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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

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Typewritten Text

ENROLLMENT

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)



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)



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)


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)





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






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





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.






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


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

[email protected]

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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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:



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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:





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:


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





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:






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






October 13, 2014 SUBJECT: Budget Amendment, Literary Fund – Cedar Bluff (Safety

Grant)


SUMMARY: Budget amendments are necessary for grant awards the division receives throughout the school year. Budget amendments require the approval of the School Board.


Amendment for the Literary Fund Safety Grant for Cedar Bluff Elementary in the amount of $190,454.88.

ESTIMATED COSTS:

BUDGET CATEGORY:


22.1-92, 22.1-93, 22.1-94






October 13, 2014 SUBJECT: Budget Amendment, Security Equipment Grant Award


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:


22.1-92, 22.1-93, 22.1-94


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…





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.


Planning Calendar for the 2015-2016 Budget.

ESTIMATED COSTS: NA

BUDGET CATEGORY: NA


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


* 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.)





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


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






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






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


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


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 .


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.

http://law.justia.com/codes/virginia/2006/toc2201000/22.1-253.13c5.html

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.

8

Performance Standard 2: Planning and Assessment






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.

9

Performance Standard 3: Instructional Leadership






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.

10

Performance Standard 4: Organizational Leadership and Safety



resources.



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.

11

Performance Standard 5: Communication and Community Relations


stakeholders.



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.

12

Performance Standard 6: Professionalism






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.

13

Performance Standard 7: Divisionwide Student Academic Progress





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.

14

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


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.

16

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.

17

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:


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:





Areas of strength:






Areas of strength:


18

Sample: Superintendent Self-Evaluation Form Page 2 of 2

4. Organizational Leadership and Safety



resources.

Areas of strength:


5. Communication and Community Relations


stakeholders.

Areas of strength:


6. Professionalism




Areas of strength:


7. Divisionwide Student Academic Progress


academic progress based on established standards. Areas of strength:


19

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.

20

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:


Standard Documentation Included


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 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 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.

21

Sample: Documentation Cover Sheet Page 2 of 2

Standard Documentation Included

4. Organizational Leadership and

Safety


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


success of all students through

effective communication with

stakeholders.

6. Professionalism


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.

22

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.

23

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:

24

Sample: Survey Summary Form Page 1 of 1

SAMPLE Survey Summary Form

Superintendent’s Name: Date:


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?

25

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

26

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.



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.


Evaluator:


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:


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:


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:


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:


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


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:


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.


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







academic success.

The superintendent does

not gather, analyze, and

use a variety of data to

guide planning and

decision-making

consistent with




academic success.

Performance Rubrics for Performance Standards

Superintendents are evaluated on the performance standards using the following performance

appraisal rubrics:

37






The superintendent:




and staff.




to the policies.







arise.


effectiveness.



Proficient Proficient is the expected

level of performance.

Developing/Needs


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


division’s mission,


promote student

academic progress.

The superintendent

has not reached a

level of proficiency

in working with the

local school board to

formulate and


divisions, mission,


promote student

academic progress.

The superintendent

does not work with

the local school board

to formulate and


divisions, mission,


promote student

academic progress.

38







The superintendent:














learning.





improvement.





Developing/Needs


The superintendent


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



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


in gathering,

analyzing, and using

a variety of data to

guide planning and

decision-making

consistent with

established


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


and procedures that

result in student

academic success.

39







The superintendent:







local standards.


improvements.











40





Developing/Needs


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


in fostering the

success of all

teachers, staff, and

student students by

facilitating the

development,

communication,

implementation, or

evaluation of



student academic

progress and school

improvement.

The superintendent

does not foster the

success of all


students by

facilitating the

development,

communication,

implementation, or

evaluation of



student academic

progress and school

improvement.

41




resources.



The superintendent:







identified needs.


















Developing/Needs


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


students by

supporting,

managing, and

evaluating the

division’s

organization,

operation, and use of

resources.

The superintendent

has not reached a


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



stakeholders.



The superintendent:


school division.







priorities.











Developing/Needs


The superintendent

proactively seeks and

creates innovative

and productive

methods to

communicate and

engage effectively

with stakeholders.

The superintendent


all students through

effective

communication with

stakeholders.

The superintendent

has not reached a


in communicating on

issues of importance

to stakeholders.

The superintendent

demonstrates

ineffective or

detrimental

communication with

stakeholders.

43







The superintendent:


interactions.























Developing/Needs


The superintendent

demonstrates

professionalism

through published

works, formal

presentation(s),

and/or formal

recognition(s) or

award(s).

The superintendent



students by

demonstrating

professional

standards and ethics,

engaging in

continuous

professional

development, and

contributing to the

profession.

The superintendent

has not reached a


in demonstrating

professional

standards, engaging

in continuous

professional

development, or in

contributing to the

profession.

The superintendent

shows disregard for

professional


engaging in

continuous

professional

development, or

contributing to the

profession.

44






The superintendent:








progress.















Developing/Needs


The superintendent’s

leadership results in a

high level of student

academic progress

with all populations

of learners.


leadership results in

acceptable,

measurable

divisionwide student

academic progress

based on established

standards.


leadership has not

reached a level of

proficiency in

promoting student

academic progress

that meets the

established standard.


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






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 2 Developing/Needs

Improvement 2 1 2




Standard 6 Developing/Needs

Improvement 2 1 2


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:






The superintendent:




and staff.




to the policies.







arise.


effectiveness.

Comments:

RATING: Exemplary Proficient Developing/Needs Improvement Unacceptable

48








The superintendent:














learning.





improvement.

Comments:


49








The superintendent:







local standards.


improvements.











Comments:


50





resources.



The superintendent:







identified needs.














Comments:


51




stakeholders.



The superintendent:


school division.







priorities.







Comments:


52








The superintendent:


interactions.



















Comments:


53







The superintendent:








progress.











Comments:


54


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:






Developing/Needs


The superintendent

establishes a highly

productive relationship

with the local school

board to formulate and


division’s mission, vision,

and goals to promote

student academic

progress.

The superintendent works




division’s mission, vision,


student academic

progress.



proficiency in working




divisions, mission, vision,


student academic

progress.


not work with the local

school board to formulate

and implement the school

divisions, mission, vision,


student academic

progress.

Comments:






Developing/Needs


The superintendent


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









academic progress.



proficiency in gathering,

analyzing, and using a







academic success.


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







Developing/Needs


The superintendent

actively and consistently

employs innovative and

effective leadership

strategies that empower

teachers, maximize

student academic

progress, and result in


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.



proficiency in fostering

the success of all teachers,

staff, and student students

by facilitating the

development,

communication,

implementation, or




progress and school

improvement.


not foster the success of


students by facilitating the

development,

communication,

implementation, or




progress and school

improvement.

Comments:






Developing/Needs


The superintendent is

highly effective at

organizational

management,

demonstrating proactive

decision-making,

coordinating safe,

efficient operations, and

maximizing available

resources.


the safety and success of


students by supporting,

managing, and evaluating

the division’s

organization, operation,

and use of resources.



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







Developing/Needs


The superintendent

proactively seeks and

creates innovative and

productive methods to

communicate and engage

effectively with

stakeholders.


the success of all students

through effective

communication with

stakeholders.



proficiency in

communicating on issues

of importance to

stakeholders.

The superintendent

demonstrates ineffective

or detrimental

communication with

stakeholders.

Comments:






Developing/Needs


The superintendent

demonstrates

professionalism through

published works, formal

presentation(s), and/or

formal recognition(s) or

award(s).


the success of teachers,

staff, and students by

demonstrating

professional standards and

ethics, engaging in

continuous professional

development, and

contributing to the

profession.



proficiency in

demonstrating

professional standards,

engaging in continuous

professional development,

or in contributing to the

profession.

The superintendent shows

disregard for professional


engaging in continuous

professional development,

or contributing to the

profession.

Comments:






Developing/Needs



leadership results in a

high level of student

academic progress with

all populations of

learners.


leadership results in

acceptable, measurable

divisionwide student

academic progress based

on established standards.


leadership has not reached

a level of proficiency in

promoting student

academic progress that

meets the established

standard.


leadership consistently

results in inadequate

student academic

progress.

Comments:

58


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).


15 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).



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).




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

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