Evaluation of the Superintendent
EVALUATION INSTRUMENT
STANDARD 1: STRATEGIC LEADERSHIP
The Superintendent leads the development and implementation of district vision, mission and
goals while creating conditions to ensure that every student graduates high school with the
knowledge and skills necessary to be successful in the 21st century.
PERFORMANCE INDICATORS:
(Do not rate individual indicators. These are listed only to help demonstrate the types of
activities that may occur within this standard when assessing the Superintendent's
performance.)
1.1 With direction from the Board, the Superintendent facilitates a community process to
develop and implement a shared vision that focuses on improving student achievement.
1.2 Empowers all stakeholders to reach high levels of performance and achieve the district's
vision.
1.3 Communicates high expectations for student achievement while promoting academic
rigor that focuses on learning and excellence.
1.4 Develops, implements, promotes and monitors continuous improvement processes.
1.5 Assists the Board in developing, implementing, and monitoring district goals.
1.6 Understands and demonstrates that district and school improvement goals are
connected to student learning goals.
The Superintendent's performance for this standard:
• (4) Exemplary: Exceeds the standard
• (3) Accomplished: Meets the standard
• (2) Developing: Making progress toward meeting the standard
• (1) Improvement Required: Progress toward meeting the standard is unacceptable; standard
is required to be addressed with Performance Expectations agreed upon by the Board and
Superintendent. Comments to support this performance level are required.
Comments & Evidence to support the Superintendent's performance for this standard:
Mr. Melley has demonstrated consistency in developing and communicating the district's goals
to staff and other stakeholders through regular meetings, formal and informal communications,
and the solicitation of feedback.
Evaluation of the Superintendent
EVALUATION INSTRUMENT
STANDARD 2: INSTRUCTIONAL LEADERSHIP
The Superintendent supports and builds a system to effectively use district resources and
research-based best practices for curriculum, instruction and assessment in reducing
achievement gaps and continuously improving teaching, learning, and student achievement.
PERFORMANCE INDICATORS:
(Do not rate individual indicators. These are listed only to help demonstrate the types of
activities that may occur within this standard when assessing the Superintendent's
performance.)
2.1 Communicates student achievement expectations to staff and stakeholders.
2.2 Demonstrates the need to identify and remove barriers to student learning.
2.3 Proposes appropriate recommendations for programs and curricula in anticipating
adjustments of occupational trends and school-to-career needs.
2.4 Develops, implements, promotes and monitors continuous improvement processes with
faculty and stakeholders to ensure alignment of curriculum, instruction and assessment.
2.5 Encourages the use of technology in educational programming.
2.6 Using a variety of techniques, work with principals and administrators to formulate plans to
assess and analyze the effectiveness of instruction through student progress. These may
include monitoring, evaluating and reporting student achievement and performance gaps;
observing teaching methods and classroom management; and research, assessments,
feedback, and reflection.
2. 7 Understands data analysis, including how it applies to school and district student
achievement goals, how to address curricular gaps and how to use data to prioritize decisions
and drive change that will improve student learning.
2.8 Ensures school and district progress in the areas of: proficiency, growth, graduation rate,
closing achievement gaps, transition readiness, opportunity and access.
The Superintendent's performance for this standard:
• (4) Exemplary: Exceeds the standard
• (3) Accomplished: Meets the standard
• (2) Developing: Making progress toward meeting the standard
• (1) Improvement Required: Progress toward meeting the standard is unacceptable; standard
is required to be addressed with Performance Expectations agreed upon by the Board and
Superintendent. Comments to support this performance level are required.
Comments & Evidence to support the Superintendent's performance for this standard:
Mr. Molley effectively uses data driven analyses of achievement data as well as observational
input to continuously refine and adjust the instructional direction to meet the needs of the
district's students.
Evaluation of the Superintendent
EVALUATION INSTRUMENT
STANDARD 3: CULTURAL LEADERSHIP
The Superintendent understands the history, tradition and multicultural differences of the district.
S/he empowers all stakeholders to assist in shaping district culture and climate as they support
efforts to improve teaching and learning for all.
PERFORMANCE INDICATORS:
(Do not rate individual indicators. These are listed only to help demonstrate the types of
activities that may occur within this standard when assessing the Superintendent's
performance.)
3.1 Creates and supports a community of learners that empowers others to reach high levels of
performance to achieve the school's vision.
3.2 Promotes understanding and celebrating of school/community cultures.
3.3 Promotes and expects a school-based climate of tolerance, acceptance and civility.
3.4 Advocates, nurtures and sustains school culture and instructional programming conducive to
student learning.
3.5 Models and demonstrates multicultural and ethnic practices and is responsive to the needs
of diverse populations.
3.6 Encourages instructional strategies that include cultural diversity and differences in learning
styles.
The Superintendent's performance for this standard:
• (4) Exemplary: Exceeds the standard
• (3) Accomplished: Meets the standard
• (2) Developing: Making progress toward meeting the standard
• (1) Improvement Required: Progress toward meeting the standard is unacceptable; standard
is required to be addressed with Performance Expectations agreed upon by the Board and
Superintendent. Comments to support this performance level are required.
Comments & Evidence to support the Superintendent's performance for this standard:
Mr. Molley fosters and promotes an environment which encourages collaboration among the
district community employees to work to achieve the primary goal of meeting our student's
educational and other needs.
Evaluation of the Superintendent
EVALUATION INSTRUMENT
STANDARD 4: HUMAN RESOURCE LEADERSHIP
The Superintendent leads the district in developing professional learning communities among a
highly effective and diverse staff. S/he assists in the planning of professional development
opportunities for all staff and develops and implements an effective staff performance evaluation
system. If applicable, the Superintendent provides technical advice to the Board to administer
and negotiate labor contracts.
PERFORMANCE INDICATORS:
(Do not rate individual indicators. These are listed only to help demonstrate the types of
activities that may occur within this standard when assessing the Superintendent's
performance.)
4.1 Demonstrates use of system and staff evaluation data for personnel policies, decision-
making, career growth and professional development.
4.2 Understands and demonstrates that professional development needs to be aligned to the
analysis of test data.
4.3 Demonstrates understanding of continual improvement processes for teacher and principal
effectiveness systems, and implements them.
4.4 Identifies and applies appropriate policies, criteria, and processes for the recruitment,
selection, induction, compensation, support, evaluation, development and retention of a high-
performing, diverse staff.
4.5 Mentors and coaches' administrators throughout the district.
If applicable:
4.6 Develops bargaining strategies based upon collective bargaining laws and processes.
4. 7 Identifies contract language issues and proposes modifications.
4.8 Participates in the collective bargaining processes as determined by the Board, establishing
productive relationships with bargaining groups while effectively managing contracts.
The Superintendent's performance for this standard:
• (4) Exemplary: Exceeds the standard
• (3) Accomplished: Meets the standard
• (2) Developing: Making progress toward meeting the standard
• (1) Improvement Required: Progress toward meeting the standard is unacceptable; standard
is required to be addressed with Performance Expectations agreed upon by the Board and
Superintendent. Comments to support this performance level are required.
Comments & Evidence to support the Superintendent's performance for this standard:
In an increasingly difficult employment environment, Mr. Malley works to recruit and retain the
best talent for the district. He has recommended a number of incentives to keep the district
competitive and morale of retained employees high.
Evaluation of the Superintendent
EVALUATION INSTRUMENT
STANDARD 5: MANAGERIAL LEADERSHIP
The Superintendent uses data analysis in budgeting, staffing and problem solving to make
recommendations to the Board as they effectively and efficiently allocate resources and
establish support systems for all district stakeholders.
PERFORMANCE INDICATORS:
(Do not rate individual indicators. These are listed only to help demonstrate the types of
activities that may occur within this standard when assessing the Superintendent's
performance.)
5.1 Demonstrates understanding and comprehends the importance of managing the district
budget, including financial forecasting, planning, cash-flow management, account auditing and
monitoring that results in the following:
• A balanced operational budget for school programs and activities.
• Utilization of district resources to attain the highest and most efficient use to improve
student learning, while maintaining compliance with legal, ethical and policy standards.
• Effective communication of the district's budget and resource allocation to the Board and
constituents.
• Meeting reporting deadlines as required by statute, regulatory agency, local policy or
Board action.
5.2 Ensures sound management of the organization, operations, and resources for a safe,
efficient, and effective learning environment.
5.3 Secures and uses a variety of appropriate school and community resources to support
learning.
5.4 Understands and monitors the district technology plan, making informed decisions about
computer hardware and software, as well as related staff development and training needs.
5.5 Demonstrates knowledge of school facilities and develops a process that builds internal and
public support for facility needs, including bond issues.
5.6 Establishes procedures and practices to assist all stakeholders in implementing and
monitoring emergency plans for district safety and security practices for weather, threats,
violence and trauma in collaboration with local, state, and federal agencies.
The Superintendent's performance for this standard:
• (4) Exemplary: Exceeds the standard
• (3) Accomplished: Meets the standard
• (2) Developing: Making progress toward meeting the standard
• (1) Improvement Required: Progress toward meeting the standard is unacceptable; standard
is required to be addressed with Performance Expectations agreed upon by the Board and
Superintendent. Comments to support this performance level are required.
Comments & Evidence to support the Superintendent's performance for this standard:
Mr. Molley continues to move the district forward in a financially responsible manner. He has
creatively utilized the variability of federal and other financial resources to the advantage of the
Evaluation of the Superintendent
EVALUATION INSTRUMENT
district in achieving some long term investment goals while maintaining the emphasis on the day
to day operational needs of the district to serve our students.
Evaluation of the Superintendent
EVALUATION INSTRUMENT
STANDARD 6: COLLABORATIVE LEADERSHIP
The Superintendent maintains a positive relationship with Board members as they work together
to establish community support for the district's goals through effective two-way communications
with students, staff, parents, business representatives, government leaders, community
members and the media.
PERFORMANCE INDICATORS:
(Do not rate individual indicators. These are listed only to help demonstrate the types of
activities that may occur within this standard when assessing the Superintendent's
performance.)
6.1 Understands and articulates the system of public school governance and differentiates
between policy-making and administrative roles.
6.2 Develops effective Superintendent/Board interpersonal and working relationships.
6.3 Understands and interprets the role of federal, state and regional governments, policies,
and politics and their relationships to local districts and schools.
6.4 Effectively uses legal resources (e.g. local Board attorney) to protect the district from
civil and criminal liabilities.
6.5 Collaboratively develops, implements and monitors processes to improve student
learning and teaching.
6.6 Uses formal and informal techniques to gain perceptions of district from all stakeholders,
internal and external.
6.7 Demonstrates effective communication skills (written, verbal and non-verbal), in formal
and informal settings, large and small group and one-on-one environments.
6.8 Establishes effective school/community relations, school/business partnerships and a
positive working relationship with the media; and promotes involvement of all stakeholders to
fully participate in the process of education.
The Superintendent's performance for this standard:
• (4) Exemplary: Exceeds the standard
• (3) Accomplished: Meets the standard
• (2) Developing: Making progress toward meeting the standard
• (1) Improvement Required: Progress toward meeting the standard is unacceptable; standard
is required to be addressed with Performance Expectations agreed upon by the Board and
Superintendent. Comments to support this performance level are required.
Comments & Evidence to support the Superintendent's performance for this standard:
Mr. Melley has a good working relationship with the board. He has been consistently available
for questions and /or responsive to requests for additional information or texture to a multitude
of issues. In addition, he has been consistent in communicating to the board and other
community leaders issues that have potential impact to the district.
Evaluation of the Superintendent
EVALUATION INSTRUMENT
STANDARD 7: INFLUENTIAL LEADERSHIP
The Superintendent uses his/her position in the district and community to work with local, state
and federal officials to influence policies affecting the political, social, economic, legal, cultural
and ethical governance of public education.
PERFORMANCE INDICATORS:
(Do not rate individual indicators. These are listed only to help demonstrate the types of
activities that may occur within this standard when assessing the Superintendent's
performance.)
7.1 Understands and interprets the role of federal, state and regional governments; policies;
and politics and their relationships to local districts and schools.
7.2 Provides input on critical education issues at the local, state and federal levels.
7.3 Continually models a professional code of moral and ethical standards, and
demonstrates personal integrity.
7.4 Explores and develops ways to find common ground in dealing with difficult and divisive
issues.
7.5 Promotes the establishment of moral and ethical practices in every classroom, every
school, and throughout the district.
The Superintendent's performance for this standard:
• (4) Exemplary: Exceeds the standard
• (3) Accomplished: Meets the standard
• (2) Developing: Making progress toward meeting the standard
• (1) Improvement Required: Progress toward meeting the standard is unacceptable; standard
is required to be addressed with Performance Expectations agreed upon by the Board and
Superintendent. Comments to support this performance level are required.
Comments & Evidence to support the Superintendent's performance for this standard:
Mr. Molley has demonstrated consistency in developing and communicating the district's goals
to community civic leaders, professional organizations and citizens through regular meetings,
formal and informal communications, and the solicitation of feedback.
