ratings for the summative evaluations for all superintendents.
There are two major considerations in assessing job performance during summative evaluation:
1) the actual performance standards, and 2) how well they are performed. The performance
standards and performance indicators provide a description of well-defined expectations.
Definitions of Ratings
The rating scale provides a description of four levels of how well the standards (i.e., duties) are
performed on a continuum from “Exemplary” to “Unacceptable.” The use of the scale enables
school boards to acknowledge effective performance (i.e., “Exemplary” and “Proficient”) and
provides two levels of feedback for superintendents not meeting expectations (i.e.,
“Developing/Needs Improvement” and “Unacceptable”). The definitions in Figure 5.1 offer
general descriptions of the ratings. PLEASE NOTE: Ratings are applied to the seven
performance standards and as an overall summative rating, not to performance indicators.
Figure 5.1: Definitions of Terms Used in Rating Scale
Category Description Definition
Exem
pla
ry
The superintendent performing at this level
maintains performance, accomplishments,
and behaviors that consistently and
considerably surpass the established
performance standard, and does so in a
manner that exemplifies the division’s
mission and goals. This rating is reserved for
performance that is truly exemplary and is
demonstrated with significant student
academic progress.
Exceptional performance:
sustains high performance over the
evaluation cycle
empowers principals, teachers and students
and consistently exhibits behaviors that have
a strong positive impact on student academic
progress and the school division climate
serves as a role model to others
Pro
fici
ent
The superintendent meets the performance
standard in a manner that is consistent with
the division’s mission and goals and has a
positive impact on student academic
progress.
Effective performance:
consistently meets the requirements
contained in the job description as expressed
in the evaluation criteria
engages teachers and exhibits behaviors that
have a positive impact on student academic
progress and the school climate
demonstrates willingness to learn and apply
new skills
35
Category Description Definition
Dev
elo
pin
g/
Nee
ds
Imp
rovem
ent
The superintendent is starting to exhibit
desirable traits related to the standard, but
has not yet reached the full level of
proficiency expected (i.e., developing) or the
superintendent’s performance is lacking in a
particular area (i.e., needs improvement).
The superintendent often performs less than
required in the established performance
standard or in a manner that is inconsistent
with the division’s mission and goals and
results in below average student academic
progress.
Below acceptable performance:
requires support in meeting the standards
results in less than expected quality of
student academic progress
requires superintendent professional growth
be jointly identified and planned between the
superintendent and school board
Un
acc
epta
ble
The superintendent consistently performs
below the established performance standard
or in a manner that is inconsistent with the
school division’s mission and goals and
results in minimal student academic
progress.
Ineffective performance:
does not meet the requirements contained in
the job description as expressed in the
evaluation criteria
results in minimal student academic progress
may contribute to a recommendation for the
superintendent not being considered for
continued employment
How a Performance Rubric Works
Evaluators have two tools to guide their judgments for rating superintendents’ performance for
the summative evaluation: 1) the sample performance indicators, and 2) the performance rubric.
Sample Performance Indicators
Performance indicators are used in the evaluation system to identify, in observable behaviors,
performance of the major job standards. They were introduced in Part 2, and examples are
provided again in this section.
Performance Rubric
The performance rubric is a behavioral summary scale that describes acceptable performance
levels for each of the seven performance standards. It states the measure of performance
expected of superintendents and provides a general description of what a rating entails. The
rating scale is applied for the summative evaluation of superintendents. The performance rubrics
guide evaluators in assessing how well a standard is performed. They are provided to increase
reliability among evaluators and to help superintendents to focus on ways to enhance their
leadership practices. Please note: The rating of “Proficient” is the expected level of
performance. A superintendent who is new to the division or position may be considered
“developing” in a standard. Additionally, the recommended performance rubrics presented
here may be modified at the discretion of the school board.
36
Figure 5.2: Example of a Performance Rubric
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected level
of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
proactively seeks out
research on the effective
use of assessment data
and ensures division
personnel are aware of
relevant findings and are
using data to improve
instructional programs,
resulting in improved
student academic
performance.
The superintendent
strategically gathers,
analyzes, and uses a
variety of data to guide
planning and decision-
making consistent with
established guidelines,
policies, and procedures
that result in student
academic progress.
The superintendent has
not reached a level of
proficiency in gathering,
analyzing, and using a
variety of data to guide
planning and decision-
making consistent with
established guidelines,
policies, and procedures
that result in student
academic success.
The superintendent does
not gather, analyze, and
use a variety of data to
guide planning and
decision-making
consistent with
established guidelines,
policies, and procedures
that result in student
academic success.
Performance Rubrics for Performance Standards
Superintendents are evaluated on the performance standards using the following performance
appraisal rubrics:
37
Performance Standard 1: Mission, Vision, and Goals
The superintendent works with the local school board to formulate and implement the school
division’s mission, vision, and goals to promote student academic progress.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
1.1 Works with the school board to develop and recommend policies that define
organizational expectations, and effectively communicates these to all stakeholders.
1.2 Promotes a climate of mutual respect, trust, and professionalism with the school board
and staff.
1.3 Keeps the school board informed on needs and issues confronting school division
employees and students.
1.4 Supports and enforces all school board policies and informs all constituents of changes
to the policies.
1.5 Functions as the primary instructional leader for the school division, seeking out and
relying on support from staff as necessary when advising the school board.
1.6 Oversees the administration of the school division’s day-to-day operations.
1.7 Works with all individuals, groups, agencies, committees, and organizations to provide
and maintain schools that are safe and productive.
1.8 Delegates authority and responsibility to other employees as needs and opportunities
arise.
1.9 Recommends policy additions or modifications to improve student learning and division
effectiveness.
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
establishes a highly
productive
relationship with the
local school board to
formulate and
implement the school
division’s mission,
vision, and goals to
promote student
academic progress.
The superintendent
works with the local
school board to
formulate and
implement the school
division’s mission,
vision, and goals to
promote student
academic progress.
The superintendent
has not reached a
level of proficiency
in working with the
local school board to
formulate and
implement the school
divisions, mission,
vision, and goals to
promote student
academic progress.
The superintendent
does not work with
the local school board
to formulate and
implement the school
divisions, mission,
vision, and goals to
promote student
academic progress.
38
Performance Standard 2: Planning and Assessment
The superintendent strategically gathers, analyzes, and uses a variety of data to guide
planning and decision-making consistent with established guidelines, policies, and
procedures that result in student academic progress.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
2.1 Provides leadership in the development of a shared vision for educational improvement
that inspires employees to work collaboratively.
2.2 Organizes the collaborative development and implementation of a division strategic plan
based on analysis of data from a variety of sources.
2.3 Works collaboratively to develop long- and short-range goals and objectives consistent
with the strategic plan and monitors progress in achieving the goals and objectives.
2.4 Seeks and utilizes human and material resources outside the division that may support
and/or enhance the achievement of goals and objectives.
2.5 Uses research-based techniques to analyze and apply data gathered from division
improvement measurements that include student assessment results and staff
implementation practices.
2.6 Collaboratively identifies needs, determines priorities, and assesses program
implementation using researched-based instructional practices that result in student
learning.
2.7 Plans, implements, supports, and assesses instructional programs that enhance teaching
and student achievement such that the school division and all schools meet all required
federal and state standards.
2.8 Applies and communicates findings to all stakeholders to ensure continuous
improvement.
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
proactively seeks out
research on the
effective use of
assessment data and
ensures division
personnel are aware
of relevant findings
and are using data to
improve instructional
programs, resulting in
improved student
academic
performance.
The superintendent
strategically gathers,
analyzes, and uses a
variety of data to
guide planning and
decision-making
consistent with
established
guidelines, policies,
and procedures that
result in student
academic progress.
The superintendent
has not reached a
level of proficiency
in gathering,
analyzing, and using
a variety of data to
guide planning and
decision-making
consistent with
established
guidelines, policies,
and procedures that
result in student
academic success.
The superintendent
does not gather,
analyze, and use a
variety of data to
guide planning and
decision-making
consistent with
established
guidelines, policies,
and procedures that
result in student
academic success.
39
Performance Standard 3: Instructional Leadership
The superintendent fosters the success of all teachers, staff, and students by ensuring the
development, communication, implementation, and evaluation of effective teaching and
learning that leads to student academic progress and school improvement.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
3.1 Communicates a clear vision of excellence and continuous improvement consistent with
the goals of the school division.
3.2 Directs staff to set specific and challenging, but attainable goals for higher performance
that result in improved student learning.
3.3 Oversees the alignment, coordination, and delivery of assigned programs and curricular
areas such that the school division and all schools meet all required federal, state, and
local standards.
3.4 Assesses factors affecting student achievement and directs change for needed
improvements.
3.5 Ensures that curricular design, instructional strategies, and learning environments
integrate appropriate technologies to maximize student learning.
3.6 Explores, disseminates, and applies knowledge and information about new or improved
instructional strategies or related issues.
3.7 Works with the school board, staff, and community representatives to identify needs and
determine priorities regarding program delivery.
3.8 Provides direction and support in planning and implementing activities and programs
consistent with continuous improvement efforts and attainment of instructional goals.
3.9 Provides staff development programs consistent with program evaluation results and
school instructional improvement plans.
40
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
actively and
consistently employs
innovative and
effective leadership
strategies that
empower teachers,
maximize student
academic progress,
and result in effective
teaching and learning
that reflects
excellence.
The superintendent
fosters the success of
all teachers, staff, and
students by ensuring
the development,
communication,
implementation, and
evaluation of
effective teaching and
learning that leads to
student academic
progress and school
improvement.
The superintendent
has not reached a
level of proficiency
in fostering the
success of all
teachers, staff, and
student students by
facilitating the
development,
communication,
implementation, or
evaluation of
effective teaching and
learning that leads to
student academic
progress and school
improvement.
The superintendent
does not foster the
success of all
teachers, staff, and
students by
facilitating the
development,
communication,
implementation, or
evaluation of
effective teaching and
learning that leads to
student academic
progress and school
improvement.
41
Performance Standard 4: Organizational Leadership and Safety
The superintendent fosters the safety and success of all teachers, staff, and students by
supporting, managing, and evaluating the division’s organization, operation, and use of
resources.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
4.1 Identifies, analyzes, and resolves problems using problem-solving techniques.
4.2 Facilitates the implementation of research-based theories and techniques of classroom
management, student discipline, and school safety to ensure an orderly and positive
environment conducive to teaching and learning.
4.3 Implements sound personnel procedures in recruiting, employing, and retaining highly
qualified and most effective teachers, administrators, and other personnel based on
identified needs.
4.4 Acquires, allocates, and manages division human, material, and financial resources in
compliance with all laws to ensure the effective and equitable support of all of the
division’s students, schools, and programs.
4.5 Demonstrates organizational skills to achieve school, community, and division goals.
4.6 Provides staff development for all categories of personnel consistent with individual
needs, program evaluation results, and instructional improvement plans.
4.7 Plans and implements a systematic performance evaluation system of all employees that
provides timely and constructive feedback.
4.8 Provides support and resources for staff to improve job performance and recognizes and
supports the achievement of highly effective personnel.
4.9 Collaborates with stakeholders to develop, assess, and improve procedures and policies
that maximize the amount of available time for successful teaching, learning, and
professional development.
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent is
highly effective at
organizational
management,
demonstrating
proactive decision-
making, coordinating
safe, efficient
operations, and
maximizing available
resources.
The superintendent
fosters the safety and
success of all
teachers, staff, and
students by
supporting,
managing, and
evaluating the
division’s
organization,
operation, and use of
resources.
The superintendent
has not reached a
level of proficiency
in supporting,
managing, or
evaluating the
division’s
organization,
operation, safety, or
use of resources.
The superintendent
inadequately
supports, manages, or
evaluates the
division’s
organization,
operation, safety or
use of resources.
42
Performance Standard 5: Communication and Community Relations
The superintendent fosters the success of all students through effective communication with
stakeholders.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
5.1 Models and promotes effective communication and interpersonal relations within the
school division.
5.2 Establishes and maintains effective channels of communication with board members and
between the schools and community.
5.3 Works collaboratively with all stakeholders to secure resources and to support the
success of a diverse student population.
5.4 Creates an atmosphere of trust and mutual respect with all stakeholders.
5.5 Demonstrates the skills necessary to build community support for division goals and
priorities.
5.6 Uses formal and informal techniques to gather external perceptions and input as a part of
the decision-making process.
5.7 Brings together groups of different interests into a collaborative effort to respond
appropriately to existing and potential problems.
5.8 Models and promotes multicultural awareness, gender sensitivity, and the appreciation
of diversity in the community.
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
proactively seeks and
creates innovative
and productive
methods to
communicate and
engage effectively
with stakeholders.
The superintendent
fosters the success of
all students through
effective
communication with
stakeholders.
The superintendent
has not reached a
level of proficiency
in communicating on
issues of importance
to stakeholders.
The superintendent
demonstrates
ineffective or
detrimental
communication with
stakeholders.
43
Performance Standard 6: Professionalism
The superintendent fosters the success of teachers, staff, and students by demonstrating
professional standards and ethics, engaging in continuous professional development, and
contributing to the profession.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
6.1 Models professional, moral, and ethical standards as well as personal integrity in all
interactions.
6.2 Works in a collegial and collaborative manner with stakeholders to promote and support
the mission and goals of the school division.
6.3 Respects and maintains confidentiality and assumes responsibility for personal actions
and responds appropriately to actions of others.
6.4 Takes responsibility for and participates in a meaningful and continuous process of
professional development that results in the enhancement of student learning.
6.5 Provides service to the profession, the division, and the community by participating on
state and/or national committees, being active in professional and community-based
service organizations, and serving as a mentor.
6.6 Takes a leadership role and encourages staff to do so as well, by presenting workshops
at local, state, regional, or national conferences, authoring publications, or delivering
coursework for institutions of higher education.
6.7 Maintains a high level of personal knowledge regarding new developments and
techniques, and shares the information with appropriate staff.
6.8 Networks with colleagues to share knowledge about effective educational practices and
to improve and enhance administrative knowledge, skills, and organizational success.
6.9 Actively seeks opportunities to stay abreast of the latest research on educational
leadership by collaborating with experts in the field.
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
demonstrates
professionalism
through published
works, formal
presentation(s),
and/or formal
recognition(s) or
award(s).
The superintendent
fosters the success of
teachers, staff, and
students by
demonstrating
professional
standards and ethics,
engaging in
continuous
professional
development, and
contributing to the
profession.
The superintendent
has not reached a
level of proficiency
in demonstrating
professional
standards, engaging
in continuous
professional
development, or in
contributing to the
profession.
The superintendent
shows disregard for
professional
standards and ethics,
engaging in
continuous
professional
development, or
contributing to the
profession.
44
Performance Standard 7: Divisionwide Student Academic Progress
The superintendent’s leadership results in acceptable, measurable divisionwide student
academic progress based on established standards.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
7.1 Develops, implements, monitors, and updates division action plans that result in
increased student academic progress.
7.2 Uses appropriate data and applies research to make informed decisions related to student
academic progress and division improvement.
7.3 Leads staff in conducting an ongoing, detailed analysis of student learning data to
provide immediate and appropriate feedback.
7.4 Collaborates with division staff to monitor and improve multiple measures of student
progress.
7.5 Utilizes internal division and external constituent meetings and professional
development activities to focus on student progress outcomes.
7.6 Provides evidence that students in all subgroups are meeting acceptable and
measurable student academic progress.
7.7 Demonstrates responsibility for division academic achievement through proactive
interactions with parents, staff, and other community stakeholders.
7.8 Collaboratively develops, implements, and monitors long- and short-range division
achievement goals that address varied student populations.
7.9 Sets division benchmarks and implements appropriate strategies and interventions to
accomplish desired outcomes.
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent’s
leadership results in a
high level of student
academic progress
with all populations
of learners.
The superintendent’s
leadership results in
acceptable,
measurable
divisionwide student
academic progress
based on established
standards.
The superintendent’s
leadership has not
reached a level of
proficiency in
promoting student
academic progress
that meets the
established standard.
The superintendent’s
leadership
consistently results in
inadequate student
academic progress.
45
Performance Rubrics and Summative Evaluation
School boards make judgments about performance of the seven performance standards based on
all available evidence. After collecting information gathered through multiple data sources, the
school board applies the four-level rating scale to evaluate a superintendent’s performance on
all standards for the summative evaluation. Therefore, the summative evaluation represents
where the “preponderance of evidence” exists, based on various data sources. Two sample
Superintendent Summative Performance Reports are provided on the following pages. The
results of the evaluation must be discussed with the superintendent at a summative evaluation
conference
Summative evaluations should be completed in compliance with the Code of Virginia and
school division policy. Summative ratings should apply the rating for each of the seven
performance standards, with the most significant weight given to Standard 7 - Student
Academic Progress. This document suggests that school divisions weight each of the first six
standards equally at 10 percent, and that Standard 7 account for 40 percent of the evaluation. In
determining the final summative rating, the following approach could be used:
1. Apply numbers 1 (Unacceptable) through 4 (Exemplary) to the rating scale
Exemplary = 4
Proficient = 3
Developing/Needs Improvement = 2
Unacceptable = 1;
2. Calculate the weighted contribution of each standard to the summative evaluation; and
3. Add the weighted contribution to achieve the final summative evaluation.
The following tables provide two examples of how this approach would apply.
Figure 5.3: Example 1of Weighted Calculations for Superintendent Performance Evaluation
Superintendent
Performance
Standard Performance
Rating Points Weight Weighted Total
(Points x Weight)
Standard 1 Exemplary 4 1 4
Standard 2 Proficient 3 1 3
Standard 3 Proficient 3 1 3
Standard 4 Proficient 3 1 3
Standard 5 Proficient 3 1 3
Standard 6 Exemplary 4 1 4
Standard 7 Exemplary 4 4 16
Cumulative Summative Rating 36
Based on Virginia Board of Education guidelines, this cumulative score of 36 would translate
into an overall rating of “Exemplary.”
46
Figure 5.4: Example 2 of Weighted Calculations for Superintendent Performance Evaluation
Superintendent
Performance
Standard Performance
Rating Points Weight Weighted Total
(Points x Weight)
Standard 1 Proficient 3 1 3
Standard 2 Developing/Needs
Improvement 2 1 2
Standard 3 Proficient 3 1 3
Standard 4 Proficient 3 1 3
Standard 5 Proficient 3 1 3
Standard 6 Developing/Needs
Improvement 2 1 2
Standard 7 Proficient 3 4 12
Cumulative Summative Rating 28
Based on Virginia Board of Education guidelines, this cumulative score of 28 would translate
into an overall rating of “Proficient.”
47
Sample: Superintendent Summative Performance Report Option A Page 1 of 8
SAMPLE Superintendent Summative Performance Report Option A
Directions: Evaluators use this form prior to provide the superintendent with an assessment of
performance. The superintendent should be given a copy of the form at the end of each
evaluation cycle.
Superintendent: School Year(s):
School:
Performance Standard 1: Mission, Vision, and Goals
The superintendent works with the local school board to formulate and implement the school
division’s mission, vision, and goals to promote student academic progress.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
1.1 Works with the school board to develop and recommend policies that define
organizational expectations, and effectively communicates these to all stakeholders.
1.2 Promotes a climate of mutual respect, trust, and professionalism with the school board
and staff.
1.3 Keeps the school board informed on needs and issues confronting school division
employees and students.
1.4 Supports and enforces all school board policies and informs all constituents of changes
to the policies.
1.5 Functions as the primary instructional leader for the school division, seeking out and
relying on support from staff as necessary when advising the school board.
1.6 Oversees the administration of the school division’s day-to-day operations.
1.7 Works with all individuals, groups, agencies, committees, and organizations to provide
and maintain schools that are safe and productive.
1.8 Delegates authority and responsibility to other employees as needs and opportunities
arise.
1.9 Recommends policy additions or modifications to improve student learning and division
effectiveness.
Comments:
RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable
48
Sample: Superintendent Summative Performance Report Option A Page 2 of 8
Performance Standard 2: Planning and Assessment
The superintendent strategically gathers, analyzes, and uses a variety of data to guide
planning and decision-making consistent with established guidelines, policies, and
procedures that result in student academic progress.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
2.1 Provides leadership in the development of a shared vision for educational improvement
that inspires employees to work collaboratively.
2.2 Organizes the collaborative development and implementation of a division strategic plan
based on analysis of data from a variety of sources.
2.3 Works collaboratively to develop long- and short-range goals and objectives consistent
with the strategic plan and monitors progress in achieving the goals and objectives.
2.4 Seeks and utilizes human and material resources outside the division that may support
and/or enhance the achievement of goals and objectives.
2.5 Uses research-based techniques to analyze and apply data gathered from division
improvement measurements that include student assessment results and staff
implementation practices.
2.6 Collaboratively identifies needs, determines priorities, and assesses program
implementation using researched-based instructional practices that result in student
learning.
2.7 Plans, implements, supports, and assesses instructional programs that enhance teaching
and student achievement such that the school division and all schools meet all required
federal and state standards.
2.8 Applies and communicates findings to all stakeholders to ensure continuous
improvement.
Comments:
RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable
49
Sample: Superintendent Summative Performance Report Option A Page 3 of 8
Performance Standard 3: Instructional Leadership
The superintendent fosters the success of all teachers, staff, and students by ensuring the
development, communication, implementation, and evaluation of effective teaching and
learning that leads to student academic progress and school improvement.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
3.1 Communicates a clear vision of excellence and continuous improvement consistent with
the goals of the school division.
3.2 Directs staff to set specific and challenging, but attainable goals for higher performance
that result in improved student learning.
3.3 Oversees the alignment, coordination, and delivery of assigned programs and curricular
areas such that the school division and all schools meet all required federal, state, and
local standards.
3.4 Assesses factors affecting student achievement and directs change for needed
improvements.
3.5 Ensures that curricular design, instructional strategies, and learning environments
integrate appropriate technologies to maximize student learning.
3.6 Explores, disseminates, and applies knowledge and information about new or improved
instructional strategies or related issues.
3.7 Works with the school board, staff, and community representatives to identify needs and
determine priorities regarding program delivery.
3.8 Provides direction and support in planning and implementing activities and programs
consistent with continuous improvement efforts and attainment of instructional goals.
3.9 Provides staff development programs consistent with program evaluation results and
school instructional improvement plans.
Comments:
RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable
50
Sample: Superintendent Summative Performance Report Option A Page 4 of 8
Performance Standard 4: Organizational Leadership and Safety
The superintendent fosters the safety and success of all teachers, staff, and students by
supporting, managing, and evaluating the division’s organization, operation, and use of
resources.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
4.1 Identifies, analyzes, and resolves problems using problem-solving techniques.
4.2 Facilitates the implementation of research-based theories and techniques of classroom
management, student discipline, and school safety to ensure an orderly and positive
environment conducive to teaching and learning.
4.3 Implements sound personnel procedures in recruiting, employing, and retaining highly
qualified and most effective teachers, administrators, and other personnel based on
identified needs.
4.4 Acquires, allocates, and manages division human, material, and financial resources in
compliance with all laws to ensure the effective and equitable support of all of the
division’s students, schools, and programs.
4.5 Demonstrates organizational skills to achieve school, community, and division goals.
4.6 Provides staff development for all categories of personnel consistent with individual
needs, program evaluation results, and instructional improvement plans.
4.7 Plans and implements a systematic performance evaluation system of all employees that
provides timely and constructive feedback.
4.8 Provides support and resources for staff to improve job performance and recognizes and
supports the achievement of highly effective personnel.
4.9 Collaborates with stakeholders to develop, assess, and improve procedures and policies
that maximize the amount of available time for successful teaching, learning, and
professional development.
Comments:
RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable
51
Sample: Superintendent Summative Performance Report Option A Page 5 of 8
Performance Standard 5: Communication and Community Relations
The superintendent fosters the success of all students through effective communication with
stakeholders.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
5.1 Models and promotes effective communication and interpersonal relations within the
school division.
5.2 Establishes and maintains effective channels of communication with board members and
between the schools and community.
5.3 Works collaboratively with all stakeholders to secure resources and to support the
success of a diverse student population.
5.4 Creates an atmosphere of trust and mutual respect with all stakeholders.
5.5 Demonstrates the skills necessary to build community support for division goals and
priorities.
5.6 Uses formal and informal techniques to gather external perceptions and input as a part of
the decision-making process.
5.7 Brings together groups of different interests into a collaborative effort to respond
appropriately to existing and potential problems.
5.8 Models and promotes multicultural awareness, gender sensitivity, and the appreciation
of diversity in the community.
Comments:
RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable
52
Sample: Superintendent Summative Performance Report Option A Page 6 of 8
Performance Standard 6: Professionalism
The superintendent fosters the success of teachers, staff, and students by demonstrating
professional standards and ethics, engaging in continuous professional development, and
contributing to the profession.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
6.1 Models professional, moral, and ethical standards as well as personal integrity in all
interactions.
6.2 Works in a collegial and collaborative manner with stakeholders to promote and support
the mission and goals of the school division.
6.3 Respects and maintains confidentiality and assumes responsibility for personal actions
and responds appropriately to actions of others.
6.4 Takes responsibility for and participates in a meaningful and continuous process of
professional development that results in the enhancement of student learning.
6.5 Provides service to the profession, the division, and the community by participating on
state and/or national committees, being active in professional and community-based
service organizations, and serving as a mentor.
6.6 Takes a leadership role and encourages staff to do so as well, by presenting workshops
at local, state, regional, or national conferences, authoring publications, or delivering
coursework for institutions of higher education.
6.7 Maintains a high level of personal knowledge regarding new developments and
techniques, and shares the information with appropriate staff.
6.8 Networks with colleagues to share knowledge about effective educational practices and
to improve and enhance administrative knowledge, skills, and organizational success.
6.9 Actively seeks opportunities to stay abreast of the latest research on educational
leadership by collaborating with experts in the field.
Comments:
RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable
53
Sample: Superintendent Summative Performance Report Option A Page 7 of 8
Performance Standard 7: Divisionwide Student Academic Progress
The superintendent’s leadership results in acceptable, measurable divisionwide student
academic progress based on established standards.
Sample Performance Indicators
Examples may include, but are not limited to:
The superintendent:
7.1 Develops, implements, monitors, and updates division action plans that result in
increased student academic progress.
7.2 Uses appropriate data and applies research to make informed decisions related to student
academic progress and division improvement.
7.3 Leads staff in conducting an ongoing, detailed analysis of student learning data to
provide immediate and appropriate feedback.
7.4 Collaborates with division staff to monitor and improve multiple measures of student
progress.
7.5 Utilizes internal division and external constituent meetings and professional
development activities to focus on student progress outcomes.
7.6 Provides evidence that students in all subgroups are meeting acceptable and
measurable student academic progress.
7.7 Demonstrates responsibility for division academic achievement through proactive
interactions with parents, staff, and other community stakeholders.
7.8 Collaboratively develops, implements, and monitors long- and short-range division
achievement goals that address varied student populations.
7.9 Sets division benchmarks and implements appropriate strategies and interventions to
accomplish desired outcomes.
Comments:
RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable
54
Sample: Superintendent Summative Performance Report Option A Page 8 of 8
Overall Evaluation Summary (based on Cumulative Summative rating range decided by
school division):
Include comments here
Exemplary
Proficient
Developing/Needs Improvement
Unacceptable
Recommended for Targeted Professional Growth. (One or more standards are
Unacceptable, or two or more standards are Developing/Needs Improvement.)
Commendations:
Areas Noted for Improvement:
Superintendent Improvement Goals:
__________________________________ ____________________________________
Evaluator’s Name Superintendent’s Name
___________________________________ ____________________________________
Evaluator’s Signature Superintendent’s Signature (Superintendent’s
signature denotes receipt of the summative
evaluation, not necessarily agreement with the
contents of the form.)
___________________________________ ____________________________________
Date Date
55
Sample: Superintendent Summative Performance Report Option B Page 1 of 4
SAMPLE Superintendent Summative Performance Report Option B
Directions: Evaluators use this form prior to provide the superintendent with an assessment of
performance. The superintendent should be given a copy of the form at the end of each
evaluation cycle.
Superintendent: School Year(s):
School:
Performance Standard 1: Mission, Vision, and Goals
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
establishes a highly
productive relationship
with the local school
board to formulate and
implement the school
division’s mission, vision,
and goals to promote
student academic
progress.
The superintendent works
with the local school
board to formulate and
implement the school
division’s mission, vision,
and goals to promote
student academic
progress.
The superintendent has
not reached a level of
proficiency in working
with the local school
board to formulate and
implement the school
divisions, mission, vision,
and goals to promote
student academic
progress.
The superintendent does
not work with the local
school board to formulate
and implement the school
divisions, mission, vision,
and goals to promote
student academic
progress.
Comments:
Performance Standard 2: Planning and Assessment
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
proactively seeks out
research on the effective
use of assessment data and
ensures division personnel
are aware of relevant
findings and are using
data to improve
instructional programs,
resulting in improved
student academic
performance.
The superintendent
strategically gathers,
analyzes, and uses a
variety of data to guide
planning and decision-
making consistent with
established guidelines,
policies, and procedures
that result in student
academic progress.
The superintendent has
not reached a level of
proficiency in gathering,
analyzing, and using a
variety of data to guide
planning and decision-
making consistent with
established guidelines,
policies, and procedures
that result in student
academic success.
The superintendent does
not gather, analyze, and
use a variety of data to
guide planning and
decision-making
consistent with established
guidelines, policies, and
procedures that result in
student academic success.
Comments:
56
Sample: Superintendent Summative Performance Report Option B Page 2 of 4
Performance Standard 3: Instructional Leadership
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
actively and consistently
employs innovative and
effective leadership
strategies that empower
teachers, maximize
student academic
progress, and result in
effective teaching and
learning that reflects
excellence.
The superintendent fosters
the success of all teachers,
staff, and students by
ensuring the development,
communication,
implementation, and
evaluation of effective
teaching and learning that
leads to student academic
progress and school
improvement.
The superintendent has
not reached a level of
proficiency in fostering
the success of all teachers,
staff, and student students
by facilitating the
development,
communication,
implementation, or
evaluation of effective
teaching and learning that
leads to student academic
progress and school
improvement.
The superintendent does
not foster the success of
all teachers, staff, and
students by facilitating the
development,
communication,
implementation, or
evaluation of effective
teaching and learning that
leads to student academic
progress and school
improvement.
Comments:
Performance Standard 4: Organizational Leadership and Safety
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent is
highly effective at
organizational
management,
demonstrating proactive
decision-making,
coordinating safe,
efficient operations, and
maximizing available
resources.
The superintendent fosters
the safety and success of
all teachers, staff, and
students by supporting,
managing, and evaluating
the division’s
organization, operation,
and use of resources.
The superintendent has
not reached a level of
proficiency in supporting,
managing, or evaluating
the division’s
organization, operation,
safety, or use of
resources.
The superintendent
inadequately supports,
manages, or evaluates the
division’s organization,
operation, safety or use of
resources.
Comments:
57
Sample: Superintendent Summative Performance Report Option B Page 3 of 4
Performance Standard 5: Communication and Community Relations
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
proactively seeks and
creates innovative and
productive methods to
communicate and engage
effectively with
stakeholders.
The superintendent fosters
the success of all students
through effective
communication with
stakeholders.
The superintendent has
not reached a level of
proficiency in
communicating on issues
of importance to
stakeholders.
The superintendent
demonstrates ineffective
or detrimental
communication with
stakeholders.
Comments:
Performance Standard 6: Professionalism
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent
demonstrates
professionalism through
published works, formal
presentation(s), and/or
formal recognition(s) or
award(s).
The superintendent fosters
the success of teachers,
staff, and students by
demonstrating
professional standards and
ethics, engaging in
continuous professional
development, and
contributing to the
profession.
The superintendent has
not reached a level of
proficiency in
demonstrating
professional standards,
engaging in continuous
professional development,
or in contributing to the
profession.
The superintendent shows
disregard for professional
standards and ethics,
engaging in continuous
professional development,
or contributing to the
profession.
Comments:
Performance Standard 7: Divisionwide Student Academic Progress
Exemplary In addition to meeting the
requirements for Proficient...
Proficient Proficient is the expected
level of performance.
Developing/Needs
Improvement Unacceptable
The superintendent’s
leadership results in a
high level of student
academic progress with
all populations of
learners.
The superintendent’s
leadership results in
acceptable, measurable
divisionwide student
academic progress based
on established standards.
The superintendent’s
leadership has not reached
a level of proficiency in
promoting student
academic progress that
meets the established
standard.
The superintendent’s
leadership consistently
results in inadequate
student academic
progress.
Comments:
58
Sample: Superintendent Summative Performance Report Option B Page 4 of 4
Overall Evaluation Summary (based on Cumulative Summative rating range decided by
school division):
Include comments here
Exemplary
Proficient
Developing/Needs Improvement
Unacceptable
Recommended for Targeted Professional Growth. (One or more standards are
Unacceptable, or two or more standards are Developing/Needs Improvement.)
Commendations:
Areas Noted for Improvement:
Superintendent Improvement Goals:
__________________________________ ____________________________________
Evaluator’s Name Superintendent’s Name
___________________________________ ____________________________________
Evaluator’s Signature Superintendent’s Signature (Superintendent’s
signature denotes receipt of the summative
evaluation, not necessarily agreement with the
contents of the form.)
___________________________________ ____________________________________
Date Date
59
Part 6: Improving Superintendent Performance
Supporting superintendents is essential to the success of school divisions. Many resources are
needed to assist superintendents in growing professionally. Sometimes additional support is
required to help superintendents develop so that they can meet the performance standards for
their school divisions.
Targeted Professional Growth, a division-level discussion between the school board and the
superintendent, is an optional process to promote conversation about performance in order to
address specific needs or desired areas for professional growth.
Figure 6.1 highlights the process.
Figure 6.1: Tool to Increase Professional Performance
Targeted Professional Growth
Purpose For superintendents who could benefit from targeted performance
improvement OR who would like to systematically focus on his or her own
performance growth.
Initiates Process School board or superintendent
Documentation Form Provided: None
Memo or other record of the discussion/other forms of documentation at the
school board level
Outcomes Performance improvement is documented with the support dialogue
continued at the discretion of the school board or the superintendent
The Targeted Professional Growth process is initiated by the school board or superintendent at
any point during the school year when the superintendent’s professional practice would benefit
from additional support. It is designed to facilitate discussion about the area(s) of concern and
ways to address those concerns. The Targeted Professional Growth process should not be
construed as applying to poor performing superintendents. The option for Targeted Professional
Growth is open to any superintendent who desires assistance in a particular area.
During the initial conference, both parties share what each will do to support the
superintendent’s growth (see sample prompts in Figure 6.2) and decide when to meet again. To
facilitate the improvements, they may choose to fill out the optional Targeted Professional
Growth on the following page. After the agreed-upon time to receive support and implement
changes in professional practice has elapsed, the school board and superintendent meet again to
discuss the impact of the changes (see sample follow-up prompts in Figure 6.2).
60
Figure 6.2: Sample Prompts
Sample Prompts for the Initial Conversation
What challenges have you encountered in addressing ________ (tell specific concern)?
What have you tried to address the concern of _______ (tell specific concern)?
What support can the school board provide you?
Sample Prompts for the Follow-Up Conversation
Last time we met, we talked about ________ (tell specific concern). What has gone well?
What has not gone as well?
The entire Targeted Professional Growth process is intended to be completed in a relatively
short time period (for example, within a six-week period) as it offers targeted support. If the
Targeted Professional Growth process was initiated by a superintendent seeking self-
improvement, the school board and superintendent may decide at any time either to conclude the
process or to continue the support and allocate additional time or resources.
For a superintendent for whom the school board initiated the Targeted Professional Growth
process, the desired outcome would be that the superintendent’s practice has improved to a
proficient level. In the event that improvements in performance are still needed, the school
board makes a determination either to extend the time of the Targeted Professional Growth
because progress has been made, or to allocate additional time or resources.
61
Sample: Support Dialogue Form Page 1 of 1
SAMPLE: Targeted Professional Growth (optional)
Directions: School boards and superintendents may use this form to facilitate discussion on
areas that need additional support. This form is optional.
What is the area of targeted support?
What are some of the issues in the area that are causing difficulty?
What strategies have you already tried and what was the result?
What new strategies or resources might facilitate improvement in this area?
Superintendent’s Name:
Superintendent’s Signature: Date:
Evaluator’s Name:
Evaluator’s Signature: Date:
62
References
American Association of School Administrators. (1980). Evaluating the superintendent.
Arlington, VA: Author.
Björk, L. G. (1993). Effective schools--effective superintendents: The emerging instructional
leadership role. Journal of School Leadership, 3, 246-259.
Brendeson, P. V. (1996). Superintendents’ role in curriculum development and instructional
leadership: Instructional visionaries, collaborators, supporters, and delegators. Journal of
School Leadership, 6(3), 243-264.
Candoli, I. C., Cullen, K., & Stufflebeam, D. L. (1997). Superintendent performance evaluation:
Current practice and directions for improvement. Boston: Kluwer Academic Publishers.
Dillon, R. R., & Halliwell, J. W. (1991). Superintendents’ and school board presidents’
perceptions of the purpose, strengths and weaknesses of formal superintendent
evaluations. Journal of School Leadership, 1, 328-337.
DiPaola, M. F., & Stronge, J. H. (2003). Superintendent evaluation handbook. Lanham, MA:
Scarecrow.
Hord, S. M. (1993). Smoke, mirrors or reality: Another instructional leader. In D. S. G. Carter, T.
E. Glass, and S. M. Hord (Eds.), Selecting, preparing, and developing the school district
superintendents (pp. 1-19). Washington, DC: Falmer Press.
Hoyle, J. R., Björk, L. G., Collier, V., & Glass, T. (2005). The superintendent as CEO:
Standards-based performance. Thousand Oaks, CA: Corwin.
Hoyle, J., Hogan, D., Skrla, L., & Ealy, C. (2001). Superintendent performance evaluation and
its relationship to district student performance. In T. J. Kowalski (Ed.), 21st Century
challenges for school administrators (pp. 272-285). Lanham, MA: Scarecrow Press.
Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication.
School Leadership and Management, 20, 415-434.
Leithwood, K. A., & Riehl, C. (2003). What Do We Already Know About Successful School
Leadership? AERA Division A Task Force on Developing Research in Educational
Leadership, 2–37.
Morgan, C., & Peterson, G. J. (2002). The superintendent’s role in leading academically
effective school districts. In B. S. Cooper and L. D. Fusarelli (Eds.), The promises and
perils of the modern superintendency (pp. 175-196). Lanham, MD: Scarecrow.
Petersen, G. J., & Barnett, B. G. (2005). The superintendent as instructional leader: Current
practice, future conceptualizations, and implications for preparation. In L. G. Björk and
T. J. Kowalski (Eds.), The contemporary superintendent: Preparation, practice, and
development (pp. 107-136). Thousand Oaks, CA: Corwin.
Stronge, J. H., Richard, H. B., & Catano, N. (2008). Qualities of effective principals. Alexandria,
VA: Association for Supervision and Curriculum Development.
63
Witziers, B., Bosker, R. J., & Krüger, M. L. (2003). Educational leadership and student
achievement: The elusive search for an association. Educational Administration
Quarterly, 39(3), 398-425.
The Virginia Department of Education does not discriminate on the basis of race, sex,
color, national origin, religion, age, political affiliation, veteran status, or against otherwise
qualified persons with disabilities in its programs and activities and provides equal access to
the Boy Scouts and other designated youth groups.
64
Endnotes 1 Portions of this section were adapted from principal evaluation handbooks published in various states, copyright [2010] by J. H. Stronge.
Adapted with permission.
2 American Association of School Administrators. (1980). p. 4
3 DiPaola, M. F., & Stronge, J. H. (2003).
4 Leithwood, K., & Riehl, C. (2003). p. 2
5 Hoyle, J. R., Björk, L. G., Collier, V., & Glass, T. (2005).
6 Leithwood, K., & Riehl, C. (2003).
7 Leithwood, K., & Riehl, C. (2003); Leithwood, K., & Jantzi, D. (2000); Witziers, B., Bosker, R. J., & Krüger, M. L. (2003).
8 Stronge, J. H., Richard, H. B., & Catano, N. (2008).
9 Goldring, E., Cravens, X. C., Murphy, J., Porter, A. C., Elliott, S. N., & Carson, B. (2009).
10 The usage of the terms “effective” and “ineffective” is consistent with that used in professional literature. These terms are not intended to
connote particular technical definitions.
11 DiPaola, M. F., & Stronge, J. H. (2003).
12 Candoli, I. C., Cullen, K., & Stufflebeam, D. L. (1997).
13 Dillon, R. R., & Halliwell, J. W. (1991).
14 Candoli, I. C., Cullen, K., & Stufflebeam, D. L. (1997).
15 Peterson, G. J., & Barnett, B. G. (2005).
16 Peterson, G. J., & Barnett, B. G. (2005).
17 Hord, S. M. (1993).
18 Björk, L. G. (1993); Brendeson, P. V. (1996); Morgan, C., & Peterson, G. J. (2002).
19 Hoyle, J. R., Björk, L. G., Collier, V., & Glass, T. (2005).
20 Candoli, I. C., Cullen, K., & Stufflebeam, D. L. (1997).
21 Candoli, I. C., Cullen, K., & Stufflebeam, D. L. (1997); Hoyle, J., Hogan, D., Skrla, L., & Ealy, C. (2001).
22 Waters, J. T., & Marzano, R. (2006).
23 Hoyle, J. R., Björk, L. G., Collier, V., & Glass, T. (2005).
24 Hoyle, J. R., Björk, L. G., Collier, V., & Glass, T. (2005).
25 Peterson, G. J., & Barnett, B. G. (2005).
TAZEWELL COUNTY PUBLIC SCHOOLSMEMBERSHIP SUMMARY
September 2014
MEMBERSHIP ATTENDANCESCHOOL K 1 2 3 4 5 6 7 8 9 10 11 12 TOTAL ADA % ATT
Graham High 147 147 142 111 547 518.0 94.51Richlands High 187 170 163 151 671 625.7 92.83Tazewell High 172 157 154 124 607 564.5 93.17Subtotal 0 0 0 0 0 0 0 0 0 506 474 459 386 1825 93.45
Graham Middle 117 146 143 406 388.9 95.94Richlands Middle 178 207 168 553 525.6 94.56Tazewell Middle 149 161 133 443 419.0 93.76Subtotal 0 0 0 0 0 0 444 514 444 0 0 0 0 1402 94.70
Abbs Valley Elementary 26 35 20 25 10 26 142 135.3 95.56Cedar Bluff Elementary 71 73 66 59 65 91 425 401.8 94.83Dudley Primary 84 96 89 269 254.3 95.31Graham Intermediate 105 105 98 308 293.7 96.39North Tazewell Elementary 40 43 58 54 54 44 293 278.0 94.59Raven Elementary 19 39 34 29 25 28 174 161.4 93.29Richlands Elementary 94 94 89 92 107 87 563 531.3 94.02Springville Elementary 22 21 23 20 28 18 132 125.2 94.40Tazewell Elementary 82 84 88 87 94 85 520 494.8 95.09Subtotal 2826 94.52
Homebound 2 0 0 3 1 0 2 1 1 2 2 2 1 17Homebase 0 0 0 0 0 0 0 0 1 0 1 0 0 2TOTALS 2 0 0 3 1 0 446 515 446 508 477 461 387 6072 5717.5 94.14