• Washington Standards-Based Superintendent Framework 

    Standard 1Visionary Leadership: The superintendent is an educational leader who improves learning and achievement for each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders.

    Strand 1Advancing a district-wide shared vision for learning. The superintendent…

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Builds commitment to the vision and mission.

    limits references to the district’s vision for learning

    engages the board, principals and other administrators, teachers, and other district employees in periodic discussions of the district vision

    engages both internal and external stakeholders in regular discussions of the district vision and builds shared understanding and commitment to the vision

    engages both internal and external stakeholders in systematically evaluating the continuing value and appropriateness of the vision, and leads efforts to resolve conflicts that may arise

    B. Develops strategies to implement the vision.

    does not have a strategy for achieving the vision

    articulates a strategy for achieving the vision

    implements the vision as a key component of the district improvement plan, assuring that it is addressed, supported, and monitored

    reviews and modifies the district improvement plan to ensure consistency with and progress toward the vision

    C. Holds board and staff mutually accountable for striving toward the vision.

    does not hold staff and board accountable for honoring the vision

    reminds staff and board periodically of the need to make decisions consistent with the vision

    evaluates district procedures and practices systematically to assure their alignment with the vision; expects principals and other administrators to do the same at the building level

    creates a culture in which board, principals and other administrators, teachers, and other district staff understand the vision and hold each other mutually accountable for realizing it

    D. Aligns district procedures and practices with the vision.

    does not develop procedures and practices to align curriculum, budgeting, staffing, and planning with the vision

    develops procedures and practices to align some decisions on curriculum, budgeting, staffing, and planning with the vision

    develops procedures and practices to assure that major decisions on curriculum, budgeting, staffing, and planning are aligned with the vision

    develops procedures and practices to assure that the vision is systematically and routinely used to guide decisions on curriculum, budgeting, staffing, and planning

    E. Uses the vision as an indicator of progress.

    does not use the vision as an indicator of progress

    assesses progress toward the vision and uses it as an informal indicator of success

    uses data to assess progress toward the vision and communicates results to the board, staff, and community

    assures that data is available and systematically used to assess progress toward the vision, to communicate results to the board, staff, and community and to formulate plans to bring about necessary changes

     

    Standard 2—Instructional Leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

    Strand 1—Putting student learning at the center. The superintendent...

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Advocates for student learning as the district’s highest priority.

    does not communicate that student learning is central to the district’s mission

    communicates to all stakeholders that student learning is central to the district’s mission

    consistently emphasizes student learning is central to the district mission by actively engaging stakeholders in collaborative discussion of ways to improve learning

    motivates stakeholders to seek continuous improvement and innovation in student learning to achieve the district’s mission

    B. Promotes the systematic improvement of curriculum, instruction, and assessment.

    takes few steps to analyze district curriculum, instruction, and assessment to improve student learning

    engages staff in regular analysis of district curriculum, instruction, and assessment

    assures that decisions on curriculum, instruction, and assessment are guided by regular, objective data analysis

    develops or sustains a comprehensive system for the review, analysis and modification of curriculum, instruction, and assessment based on key learning indicators

    C. Assures that district policies, practices, and resources support student learning.

    does not align district policies, practices, and resources to support student learning

    assures that existing district policies, practices, and resources are aligned to support student learning

    uses data to seek improvements in district policies, practices, and resources to better support student learning

    motivates principals and other administrators, teachers, and other members of the school community to seek improvement in district policies, practices, and resources to support student learning

    D. Promotes values, beliefs and behaviors that create an organizational culture devoted to student learning.

    does not address the values, beliefs, behaviors, and organizational practices that support a school culture focused on student learning

    recognizes and celebrates individual and collective efforts that reinforce the culture to improve student learning

    creates or sustains a culture of expectation that leads members of the school community to openly acknowledge and collaboratively address problems in student learning

    creates or sustains a sense of urgency for collective mission and efficacy in the improvement of student learning

    E. Gives a high priority to reducing achievement gaps.

    disregards or downplays the significance of achievement gaps

    focuses attention on the need to maintain high expectations for each student and close achievement gaps

    assures that improvement efforts include data-based strategies to analyze and address barriers to student learning and setting specific targets for closing achievement gaps

    creates or sustains district-wide commitment to understanding and addressing achievement gaps; demonstrates sustained progress in improving learning

     


     

    Standard 2—Instructional Leadership: The superintendent is an educational leader who improves learning and achievement for each student by advocating, nurturing, and sustaining a district culture conducive to student learning and staff professional growth.

    Strand 2Evaluation and professional development. The superintendent…

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Focuses evaluation and professional development on the improvement of student learning.

    pays little attention to staff evaluation and professional development to improve student learning

    assures that the district has clear strategies for evaluation and professional development to improve student learning

    uses evaluation and professional development strategically to promote candid and collaborative self-assessment of effectiveness

    uses evaluation and professional development as a tool for challenging existing practices and improving student learning

    B. Implements effective procedures for staff evaluation.

    makes little effort to assure that teacher and principal evaluations are fair, meaningful, and consistent with state expectations

    assures that teacher and principal evaluations are fair, meaningful, and consistent with state expectations

    develops and supports processes for effective individual improvement efforts resulting from teacher and principal evaluations

    evaluates teacher and principal evaluation processes systematically and collaboratively to assure effectiveness

    C. Develops systematic strategies for using professional development to improve student learning.

    does not design coherent professional development strategies linked to the district improvement plan

    establishes strategies for aligning district professional development efforts with the district improvement plan

    assures that district professional development activities are extensive, accessible, and focused on continuous improvement of teaching and student learning

    evaluates professional development activities systematically and collaboratively to assure effectiveness in improving student learning

    D. Personally models effective professional development.

    does not have a written professional growth plan

    models professional development by creating and implementing a written professional growth plan

    engages in candid self-assessment of personal assumptions, values, beliefs, and practices that guide improvement of student learning

    models professional growth planning as a continuous cycle of assessment, reflection, and changes in practice in order to improve student learning

    E. Builds leadership capacity to improve student learning.

    does not attempt to stimulate, mentor, or coach the professional development of principals and other administrators or other instructional leaders

    takes steps to stimulate, mentor, or coach the professional development of principals and other administrators or other instructional leaders

    guides principals and other administrators or other instructional leaders to assist the professional development of teachers

    creates a district-wide culture that leads all staff to engage in continuous collaborative professional development focused on student learning

     


     

    Standard 3—Effective Management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, and resources for a safe, effective, and humane learning environment.

    Strand 1—Effectively and efficiently manages district operations. The superintendent…

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Uses a continuous improvement process for implementing, monitoring, evaluating, and improving district operations.

    does not systematically plan, implement, and monitor district operations

    assures that operational decisions are guided by a long-term plan that is periodically reviewed and updated

    assures that operations are systematically and consistently managed through planning, data analysis, review of progress, and necessary changes in practice

    analyzes and modifies the long-term plan to assure that results support district priorities

    B. Effectively manages fiscal resources in accord with board priorities and instructional improvement.

    does not effectively plan and implement district budget in accordance with board priorities

    develops budget in accordance with board priorities and manages expenditures in financially responsible manner

    develops a budget in accordance with board priorities and manages it in an efficient, financially responsible manner to support improved instruction and other key goals

    strengthens the district’s fiscal health by continually seeking efficiencies, identifying new sources of funding, and assessing fiscal stability over several years

    C. Strategically manages human resources to support instructional improvement and other district goals.

    does not efficiently or strategically manage human resources

    assures that the district has systematic policies and procedures guiding recruitment, hiring, induction, and long-term career growth

    implements a coherent approach to recruiting, hiring, induction, and career growth that promotes high-quality instruction and improved student learning

    uses a continuous improvement process to assure effectiveness of policies and practices for recruiting, hiring, induction, and career growth and makes changes as needed

    D. Effectively manages key elements of district operations.

    does not effectively manage key elements of district operations, including facilities, transportation, and enrollment

    assures that key elements of district operations are governed by defined policies and practices

    monitors district operations in accordance with established policies and practices

    uses a continuous improvement process to review effectiveness of district operations and makes changes as needed

    E. Develops system for assuring that employee performance meets district expectations

    does not assure that the district has procedures to set, monitor, and act on standards for acceptable employee performance

    assures that the district has defined procedures for setting, monitoring, and acting on standards for acceptable employee performance

    assures that district procedures for setting, monitoring, and acting on standards for acceptable employee performance are widely understood and observed

    reviews data on employee performance to make necessary changes in existing procedures or to determine implications for district hiring practices

     

     


     

    Standard 3—Effective Management: The superintendent is an educational leader who improves learning and achievement for each student and employee by ensuring management of the organization, operations, and resources for a safe, effective, and humane learning environment.

    Strand 2Creates a safe and humane organizational environment.

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Develops and implements procedures and practices that ensure the safety and well-being of students.

    does not develop and implement procedures and practices that ensure the safety and well-being of students

    develops and implements procedures and practices that address threats to student safety and well-being (e.g., bullying, accessibility, emergencies)

    involves parents, teachers, students, and administrative staff  in developing procedures and practices that address threats to student safety and well-being (e.g., bullying, accessibility, emergencies)

    conducts systematic data-based evaluations of the effectiveness of procedures and practice that address threats to student safety and well-being (e.g., bullying, accessibility, emergencies)

    B. Develops and implements procedures and practices that ensure the safety and well-being of employees.

    does not develop and implement procedures and practices that ensure the safety and well-being of employees; does not address incivility in the workplace

    develops and implements procedures and practices that address threats to employee safety and well-being (e.g., physical plant safety), and civility in the workplace

    involves employees in developing procedures and practices that address threats to their safety and well-being and civility in the workplace

    conducts systematic data-based evaluations of the effectiveness of procedures and practice that address threats to employee safety and well-being and civility in the workplace

    C. Develops and implements procedures and practices that ensure an orderly learning environment.

    does not develop and implement procedures and practices that ensure an orderly learning environment

    develops, communicates, and implements procedures and practices that govern student behavioral expectations and disciplinary actions

    involves parents, teachers, students, and administrative staff  in developing, implementing, and monitoring guidelines and norms for accountable student behavior

    regularly conducts data-based evaluations of the effectiveness of policies and practice that govern student behavioral expectations and disciplinary actions

    D. Assures that district policies and practices result in a climate that is positive, friendly, and responsive to the needs of individuals.

    does not assure that district procedures and practices result in a climate that is positive, friendly, and responsive to the needs of individuals

    develops and implements procedures and practices that result in a climate that is positive, friendly, and responsive to the needs of individuals

    involves parents, teachers, students, and administrative staff  in developing procedures and practices that promote a climate that is positive, friendly, and responsive to the needs of individuals

    includes measures of student and employee well-being and community satisfaction in the district’s data system; systematically reviews and inspires others to review outcomes to make necessary changes

     

     


     

    Standard 4—Inclusive Practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

    Strand 1Collaborating with families and community members. The superintendent…

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Develops two-way communication strategies to reach families, and other individuals, agencies, or groups in the community.

    does not have communication strategies to inform families and community about district needs, goals and activities

    develops strategies and communication vehicles to share information and answer questions about district needs, goals, and activities

    develops data-informed strategies to solicit the views and concerns of families and other individuals, agencies, or groups in the community about the district’s schools

    empowers effective networks of families and other individuals, agencies, or groups in the community to maintain regular two-way communication about district needs, goals and activities

    B. Develops strategies to involve families and community members in the educational process.

    does not involve families and diverse community members in the educational process

    assures district implementation of strategies to involve families and diverse community members through conferences, meetings, and volunteer activities

    assures district implementation of multiple strategies for involving families in decision making about their children's education

    sustains or expands a network of key family and diverse community stakeholders who can serve as formal and informal advisors on key issues

    C. Develops strategies for constructive resolution of conflicts with families and community members.

    does not develop or implement strategies for constructively resolving conflicts with families and community members

    assures that the district has defined procedures allowing families and community members to express concerns and disagreements

    develops the capacity of principals and other administrators, teachers, and board members to constructively resolve conflicts and build consensus

    creates a culture in which conflicts are regularly addressed and are viewed as opportunities for respectful dialogue, consensus-building, and constructive resolution

    D. Mobilizes community resources to support district goals.

    makes minimal efforts to mobilize potential community resources to support district goals

    builds relationships with community members and groups that lead to improved resources to support district goals

    collaborates with community agencies to create cohesive networks of services to support district goals

    broadly inspires belief that achievement of district goals for the learning and well-being of children is a community-wide responsibility

    E. Assists board in planning, conducting, and building understanding of levy and bond measures.

    does not provide board with timely and helpful guidance on preparing levy and bond measures

    helps board ensure that levy and bond measure preparations are conducted in legally correct and fiscally responsible manner

    helps board develop community engagement strategies that build understanding of levies and bonds

    helps board assure that levy and bond measures not only meet immediate fiscal needs but advance long-term district goals

     


     

    Standard 4—Inclusive Practice: The superintendent is an educational leader who improves learning and achievement for each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

    Strand 2Collaborating with and responding to diverse communities. The superintendent…

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Recognizes and responds to the diversity within the district.

    does not recognize or respond to the existence of diverse groups in the community

    becomes familiar with views and characteristics of diverse groups in the community

    develops strategies to help staff and board become familiar with views and characteristics of diverse groups in the community

    fosters formal and informal partnerships with diverse groups to support mutual goals

    B. Capitalizes on the diversity of students and community to improve learning.

    does not use strategies that recognize and capitalize on the diversity within the district.

    assures that principals and other administrators and teachers have the necessary cultural competence to respond to the needs of all students

    develops strategies to help staff capitalize on the assets that students from diverse cultural, ethnic, racial, and economic backgrounds bring to the classroom

    engages stakeholders to develop a district-wide welcoming culture that honors the values, beliefs, norms, and traditions of diverse groups and integrate diverse representation into school and district decision-making processes

    C. Increases district capacity to positively address cultural tensions or conflicts.

    disregards cultural tensions or conflicts that negatively impact students

    assures that cultural tensions or conflicts are addressed in positive ways

    assures that principals and other administrators and teachers have the necessary skills to help students address cultural tensions or conflicts

    creates or sustains a climate in which members of the school community can constructively discuss and examine their own views on diversity

    D. Works to reduce achievement gaps.

    disregards or minimizes the existence of achievement gaps among diverse groups

    keeps staff attention focused on achievement gaps and possible school-based solutions

    systematically uses data to identify instructional approaches and school and district practices that reduce achievement gaps

    establishes partnerships with families and community groups to leverage instructional strategies to eliminate achievement gaps

    E. Identifies and eliminates district policies and practices that have discriminatory effects.

    does not examine district policies and practices that have discriminatory effects on students

    reviews district policies and practices for discriminatory effects

    works proactively with board to ensure that proposed policies and practices are reviewed for possible discriminatory effects and revised as needed

    collaborates with members of diverse groups to identify and eliminate district policies and practices that have discriminatory effects

     


     

    Standard 5—Ethical Leadership: The superintendent is an educational leader who improves learning and achievement for each student by acting with integrity, fairness, and in an ethical manner.

    Strand 1Acting with integrity, fairness, and courage in upholding high ethical standards. The superintendent…

    Themes

    Does not meet standard

    Meets expectation of standard

    A. Models high standards of professional and ethical behavior as set out in the Washington Administrative Code, AASA Code of Ethics, and board policy on ethics.

    does not comply with standards of ethical and professional behavior

    follows acceptable standards of ethical and professional behavior

    models with consistency the highest standards of ethical and professional behavior, including courage and integrity

    demonstrates in words and action pervasive commitment to the highest standards of ethical and professional behavior, including courage and integrity

    B. Interacts respectfully with others.

    does not interact with others in a professional, respectful and trustworthy manner

    interacts with colleagues and other stakeholders in a professional, respectful and trustworthy manner

    solicits, engages and interacts with colleagues and stakeholders in a professional, respectful and trustworthy manner

    provides an exemplary model that influences employees, board, and other stakeholders to act with a high degree of professionalism, respect, and trustworthiness

    C. Articulates high expectations for ethical and professional behavior of district employees.

    does not articulate expectations or monitor compliance for ethical and professional behavior in the district

    articulates expectations for ethical and professional behavior by teachers, principals and other administrators, and other employees

    guides principals and other administrators to articulate and reinforce high ethical and professional expectations for district employees

    creates a climate in which district employees are highly conscious of ethical and professional expectations and hold each other accountable

    D. Examines district procedures and practices for possible violations of fairness, social justice, and human dignity.

    does not examine district procedures and practices for adherence to principles of fairness, social justice, and human dignity

    frequently examines district procedures and practices for adherence to principles of fairness, social justice, and human dignity

    guides principals and other administrators to examine district procedures and practices for adherence to principles of fairness, social justice, and human dignity

    assures that district procedures and practices are systematically reviewed and revised to reflect fairness, social justice, and respect for human dignity for each member of the school community

     


     

    Standard 6—Socio-Political Context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

    Strand 1Understanding and influencing the district’s environment. The superintendent…

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Gains understanding of the community by interacting with local community members and engaging in community activities.

    makes little effort to know the community or its citizens

    regularly interacts with community members and participates in community activities

    takes an active and visible leadership role in the community

    develops strategies that result in principals and other administrators and teachers engaging in community activities in order to anticipate and respond to community needs

    B. Engages with local, state and federal officials in order to protect and promote the interests of children in the district.

    does not engage with local, state, and federal officials to protect the interests of children in the district

    engages with local, state, and federal officials to protect the interests of children in the district

    assumes a leadership role through numerous contacts with government officials to protect and promote the interests of children in the district.

    works with board and staff to protect and promote the interests of children in the district by developing appropriate responses to government actions

    C. Engages with professional associations, business organizations, and other external groups to gain understanding of the current environment and develop district responses to emerging issues.

    does not engage with professional associations, business organizations, and other external groups

    engages with professional associations, business organizations, and other external groups

    communicates to board and staff knowledge of emerging issues that affect the district

    works with board and staff to develop understanding of and appropriate responses to emerging issues in order to preserve and advance the district vision

     


     

    Standard 6—Socio-Political Context: The superintendent is an educational leader who improves learning and achievement for each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

    Strand 2Works effectively with the school district’s board of directors. The superintendent…

    Themes

    Unsatisfactory

    Basic

    Proficient

    Distinguished

    A. Respects and advocates mutual understanding of the roles and responsibilities of superintendents and board.

    does not articulate or adhere to the roles and responsibilities of the board and superintendent

    articulates and adheres to the roles and responsibilities of the superintendent and board

    collaborates with board to review and refine guidelines for effective board and superintendent roles and responsibilities

    models candid but respectful discussion of board and superintendent roles and responsibilities, including areas of friction or misunderstanding in the board-superintendent relationship

    B. Honors board policy.

    does not follow board policy

    follows board policy

    consults with the board when questions of interpretation arise on board policy

    facilitates systematic board review and revision of policy-making process

    C. Provides the board with timely information.

    does not provide the board with timely information needed for effective board decision-making

    assures that the board receives necessary information in a timely way, including relevant laws, policies and procedures from local, state and federal mandate

    assists board in understanding the multiple perspectives surrounding issues, as well as possible implications of decisions

    collaborates with the board to review and improve the effectiveness of information and guidance provided to the board

    D. Treats all board members fairly, respectfully. and responsibly

    favors certain board members or is unresponsive to board members’ perspectives on educational issues

    treats all board members fairly, respectfully, and responsibly

    facilitates resolution of concerns or conflicts through board dialogue that creates greater mutual understanding

    increases board capacity through trust, encouragement, and personal example

    E. Provides necessary support for effective board decision-making

    does not establish and implement effective procedures for board meetings

    assures that the board has the necessary materials, information, and logistical support to make effective decisions

    works with the board to assure that meeting agendas are focused and consistent with board priorities

    collaborates frequently with the board to evaluate and improve the effectiveness of board decision-making

    F. Builds strong team relationships with the board

    does not attempt to establish a working team relationship with board

    collaborates with board to develop structures, procedures, and norms for working as a team

    works with board to monitor team effectiveness and adjust procedures accordingly

    facilitates development of a board-superintendent team characterized by candor, deep listening, a collaborative spirit and openness to change

     

    (Superintendent Evaluation Framework V7.0d(gc).docx/Revised August 22, 201