Michael F. DiPaola, Ed.D. is Chancellor Professor in the School of Education at William & Mary whose career in public schools spanned three decades, serving as a classroom teacher, assistant principal, high school principal, and district superintendent. Since joining the university faculty in 1998 his teaching and research, in the Educational Policy, Planning & Leadership Program, has focused on the interactions of professionals in school organizations, formative and summative assessment of professionals, school improvement, and the preparation of school leaders.Tracey L. Schneider, J.D., Ph.D. began her career in education as an education law attorney and worked for more than a decade with school administrators and boards to understand and comply with laws impacting schools. She is currently Assistant Professor at Stockton University and travels throughout the country providing training and professional development to school administrators, school boards, and attorneys on a variety of education law and policy issues.Steven R. Staples, Ed.D. is an Executive Professor in the School of Education at William & Mary whose career in public schools spanned four decades, serving as a classroom teacher, assistant principal, assistant superintendent and school superintendent for last 17 of those years. In 2008 joined faculty of the School of Education at William & Mary until 2012, when became the executive director of the state superintendent’s association. In 2014 Steve was selected and served as State Superintendent of Public Instruction for the Commonwealth of Virginia from 2014 until 2018, when he returned to William & Mary.

The superintendent oversees or manages all aspects of the school division. He or she is directly responsible for the daily activities, functioning and outcomes. He or she is directly accountable to the school board. Thus, the school board and superintendent relationship must be very sound, strong and trusting. The superintendent’s evaluation instrument must be direct, concise, and objectively identify the performance indicators/standards to which he or she will be evaluated. The performance standards serve as the foundation of the evaluation instrument. This book provides Board members and superintendents the tools to develop a sound evaluation system that is fair and drives accountability.

• Preface: Superintendent Evaluation: an introductionChapter 1 – superintendent evaluation: getting startedChapter 2 – background and historyChapter 3 – current status of superintendent evaluation state-by-stateChapter 4 – performance standards: the foundation for superintendent evaluationChapter 5 – documenting the superintendent’s performanceChapter 6 – implementing the superintendent’s performance evaluationChapter 7 – where do we go from here?AppendicesA: American association of school administrators (aasa) standards and indicatorsB: recommended superintendent domains, performance standards, and performance IndicatorsC: superintendent annual performance goalsD: staff and community surveysE: self-assessment, performance checklist, and interim reviewF: superintendent summative evaluationG: sample summative evaluation form iH: sample summative evaluation form iiI: sample summative evaluation form iiiJ: sample summative evaluation form ivK: sample board of education policy – evaluation of the superintendentL: sample board of education procedures – evaluation of the superintendentM: summary tables: superintendent evaluation state-by-stateIndexAbout the authors

Michael F. DiPaola, Ed.D. is Chancellor Professor in the School of Education at William & Mary whose career in public schools spanned three decades, serving as a classroom teacher, assistant principal, high school principal, and district superintendent. Since joining the university faculty in 1998 his teaching and research, in the Educational Policy, Planning & Leadership Program, has focused on the interactions of professionals in school organizations, formative and summative assessment of professionals, school improvement, and the preparation of school leaders.Tracey L. Schneider, J.D., Ph.D. began her career in education as an education law attorney and worked for more than a decade with school administrators and boards to understand and comply with laws impacting schools. She is currently Assistant Professor at Stockton University and travels throughout the country providing training and professional development to school administrators, school boards, and attorneys on a variety of education law and policy issues.Steven R. Staples, Ed.D. is an Executive Professor in the School of Education at William & Mary whose career in public schools spanned four decades, serving as a classroom teacher, assistant principal, assistant superintendent and school superintendent for last 17 of those years. In 2008 joined faculty of the School of Education at William & Mary until 2012, when became the executive director of the state superintendent’s association. In 2014 Steve was selected and served as State Superintendent of Public Instruction for the Commonwealth of Virginia from 2014 until 2018, when he returned to William & Mary.

The superintendent oversees or manages all aspects of the school division. He or she is directly responsible for the daily activities, functioning and outcomes. He or she is directly accountable to the school board. Thus, the school board and superintendent relationship must be very sound, strong and trusting. The superintendent’s evaluation instrument must be direct, concise, and objectively identify the performance indicators/standards to which he or she will be evaluated. The performance standards serve as the foundation of the evaluation instrument. This book provides Board members and superintendents the tools to develop a sound evaluation system that is fair and drives accountability.

• Preface: Superintendent Evaluation: an introductionChapter 1 – superintendent evaluation: getting startedChapter 2 – background and historyChapter 3 – current status of superintendent evaluation state-by-stateChapter 4 – performance standards: the foundation for superintendent evaluationChapter 5 – documenting the superintendent’s performanceChapter 6 – implementing the superintendent’s performance evaluationChapter 7 – where do we go from here?AppendicesA: American association of school administrators (aasa) standards and indicatorsB: recommended superintendent domains, performance standards, and performance IndicatorsC: superintendent annual performance goalsD: staff and community surveysE: self-assessment, performance checklist, and interim reviewF: superintendent summative evaluationG: sample summative evaluation form iH: sample summative evaluation form iiI: sample summative evaluation form iiiJ: sample summative evaluation form ivK: sample board of education policy – evaluation of the superintendentL: sample board of education procedures – evaluation of the superintendentM: summary tables: superintendent evaluation state-by-stateIndexAbout the authors

Michael F. DiPaola, Ed.D. is Chancellor Professor in the School of Education at William & Mary whose career in public schools spanned three decades, serving as a classroom teacher, assistant principal, high school principal, and district superintendent. Since joining the university faculty in 1998 his teaching and research, in the Educational Policy, Planning & Leadership Program, has focused on the interactions of professionals in school organizations, formative and summative assessment of professionals, school improvement, and the preparation of school leaders.Tracey L. Schneider, J.D., Ph.D. began her career in education as an education law attorney and worked for more than a decade with school administrators and boards to understand and comply with laws impacting schools. She is currently Assistant Professor at Stockton University and travels throughout the country providing training and professional development to school administrators, school boards, and attorneys on a variety of education law and policy issues.Steven R. Staples, Ed.D. is an Executive Professor in the School of Education at William & Mary whose career in public schools spanned four decades, serving as a classroom teacher, assistant principal, assistant superintendent and school superintendent for last 17 of those years. In 2008 joined faculty of the School of Education at William & Mary until 2012, when became the executive director of the state superintendent’s association. In 2014 Steve was selected and served as State Superintendent of Public Instruction for the Commonwealth of Virginia from 2014 until 2018, when he returned to William & Mary.

The superintendent oversees or manages all aspects of the school division. He or she is directly responsible for the daily activities, functioning and outcomes. He or she is directly accountable to the school board. Thus, the school board and superintendent relationship must be very sound, strong and trusting. The superintendent’s evaluation instrument must be direct, concise, and objectively identify the performance indicators/standards to which he or she will be evaluated. The performance standards serve as the foundation of the evaluation instrument. This book provides Board members and superintendents the tools to develop a sound evaluation system that is fair and drives accountability.

• Preface: Superintendent Evaluation: an introductionChapter 1 – superintendent evaluation: getting startedChapter 2 – background and historyChapter 3 – current status of superintendent evaluation state-by-stateChapter 4 – performance standards: the foundation for superintendent evaluationChapter 5 – documenting the superintendent’s performanceChapter 6 – implementing the superintendent’s performance evaluationChapter 7 – where do we go from here?AppendicesA: American association of school administrators (aasa) standards and indicatorsB: recommended superintendent domains, performance standards, and performance IndicatorsC: superintendent annual performance goalsD: staff and community surveysE: self-assessment, performance checklist, and interim reviewF: superintendent summative evaluationG: sample summative evaluation form iH: sample summative evaluation form iiI: sample summative evaluation form iiiJ: sample summative evaluation form ivK: sample board of education policy – evaluation of the superintendentL: sample board of education procedures – evaluation of the superintendentM: summary tables: superintendent evaluation state-by-stateIndexAbout the authors