Board » Assistant Superintendent's Evaluation/Goals

Assistant Superintendent's Evaluation/Goals

 

Assistant Superintendent's Goals

Proposed Assistant Superintendent Objective Performance Standards

 

Assistant Superintendent Performance Standards 1 - Curriculum: The Assistant Superintendent will strengthen the district’s educational programs and services.

 

Performance Goals:

  • Expand learning opportunities for study (i.e., write grants to get funding for more technology, better resources, Associate Degree in High School Program, etc.)
  • Provide struggling students with additional strategies and opportunity for mastering core subjects (i.e., revising and monitoring our Multi-Tiered Systems of Support Model, etc.)
  • Enhance professional development for all teachers and staff so they can provide effective instruction to all students (i.e., AP instructor training, Unified in-service day with local school districts, etc. ).       
  • Write grants and aggressively identify sources of outside funding for district initiatives.

 

Assistant Superintendent Performance Standards 2 - Leadership: The Assistant Superintendent will identify and resolve issues adversely affecting the district, while ensuring best practices for instruction, supervision, curriculum development, and management are being utilized.

 

Performance Goals:

  • Use multiple data sources (i.e., PVAAS, SPP, teacher observations, etc.) to assess student success and growth, and work with admin to identify root cause of any areas of concern and develop curricular adjustments as needed. 
  • Work to positively influence the climate and culture of the district, within the district and community (i.e., Rachel’s Challenge Program, etc.).
  • Supervise all Federal Programs (i.e., Title 1, Homeless, English as a Second Language, etc.).
    • Train and monitor other administrators so there is a multiple understanding of Federal Programs.
  • Become acclimated in district budgeting and building/grounds capital project planning and execution (i.e., Escrow project, maintenance building, etc.)
  • In collaboration with district personnel, evaluate and coordinate continuity of curriculum measures to ensure appropriate sequencing of instruction within subject areas.  

 

 Assistant Superintendent Performance Standards 3 - Personnel: The Assistant Superintendent will ensure all teachers and staff are appropriately trained and are performing at the proficiency level.  

 

Performance Goals:


  • Create new teacher hiring procedures and methods and lead the hiring process (i.e., initiating calls, scheduling interviews, reviewing the process).
  • Monitor the Differentiated Supervision Plan Procedures
  • Work collaboratively with the superintendent and building principals to identify and address performance needs of district personnel.  Initiate and monitor performance enhancement programs for district personnel who are deemed to be underperforming. Provide guidance and leadership in an attempt to raise the proficiency of underperforming district teaching personnel.  Under circumstances where interventions are not producing measurable improvements, initiate district policies regarding employment status amendments for underperforming personnel.  
  • Work collaboratively with the superintendent and building principals to identify district teaching personnel who are exceeding expectations. Generate opportunities by which such individuals can be recognized and rewarded.   
  • Using a variety of data sources, conduct an ongoing assessment of primary and secondary curricular paradigms.  Make recommendations to the superintendent and board concerning curricular needs as needed.
  • Provide a “State of the Central Cambria Curriculum” report for the board at least once per calendar year including test scores, evaluations, assessment of resources, assessment of new initiatives and plans for the future, etc.
  • Review staffing status and projected staffing needs over a 3 year period.  
  • Communication with the School Directors:
    • Coordinate monthly curriculum updates for board meetings.
    • Proactively communicate with the board’s Education Committee on district curricular issues.