Policy 12

Role of the Superintendent/CEO

Background

The Superintendent is the Chief Executive Officer of the Board and the Chief Education Officer of the division, reporting directly to the corporate Board, and is accountable to the Board for the conduct and operation of the division. All Board authority delegated to the staff of the division is delegated through the Superintendent.

Specific Areas of Responsibility

  1. Student Welfare
    1. Ensures that each student is provided with a safe and caring environment that fosters and maintains respectful and responsible behaviors
    2. Ensures the safety and welfare of students while participating in school programs or while being transported to or from school programs on transportation provided by the division.
    3. Ensures the facilities adequately accommodate division students.
    4. Acts as, or designates, the attendance officer for the division.
  2. Educational Leadership
    1. Provides leadership in all matters relating to education in the division.
    2. Provides leadership in fostering conditions which promote the improvement of educational opportunities for all students.
    3. Ensures students in the division have the opportunity to meet the standards of education set by the Minister.
    4. Implements education policies established by the Minister and the Board
  3. Fiscal Responsibility
    1. Ensures the Secretary Treasurer operates the Division in a fiscally responsible manner, including adherence to recognized accounting procedures, and in accordance with the terms or conditions of any funding received by the Board under the School Act or any other applicable Act or regulation.
    2. Directs the development of and monitors the budget for the division.
      1. Ensures the Division operates in a fiscally responsible manner, including adherence to recognized accounting procedures.
      2. Ensures any deficiencies identified in the audit report and management letter are remediated in a timely manner and reported to the board.
      3. Reports to the Board in terms that are easily understood.
  4. Personnel Management
    1. Has overall authority and responsibility for all personnel-related issues, except the development of mandates for collective bargaining and those personnel matters precluded legislation, collective agreements or Board policy.
    2. Ensures the coordination and integration of human resources within the division.
    3. Monitors and improves the performance of all staff.
      1. Provides the board with an annual statistical personnel accountability report.
  5. Policy
    1. Implements Board policy with integrity.
    2. Provides leadership in the planning, development, implementation and evaluation of Board policies.
    3. Develops and keeps current an Administrative Procedures Manual and informs the Board of any changes to this Manual.
  6. Superintendent/Board Relations
    1. Establishes and maintains positive professional working relations with the Board.
    2. Honours and facilitates the implementation of the Board’s roles and responsibilities as defined in Board policy.
    3. Demonstrates respect and support for the Board, which is conveyed to the staff and community.
  7. Three-Year Education Planning and Reporting
    1. Leads the Three-Year Education Planning process including the development of the Three-Year Education Plan, division goals, budget, facilities and transportation plans and implement plans as approved.
    2. Involves the Board appropriately (Board approval of process and timelines, Board identification of priorities and key results, opportunity for Board input early in the process, final Board approval).
    3. Reports regularly on results achieved.
  8. Organizational Management
    1. Demonstrates effective organizational skills resulting in division compliance with all legal, Ministerial and Board mandates and timelines.
    2. Reports to the Minister with respect to matters identified in and required by the School Act.
  9. Communications and Community Relations
    1. Takes appropriate actions to ensure positive internal and external communications are developed and maintained.
    2. Ensures that parents and students have a high level of satisfaction with the services provided and the responsiveness of the Division.
    3. Acts as, or designates, the head of the organization for the purposes of the Freedom of Information and Protection of Privacy (FOIP) Act.
    4. Keeps the Board informed through the provision of appropriate accountability reports.
    5. In consultation with the Chair, serves as spokesperson for the division for the media and public in order to keep the Board’s messages consistent and accurate.
    6. Makes accessible to electors the Three Year Plan, Annual Education Results Report, Board Policy Handbook, Administrative Procedures Manual, Minutes and other documents in accordance to FOIPP and in a timely and courteous manner.
    7. Develops and maintains positive and effective relations with provincial and regional government departments and agencies.
    8. Participates actively in school-based activities in order to enhance and support the division’s mission.
    9. Keeps the division’s website current and relevant regarding Board direction.
  10. Leadership Practices
    1. Practices leadership in a manner that is viewed positively and has the support of those with whom s/he works most directly in carrying out the directives of the Board and the Minister.
    2. Designates an individual as Acting Superintendent whenever he/she is not able to execute his/her duties.

Appendix 12A

SUPERINTENDENT/CEO EVALUATION PROCESS, CRITERIA AND TIMELINES

The evaluation process, criteria and timelines:

  1. Provides for both growth and accountability, and the strengthening of the relationship between the Board and the Superintendent. The written report will affirm specific accomplishments and will identify growth areas. Some growth goals will address areas of weakness while others will identify areas where greater emphasis is required due to changes in the environment.
  2. Complies with Form 4 and Form 5 of the Superintendent of Schools Regulation. These forms require that the contract between the Board and the Superintendent includes performance evaluation criteria and processes and, at minimum, provision for regular written evaluation of the Superintendent’s performance.
  3. Highlights the key role of the Superintendent as the Chief Education Officer for the division to enhance student achievement and success for all children.
  4. Recognizes that the Superintendent is the Chief Executive Officer. The Superintendent is held accountable for work performed primarily by other senior administrators, e.g., fiscal management.
  5. Emphasizes the need for and requires the use of evidence for evaluation purposes. Evaluations are most helpful when the evaluator provides concrete evidence of strengths and/or weaknesses. The Performance Assessment Guide identifies the source of the evidence in advance, while the quality indicators describe expectations in regard to that evidence.
  6. Meets contractual requirements in that the Superintendent and Board came to a mutual agreement relative to the comprehensive evaluation process to be followed.
  7. Is aligned with and based upon the Superintendent’s roles and responsibilities. The two documents were developed at the same time and were approved by both the Superintendent and the Board. The Roles and Responsibilities document is aligned with this evaluation document.
  8. Is linked to the division’s goals. The Three-Year Planning section directly links the Superintendent’s performance to the Three-Year Planning process, which includes the division’s goals.
  9. Sets out standards of performance. The quality indicators in the Performance Assessment Guide set out initial standards. When growth goals are identified, additional standards will need to be set to provide clarity of expectations and a means of assessing performance.
  10. Is also a performance-based assessment system. Such an evaluation focuses on improvement over time. The second and subsequent evaluations take into consideration the previous evaluation, and an assessment of the Superintendent’s success in addressing identified growth areas.
  11. Uses multiple data sources. Objective data such as audit reports, Alberta Education monitoring reports, and student achievement data are augmented with subjective data provided in division surveys.
  12. Elicits evidence to support subjective assessments. This must be the case when the Board provides feedback regarding Board agendas, committee and Board meetings, etc.
  13. Ensures Board feedback is provided regularly. Such feedback will be timely, provided three (3) times in a three-year period, supported by specific examples, and will focus on areas over which the Superintendent has authority.

 Timelines for Evaluations

Evaluations will be conducted in accordance with this document according to the following schedule: 

Evaluation

Based On Period

Report Delivered To Superintendent

First

July 1, 2007 – June 30, 2008

July 31, 2008

Second

July 1, 2008 – June 30, 2009

July 31, 2009

Third

July 1, 2009 – June 30, 2010

July 31, 2010

Fourth

July 1, 2010 – June 30, 2011

July 31, 2011

Fifth

July 1, 2011 – June 30, 2012

July 31, 2012

Sixth

July 1, 2012 – June 30, 2013

July 31, 2013

Seventh

July 1, 2013 - June 30, 2014

July 31, 2014

Eighth 

July 1, 2014 - June 30, 2015

July 31, 2015

Ninth 

July 1, 2015 - June 30, 2016

July 31, 2016

Tenth

July 1, 2016 - June 30, 2017

July 31, 2017

Eleventh 

July 1, 2017 - June 30, 2018

July 31, 2018

Twelfth 

July 1, 2018 - June 30, 2019

July 31, 2019

Thirteenth 

July 1, 2019 - June 30, 2020

July 31, 2020

Criteria for Evaluations

The criteria for the first evaluation will be those set out in Appendix B, the Performance Assessment Guide. In subsequent evaluations, the criteria will be those defined by the Performance Assessment Guide as listed or revised after each evaluation, plus any growth goals provided by the Board in previous written evaluation report(s). Such growth goals may be areas requiring remediation or actions which must be taken to address trends, issues, or external realities such as an increased emphasis on capital construction due to an increased number of approvals. The exception will be the Role Expectation “Leadership Practices”, which will only be included in evaluation #3, and once during any renewal period. An external consultant will collect data relative to leadership practices by interviewing all principals and all “direct reports.” “Direct reports” are defined to be those individuals who report directly to the Superintendent on the division’s organizational chart.

Appendix B is the Performance Assessment Guide, which is intended to clarify for the Superintendent performance expectations that are held by the corporate Board. This guide is also intended to be used by the Board to evaluate the performance of the Superintendent in regard to each job expectation. The Board will review the indicated evidence and will determine whether, or to what extent, the quality indicators have been achieved.

The Superintendent will maintain an evidence binder which will be provided to the Board approximately one (1) week prior to the evaluation workshop. The purpose of the evidence binder is to provide proof that the quality indicators identified in Appendix B have been achieved. Therefore evidence will be organized under each quality indicator. The Board will assess during the evaluation session whether or to what extent the Superintendent has achieved each quality standard. The Board and the Superintendent will be present during the evaluation session. The Superintendent will leave the room when the Board develops the conclusions section. The report will reflect the Board position. The Board will assess the evidence and based on these discussions the facilitator will attempt to reflect these discussions into a report which reflects the Board’s assessments of the evidence. The Superintendent will be invited to ensure the Board has full information and may choose to enter into discussion to ensure the evidence provided has been understood.

Appendix 12B

PERFORMANCE ASSESSMENT GUIDE 

Role Expectation:
Student Welfare

  • Ensures that each student is provided with a safe and caring environment that fosters and maintains respectful and responsible behaviors
  • Ensures the safety and welfare of students while participating in school programs or while being transported to or from school programs on transportation provided by the division.
  • Ensures the facilities adequately accommodate division students.
  • Acts as, or designates, the attendance officer for the division.

Superintendent Evaluation
Evidence

 Internal Report:

  • Survey results

 

Quality Indicators

  • Develops measurements and monitors progress relative to providing a safe and caring environment
  • Provides analysis of incident reports
  • Implements the requirements of Occupational Health and Safety legislation, including required staff professional development
  • Complies with legislative requirements to appoint Attendance Officer for the division.

 

 

Role Expectation: 
Educational Leadership

  • Provides leadership in all matters relating to education in the division.
  • Provides leadership in fostering conditions which promote the improvement of educational opportunities for all students
  • Ensures students in the division have the opportunity to meet the standards of education set by the Minister.
  • Implements education policies established by the Minister and the Board.

Superintendent Evaluation
Evidence

Internal Report

  • AERR:       
    • Satisfaction survey information
    • PAT results
    • Diploma results
    • Completion rates
  • Trends and Issues document
  • Superintendent recommendations to Three-Year Planning process

External Report

  • Feedback fromAlbertaEducation re: AERR

Direct Board Observation

  • Annual report

Quality Indicators 

  • The Superintendent conducts an analysis of student success and ensures school principals develop action plans to address concerns
  • The Superintendent identifies trends and issues related to student achievement to inform the Three-Year Planning process, including recommendations for innovative means to improve measurable student achievement
  • Parents and students are satisfied with levels of achievement
  • There is measurable improved student achievement over time
  • The Superintendent meets Alberta Education's expectations re: AERR format and process and content
  • The Superintendent meets all timelines with provision for appropriate Board input relative to the AERR
  • The Superintendent ensures the Division’s academic results are published

 

Role Expectation:
Fiscal Responsibility

  • Ensures the Secretary Treasurer operates the Division in a fiscally responsible manner, including adherence to recognized accounting procedures, and in accordance with the terms or conditions of any funding received by the Board under the School Act or any other applicable Act or regulation.
  • Directs the development of and monitors the budget for the division.
  • Reports to the Board in terms that are easily understood.

 

Superintendent Evaluation
Evidence

  • External Report
  • Auditor's Report
  • Auditor's Management Letter
  • Internal Report
  • Superintendent confidential communications to the Board showing notification of litigation
  • Quarterly reports and monitoring reports

Quality Indicators

  • Generally accepted accounting practices are being followed
  • Adequate general financial management processes exist and are being followed.
  • All collective agreements and contracts are being administered and interpreted so staff and contracted personnel are being paid appropriately and appropriate deductions are being made
  • School based funds are expended as per approved budgets
  • The Board is informed annually about incurred liabilities, account balances and reserves
  • The Board is informed immediately regarding pending litigation

 

 Role Expectation:
Personnel Management

  • Has overall authority and responsibility for all personnel-related issues, except the development of mandates for collective bargaining and those personnel matters precluded by Board policy, legislation or collective agreements.
  • Ensures the coordination and integration of human resources within the division.
  • Monitors and improves the performance of all staff.

 

 

Superintendent Evaluation 
Evidence

Internal Report

  • Annual Superintendent Evaluation Report re: personnel-related actions (e.g., staff professional development and leadership development, orientation, discipline, evaluation, recognition and supervision)

 Direct Board Observation

  • Board observations

 Quality Indicators

  • Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, evaluation and supervisor processes
  • Models commitment to personal and professional growth
  • Fosters high standards of instruction and professional improvement (Quality Teacher Standards)
  • Provides for training of administrators and the development of leadership capacity within the division
  • Follows Board personnel policies
  • Models high ethical standards of conduct

 

 Role Expectation:
 
Policy

  • Implements Board policy with integrity.
  • Provides leadership in the planning, implementation and evaluation of Board policies.
  • Develops and keeps current an Administrative Procedures Manual and informs the Board of any changes to this Manual. 

 

 

Superintendent Evaluation
Evidence

Internal Report

  • Policies in manual and revisions this past year
  • Superintendent Evaluation Report, which provides evidence the quality indicators have been met

 Direct Board Observation

  • Direct observation of Board policy development process

 Quality Indicators

  • The Superintendent appropriately involved individuals and groups in the policy development process and administrative procedures review process
  • Taking leadership in bringing policies to Board for review
  • Policy is adhered to - ensures this is happening
  • Timeliness of policy revision
  • The Superintendent demonstrates a knowledge of and respect for the role of the Board in policy processes

 

 Role Expectation:
Superintendent/Board Relations

  • Establishes and maintains positive professional working relations with the Board.
  • Honours and facilitates the implementation of the Board’s roles and responsibilities as defined in Board policy.
  • Provides the information which the Board requires to perform its role in a timely manner.

 

 

 

 

 

 

 

Superintendent Evaluation
Evidence

 Internal Report

  • Action sheets

 Direct Board Observation

  • Board agendas
  • Board meetings
  • Committee meetings
  • Listing of issues and background information
  • Superintendent e-mails and phone calls

 

Quality Indicators

  • The Superintendent implements Board directions with integrity in a timely fashion
  • The Superintendent provides support to the Board re: lobby efforts on behalf of the division
  • Board agendas are prepared and made available to trustees in sufficient time to allow for appropriate trustee preparation for the meeting
  • The Superintendent keeps the Board informed about division operations
  • The Superintendent provides the Board with balanced, sufficient, concise information and clear recommendations in agendas
  • The Superintendent interacts with the Board in an open, honest, pro-active and professional manner
  • Ensures high quality management services are provided to the Board
  • The Superintendent provides the Board with correspondence directed to the Board or trustees

 

 Role Expectation: 
Three-Year Education Planning and Reporting 

  • Leads the Three-Year Education Planning process including the development of the Three-Year Education Plan, division goals, budget, facilities and transportation plans and implements plans as approved.
  • Involves the Board appropriately (Board approval of process and timelines, Board identification of priorities and key results, opportunity for Board input early in the process, final Board approval).
  • Reports regularly on results achieved.

 

Superintendent Evaluation
Evidence 

Internal Report

  • Budget process and timelines and approved expenditures
  • Facilities Master Plan (FMP)
  • Process and Timelines document approved by the Board
  • Satisfaction survey information re: safety

Direct Board Observation

External Report

  • AlbertaEducation Monitoring Report

 Quality Indicators 

  • The three-year planning process involves appropriate stakeholder input and results in high stakeholder satisfaction
  • Facility project budgets and construction schedules are followed or timely variance reports are provided to the Board 
  • Transportation services are provided with due consideration for efficiency, safety and length of ride
  • Maintenance services are provided to ensure effective and efficient operation of our facilities
  • Develops short and long-range plans to meet the needs of the division and provide for continuous improvement
  • “Key results” identified by the Board are achieved
  • The budget and three-year plan are developed according to a timeline which ensures the Board’s ability to provide direction, revise priorities and is approved within Alberta Education deadlines

 

 Role Expectation: 
Organizational Management

  • Demonstrates effective organizational skills resulting in division compliance with all legal, Ministerial and Board mandates and timelines.
  • Reports to the Minister with respect to matters identified in and required by the School Act.

 Superintendent Evaluation
Evidence

Internal Report

  • Superintendent reports to the Board

External Report

  • AlbertaEducation Monitoring Reports

 Quality Indicators

  • Ensures division compliance with all Alberta Education and Board mandates (timelines and quality)
  • Effectively manages time and resources
  • Ensures contracted services (e.g., fiscal, labour and legal) meet quality expectations of the Board
  • Use of technology is effective and efficient

 

Role Expectation:
Communications and Community Relations

  • Takes appropriate actions to ensure positive external and internal communications are developed and maintained.
  • Ensures that parents and students have a high level of satisfaction with the services provided and the responsiveness of the Division.
  • Acts as, or designates, the head of the organization for the purposes of the Freedom of Information and Protection of Privacy (FOIPP) Act.
  • Keeps the Board informed through the provision of appropriate monitoring reports.
  • In consultation with the Chair, serves as spokesperson for the division for the media and public in order to keep the Board’s messages consistent and accurate.
  • Makes accessible to electors the Three-Year Plan, Annual Education Results Report, Board Policy Handbook, Administrative Procedures Manual, Minutes and other documents in accordance to FOIPP in a timely and courteous manner.
  • Develops and maintains positive and effective relations with provincial and regional government departments and agencies.
  • Ensures parents have a high level of satisfaction with the services provided and the responsiveness of the division.
  • Participates actively in school-based activities in order to enhance and support the division’s mission.

Superintendent Evaluation
Evidence

Internal Report

  • Satisfaction survey data
  • Direct Board Observation

 Quality Indicators

  • Facilitates effective home-school relations
  • Manages conflict effectively
  • Ensures information is disseminated to inform appropriate publics
  • Works cooperatively with the media to represent the Board’s views/positions
  • Promotes positive public engagement in the division
  • Represents the division in a positive, professional manner 

 

 

 

 

 

 

 

 

 

 

Role Expectation:
Leadership Practices

  • Practices leadership in a manner that is viewed positively and has the support of those with whom he works most directly in carrying out the directives of the Board and the Minister.
  • Develops and maintains positive and effective relations with provincial and regional government departments and agencies.
  • Works collaboratively with the corporate Board, staff, students, parents, school councils and community members in establishing a positive and innovative culture and sense of pride in the division

 Superintendent Evaluation
Evidence

External Report

  • Report of interviews with all of the principals
  • Report of interviews with Superintendent’s “direct reports”

 

 

 

 

 

 

 

 Quality Indicators

  • Provides clear expectations and direction
  • Provides effective educational leadership
  • Establishes and maintains positive, professional working relationships with staff
  • Unites people toward common goals
  • Demonstrates a high commitment to the needs of students
  • Empowers others
  • Effectively solves problems
  • Exercises leadership consistent with the Board’s stated vision and values

 

Appendix 12C

INTERVIEW GUIDE

CEO LEADERSHIP PRACTICES

Perceptions of Principals and Superintendent “Direct Reports”

  1. What evidence can you cite to support or refute the following:
    a) the Superintendent provides clear expectations and direction?
    b) the Superintendent provides effective educational leadership?
    c) the Superintendent establishes and maintains positive, professional working relationships with staff?
    d) the Superintendent unites people toward common goals?
    e) the Superintendent demonstrates a high commitment to the needs of students?
    f) the Superintendent empowers others?
    g) the Superintendent effectively solves problems?
    h) the Superintendent exercises leadership consistent with the Board’s stated vision and values?
  2. What does the Superintendent do, if anything, to help you do your job?
  3. What does the Superintendent do, if anything, that makes doing your job more difficult?

References

Sections 14, 60, 61, 113, 114, 115 School Act
Freedom of Information and Protection of Privacy Act