1. Roles, Goals & Performance Expectations
ATT CONSULTANT:
You will need to have a conversation with the superintendent prior to conducting this workshop. Discuss:
- Status of/plan for goals, obtain copies as needed
- Obtain copies of the district’s superintendent evaluation instrument
[Introduction of instructor and participants]
[Consider an icebreaker or activity to get to know each other.]
Michigan Association of School Boards

2. Objectives Review school board and superintendent roles
Explore standards of superintendent performance as defined in evaluation system
Ascertain status of current district-wide goals
Identify superintendent performance expectations

3. “Board members, because they represent the people and have the power to act, and superintendents, because they have professional knowledge and the responsibility to lead and manage, are close enough to communities and schools to see what needs to be done and are powerful enough to do it . They are the governance team.”
[Ask board members what stands out for them about this sentence. Reinforce the interrelated nature of the board/supt relationship.]

4. Defining the Roles: Maintaining a Healthy Balance
8/20/2015
Defining the Roles: Maintaining a Healthy Balance
[Divide the group into 2. Pass out the Roles & Responsibilities handout.]
Take a few minutes to look over the handout.
Group A – Pay close attention to the role of the board. You will be reporting out on its role.
Group B- Pay close attention to the role of the superintendent. You will be reporting out on his/her role.
Read through the handout. Discuss your area of focus with your group members.
In around 5 minutes, I’m going to ask each group to share what really stood out for them.

5. 8/20/2015
The Role of the Board
Group A – What can you tell us about the role of the board?
What similarities do you see between this framework and the work your board has been doing?
What discrepancies do you see?
School Board will find their tools in strategic plans, policy manuals, community input and performance objectives.

6. The Role of the Superintendent
8/20/2015
The Role of the Superintendent
Group B – What can you tell us about the role of the superintendent?
Which of these items do you believe to be the MOST significant?
What could you of you had questions about your role or that of the superintendent six months from now?
Superintendent works with strategies, procedural guidelines and regulations, organizational designs and staffing patterns as well as the requisite reporting devices.

7. TRUST Focus Questions to be addressed Tools Methods School Board
8/20/2015
School Board
Superintendent
Focus
End Results
Means
Questions to be
addressed
How?
When?
Where?
By whom?
What?
Why?
How much?
How well?
Tools
Strategies
Procedures
Regulations
Assignments
Mission
Goals
Policies
Standards
This is another way to look at the division of duties.
[Ask for volunteers/select participants to read through the sections…as needed.]
Does anyone have any questions about the respective roles?
Once a shared understanding of R & R is reached, the board & supt can focus on developing the governance team.
Methods
Vote
Monitor
Document
Recommend
TRUST
Michigan Association of School Boards

8. School Board & Superintendent Collectively
District Goals
The Key Work & Goals of the Board of Education
School Improvement Plans
School Board & Superintendent Collectively
District Staff Performance
Superintendent
Performance Standards & Goals
Superintendent performance goals should be consistent with district-wide goals and/or the strategic plan.
In truth, goals across the district should be aligned in such a way as to create forward momentum.
[Review each section/type]
The dotted red line delineates where the board/supt collaboration ends and the exclusive work of the superintendent begins.
Standards & Goals
Superintendent

9. District Goals What district-wide goals are currently in place?
What is the status of progress towards those goals?
What further progress can be expected given current circumstances?
- OR -
Do new goals need to be established?
[Explore status of current goals. Address the questions above to chart a course.]

10. MDE School Improvement Planning

11. Performance Standards & Goals
Which superintendent evaluation instrument is being used by the district?
Review it now together.
Rubrics are based on standards of behaviors of effective superintendents documented via research
These behaviors are ‘inputs’ that contribute to positive ‘outputs’, e.g. empowered administrators, skilled teachers, increased student growth and/or achievement
Superintendent
Performance Standards & Goals
[Review current evaluation system in order to illustrate to participants that the behaviors of effective superintendents has already been identified by research and they are already part of what the superintendent is being evaluated on.]

12. Performance Goals Define expectations beyond:
What has been defined by the research as indicators of performance (rubrics)
What has been established as district-wide improvement goals (district-wide improvement plan)
What has been identified in the district’s student growth model (student growth model)
Should be used sparingly (if at all) so as not to spread the superintendent too thinly

13. Process for Goal Development
Identify the district goal/priority/indicator/student performance data that the superintendent’s goal is intended to support
Ask the superintendent:
What will we see next year toward the accomplishment of this that we don’t see now?
What measure will we use to know that the difference represents meaningful progress?
Allow superintendent time to craft a response
Once agreed upon, board and superintendent develop SMART goal statements
[Read slide. Emphasize the need for alignment to district goals and that the superintendent will need time to develop proposed performance expectations.]

14. Performance goals should be:
S-M-A-R-T is a useful acronym for a goal-setting framework.
Very much like the district goals, when performance expectations are established, each one should be:
Specific – Goals should be simplistically written and clearly define what is expected to be done.
Measurable – Goals should be measurable and their attainment evidenced in some tangible way.
Achievable – Goals should be attainable given the circumstances and resources at hand.
Results-focused – Goals should measure outcomes not activities.
Time-related – Goals should be linked to a specific timeframe.
There's a S.M.A.R.T. way to write management's goals and objectives
George T. Doran, 1981

15. Example: From a District Goal
District Goal: District staff and community leaders educate the public and elected officials regarding the impact of legislative and regulatory requirements on students.
Superintendent Performance Goal:
The superintendent shall remain up-to-date on regulatory and legislative issues affecting the District.
Is it related to a major district priority? (Yes or no from audience)
Will its accomplishment be a significant step forward for the District?
Is it SIMPLE?
Can it be MEASURED?
Is it ATTAINABLE?
Is it RESULTS-ORIENTED in that it leads to a specific outcome?
Is it TIME BOUND?
[This example does NOT meet the SMART framework expectations for goals].

16. Example: From a District Goal
District Goal: The District maximizes resources available for instruction.
Superintendent Performance Goal:
The superintendent shall present an annual budget in February of 2019 that shows an increase in district resources directed to instruction.
Is it related to a major district priority? (Yes or no from audience)
Will its accomplishment be a significant step forward for the District?
Is it SIMPLE?
Can it be MEASURED?
Is it ATTAINABLE?
Is it RESULTS-ORIENTED in that it leads to a specific outcome?
Is it TIME BOUND?

17. Example: From a Performance Indicator on Evaluation Instrument
Performance Indicator: The superintendent provides a clear vision regarding the district instructional model and how to guide personnel and schools in operationalizing the model.
Superintendent Performance Goal:
By September of 2020, the superintendent will have seen to the development of a district-wide instructional model and a plan for its implementation – with the intention of full implementation by September of 2021.
Is it related to a major district priority? (Yes or no from audience)
Will its accomplishment be a significant step forward for the District?
Is it SIMPLE?
Can it be MEASURED?
Is it ATTAINABLE?
Is it RESULTS-ORIENTED in that it leads to a specific outcome?
Is it TIME BOUND?

18. If not, when and how will we complete them?  Assignments  Date Time
Were the Objectives Accomplished?
Review school board and superintendent roles
Explore standards of superintendent performance as defined in evaluation system
Ascertain status of current district-wide goals
Identify superintendent performance expectations
[Check in on what objectives have been accomplished and which ones need to be resolved in the future. Document the work for the district.]
If not, when and how will we complete them?  Assignments  Date Time

19. Thank you! Questions?
[Check for questions and follow up.]