SERIES 200: ADMINISTRATION 210 Administrative Goals 220 District Administrator 221 Recruitment and Appointment of Administrators 222 District Administrators Contract 223 District Administrators Development Opportunities 224 Board - Administrator Relations 225.1 Evaluation of Administrative Staff 230 Administration Job Description / Evaluation 232 Principal - Administrator Evaluation and Supervision Tool 250 Administration Organization 251 Organization for Administrative Purposes 251 Exhibit Organizational Chart 252 Administrative Councils and Committees 253 Policy Implementation 253.1 Development of Administrative Rules 253.2 Development and Approval of Handbooks 260 Temporary Administrative Arrangements
Policy Number: 210 Title: Administration Goals Proper administration of the Crandon Public School is most vital to a successful educational program. The general purpose of the District's administration shall be to coordinate and supervise, under the policies of the School Board the creation and operation of an environment in which students work and learn most effectively. Administrative duties and functions should be appraised in terms of the contributions made to improving instruction and learning an in accordance with Board adopted job descriptions. The District's administrative organization shall be designed so that all divisions and departments of the central office and all schools are part of a single system guided by board policies which are implemented through the District Administration. Principals are all expected to administer their units in accordance with board policy and administrative rules and procedures. The District s Administration and each Principal shall have the authority and responsibility necessary for his/her specific administrative assignment. Each shall likewise be accountable for the effectiveness with which the administrative assignment is carried out. The Board shall be responsible for clearly specifying requirements and expectations of the District Administration holding the superintendent accountable by evaluating how well those requirements and expectations have been met. In turn, the District Administrator shall be responsible for clearly specifying requirements and expectations for all other administrators, then for holding each accountable by evaluating how well requirements and expectations have been met. Major goals of administration in the Crandon School District are: 1. To manage the District's various departments, units, and programs effectively. 2. To provide professional advice and counsel to the Board and to advisory groups established by the Board. 3. To implement the management function so as to assure the most and effective learning programs, through achieving such sub goals as (a) keeping the District abreast of current educational developments; (b) developing staff to establish and operate learning programs that better meet learner needs; (c) coordinating cooperative efforts to improve learning programs, facilities, equipment, and materials; and (d) providing access to the decision making process by staff, students, parents, and the public in order to facilitate the communication of ideas. LEGAL REF: Wisconsin Statutes Section 118.24 Approved: 3/12/2012
Policy Number: 221 Title: Recruitment and Appointment of Administrators When an opening in the district administration occurs, the School Board shall aggressively recruit in an effort to fill the position with the most capable person available. The Board shall consider only those candidates who meet both state and local qualifications and who display the ability to successfully perform the essential duties of the District Administrator. The Board shall inform various placement agencies of the vacancy in administration. The Board, as a whole, shall select and appoint the District Administrator at a legally held regular or special meeting of the Board. A majority vote of the Board shall be required. The District Administrator shall confer with the Board on the selection process to be used in filling administrative staff vacancies. Administrative staff members shall be appointed by the Board, upon recommendation of the District Administrator. All administrative staff members appointed shall meet both state and local qualifications and display the ability to carry out the essential duties of the administrative position. LEGAL REF: Wisconsin Statutes Section 111.31-111.395 Section 118.24 Section 121.02(1)(a) Wisconsin Administrative Code PI 8.01(2)(a) CROSS REF: 223, District Administrator s Development Opportunities 511, Equal Opportunity Employment Approved: 3/12/2012
Policy Number: 222 Title: District Administrators Contract The School District of Crandon and the District Administrator shall enter into a written contract establishing rate of pay and other conditions of employment. Such contract shall be on file in the district office. The District Administrator's contract shall cover a period of two years as provided by statute. Salary shall be negotiated by the Board and the District Administrator. The Board shall consult the Wisconsin School Board Association and the Wisconsin Association of School District Administrators comparable salary levels in an effort to reach an agreement that is neither excessively high nor low and considered fair by all involved. Any contract entered into between the Board and the District Administrator shall include provisions for at least such benefits as are accorded other certified personnel of the district, including but not limited to the following areas: sick leave, paid vacation, insurance plans, WRS contribution, and professional development opportunities. Renewal and/or no renewal of the District Administrator's contract shall be according to statutory provisions. LEGAL REF: Wisconsin Statutes Section 118.24 Approved: 3/12/2012
Policy Number: 223 Title: District Administrators Development Opportunities The Crandon School District Board expects and encourages the District Administrator to attend educational conferences, seminars, workshops, conventions, and other such professional meetings that serves to keep him/her abreast of current educational practices and research. The Board recognizes that advanced training for the District Administrator is important to the delivery of quality education and furthermore recognizes the responsibility of providing reimbursement for advanced training as outlined in the District Administrator's contract. Reimbursements such as, but not limited to, transportation, lodging, meals, and registration fees are paid for by the District. The Board furthermore realizes the importance of additional course work at the college or university level not only for re-certification but for professional advancement and in depth study and/or training. Subsequently, reimbursement for college or university credits shall be made as per the District Administrator's contract. LEGAL REF: Wisconsin Statutes Section 118.24 Section 121.02(1)(b) Wisconsin Administrative Code PI 8.01(2)(b) CROSS REF: 671.2, Expense Reimbursements Approved: 3/12/2012
Policy Number: 224 Title: Board-Administrator Relations The School Board and District Administrator recognize the power and potential that a cooperative, purposeful and professional working relationship has on teaching and learning. Therefore, the Board and the District Administrator shall work collaboratively as a governance team with each carrying out their designated roles and responsibilities, each respecting the others roles and responsibilities, and collaborating effectively on those responsibilities that are shared. The focus of both the Board and the District Administrator shall be on meeting the educational needs of students in the District and carrying out the District s vision, mission and goals utilizing available staff and resources. Absent special circumstances, all members of the governance team should be present at all Board meetings. Board members and the District Administrator shall be expected to deal with each other and with members of the school staff and community in an ethical, honest, straight-forward, open and respectful manner. Individual members of the Board will not purport to speak or take action on behalf of the entire Board or District on any matter, including any matter that purports to commit the Board or District to any course of action, unless officially delegated by the Board with the authority to do so, or when carrying out duties as board officers in accordance with state law. Individual board members shall refrain from involving themselves in administrative matters and from asking the District Administrator for personal considerations. An individual Board member shall refer any complaint or concern that seeks or calls for some type of investigation by or formal response from the Board or District to the District Administrator for appropriate action and response. Individual Board members, respecting the boundaries on their role, will not attempt to investigate such matters on their own. LEGAL REF: Wisconsin Statutes Section 118.24 Section 120.12 Section 120.13 Approved: 3/12/2012
Policy Number: 225.1 Title: Evaluation of Administrative Staff The District Administrator shall ensure that all other licensed administrators employed by the School Board are evaluated in writing at least once every other year with more frequent formal or informal evaluations being strongly encouraged. The District Administrator shall further ensure that each such administrator has been evaluated at least once within each 12-monlh period that precedes either ( 1) any dale that the Board votes on extending or renewing the administrator's contract in the situation where the individual's job performance (and not the elimination of the position) is the primary consideration relevant to the decision; (2) any dale the Board permits, by operation of law or contract, any extension or renewal of the administrator's contract; or (3) any date the District Administrator recommends that the Board approve an individualized adjustment to the compensation of any administrator. In addition to the expectations established above, all newly hired administrators shall be evaluated in writing at the end of their first year of employment with the District. The Board delegates to the District Administrator the responsibility for defining and implementing the specific procedures, criteria and instruments that will be used to conduct the performance evaluations of other administrative personnel, provided that they are consistent with state law and the following general parameters: 1. The Board-adopted position description, including the key job-related activities defined therein, shall be reflected in evaluation criteria or otherwise assessed in an evaluation narrative; 2. The data used to evaluate an administrator shall include, but is in no way limited to, information that is based upon observation of the individual's performance; 3. Consistent with the Board's expectation that all employees should strive for continuous improvement and seek regular opportunities for professional growth, the overall evaluation process should include both a formative and summative component. The formative component should include goal setting and the identification of appropriate professional development activities; 4. Another administrator licensed by the Department of Public Instruction, and usually an individual serving in a supervisory role within the District, shall have primary responsibility for directing the evaluation process and producing the culminating, summative performance evaluation record applicable to any period covered by a written evaluation. This sentence does not prevent others from participating in, or providing data/information that is relevant to the evaluation process; 5. Normally, the core evaluation criteria and the basic evaluation procedures that are identified and used for similar administrative positions should themselves be substantially similar, although the District Administrator may depart from this general premise if he/she determines that there is a sound basis for doing so; 6. A component of each administrator's performance evaluation shall be an assessment of the manner in which the administrator monitors and evaluates the performance of the individuals who are supervised by the administrator; and
7. Other major areas to be covered within the administrative evaluation process, when applicable to the position, shall include the extent to which the administrator: a. Demonstrates leadership in establishing, monitoring, and improving curriculum, instruction and assessment in a manner aligned with school and district goals, including especially those goals focused on attaining high levels of student achievement; b. Engages in effective interpersonal and group communication with relevant constituencies; c. Demonstrates effective problem-solving skills; d. Engages in effective long-term planning and translates strategic priorities into tangible action steps; e. Effectively manages staff, resources and operations with the goal of establishing and maintain a safe, efficient and effective environment for student learning; f. Demonstrates initiative and encourages innovation while adhering to applicable legal requirements, district policies, and supervisory direction; g. Shows respect for others and models the character traits, behaviors, and attitudes that the school district encourages in all of its staff members and students, including honesty, integrity, personal accountability, adaptability, resiliency, and professionalism; h. Fosters and encourages a positive culture within the applicable school, program, or department; and i. Demonstrates an understanding of and an appropriate sensitivity to the larger social, cultural, economic, legal and political contexts that affect education. The District Administrator shall inform the Board of any significant changes to the District s administrative staff evaluation processes as implemented under this policy. LEGAL REF: Wisconsin Statutes Section 115.415 Section 118.24 Section 120.12(2m) Section 121.02(1)(a)&(b)&(q) Wisconsin Administrative Code PI 8.01(2)(a)&(q) PI 34.03 Approved: 5/12/2014
Policy Number: 232 Policy Name: Principal-Administrator Evaluation and Supervision Tool Administrator Development and Evaluation OVERVIEW The main purposes of administrator development, supervision and evaluation processes are as follows: 1. To ensure the growth of administrators in their leadership roles. 2. To provide administrators feedback regarding their strength and growth needs. 3. To provide for accountability through leadership development. 4. To ensure appropriate documentation when leadership work is not effective. The development and evaluation process for administrators will be a three year cycle with the first two years emphasizing developmental goals. The third year of the plan is designed for formal evaluation purposes. The process that will be used for the first two years of the development and evaluation plan will be narrative in form and will consist of reporting on progress relative to key goals for the involved administrator. The third year evaluation will focus on goals, duties and responsibilities, personal skills and attributes and leadership standards. The formal evaluation process will consist of a self-assessment and a final assessment by the supervising administrator. For all three years of the cycle there will be meetings between involved administrator and the supervisor for the purpose of goals setting and completing a review of the development of the involved administrator. The following beliefs exist regarding the proposed model for leadership development and evaluation: 1. Leaders play a key part in determining the extent of which students are learning. 2. Leaders are models for others including staff, student, parents and the community in general. 3. Leaders seek and provide resources and alternative approaches that will help improve student learning and job effectiveness. 4. Leaders monitor the accuracy and effect of the feedback students receive relative to how well students are learning. (or leaders monitor data on how well responsibilities are being performed.) 5. Supervising learning requires collaboration among all of those responsible for helping students learn. 6. Data collection methods should be used to determine the extent to which students are learning. 7. Leaders must focus on all aspects of their responsibilities to improve learning performance. 8. Leaders must focus on essential knowledge all students should learn and how best instructional and assessment practices result in improved student learning. 9. Leadership standards should provide important information about what leaders know and are to perform in their role. 10. Performance expectations provide a description of the leader s role and what the leader will be accountable for. 11. For leaders to be most effective there must be a focus on both personal leadership development and learning improvement for students.
12. Direct observation of teaching practice needs to be coupled with a focus on the supervision of learning and personal growth. 13. A leadership development plan should address self assessment as well and assessment by others with the leaders supervisor having evaluation responsibility. Leadership Standards Educational leadership is complex and multi-faceted. Effective school leaders are strong educators, anchoring their work on central issues of teaching, learning and school improvement. Leadership standards form the heart and soul of effective leadership. The standards listed below have been developed by the Interstate School Leaders Licensure Consortium as commissioned by the Council of Chief State School Officers in partnership with the National Policy Board of Educational Administration. (Slight adaptations have been made with some terminology) Standard 1 The administrator has an understanding of and demonstrates competence in the ten teacher standards. Wisconsin Teacher Standards The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students The teacher understands how students with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development The teacher understands how learners differ in their approaches to learning and the use of technology to encourage children s development of critical thinking, problem solving and performance skills The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children s development of critical thinking, problem solving, and performance skills. The teacher understands and uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation. The teachers use effective verbal and non verbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher organizes and plans systemic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on students, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally
The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner. Standard 2 A school administrator is an educational leader who promotes the success of all students by facilitating a vision of learning that is supported by the school community. Knowledge: The administrator has knowledge of: learning goals in a pluralistic society the principles in developing and implementing strategic plans information sources, data collection, and data analysis strategies effective consensus building and negotiation skills effective communication systems theory Dispositions: The administrator believes in, values and is committed to: the education of all a school vision of high standards of learning continuous school improvement doing the work required for high levels of personal and organizational performance ensuring the students have the knowledge, skills and values needed to be successful adults a willingness to continuously examine one s own assumptions, beliefs and practices the inclusion of all members in the school community Performances: The administrator facilitates processes and engages activities ensuring that: the vision and mission of the school are effectively communicated to staff, parents, students and community members the vision and mission are communicated through the use of symbols, ceremonies, stories and similar activities the core beliefs of the school are modeled for all stakeholders the vision is developed with and among stakeholders the contributions of the school community members to the realization of the vision are recognized and celebrated progress toward the vision and mission is communicated to all stakeholders. the school community is involved with school improvement efforts the vision shapes the educational programs, plans and actions an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated assessment data related to student learning are used to develop the school vision and goals relevant demographic data pertaining to students and their families are used in developing the school mission and goals
existing resources are used in support of the school vision and goals the vision, mission and implementation plans are regularly monitored, evaluated and revised barriers to achieving the vision are identified, clarified and addressed needed resources are sought and obtained to support the implementation of the school mission and goals Standard 3 A school administrator is an educational leader who promotes success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Knowledge: The administrator has the knowledge and understanding of: student growth and development applied learning theories applied motivational theories curriculum design, implementation, evaluation, and refinement principles of effective instruction measurement, evaluation and assessment strategies diversity and its meaning for educational programs adult learning and professional development models the change process for systems, organizations and individuals the role of technology in promoting student learning and professional growth school cultures Dispositions: The administrator believes in, values and is committed to: student learning is the fundamental purpose of schooling the proposition that all students can learn the variety of ways in which students can learn lifelong learning for self and others preparing students to be contributing members of society a safe and supportive learning environment professional development as an integral part of school improvement the benefit diversity brings to the school community Performances: The administrator facilitates processes and engages in activities ensuring that: all individuals are treated with fairness, dignity and respect professional development promotes a focus on student learning consistent with the school vision and goals students and staff feel valued and important the responsibilities and contributions of each individual are acknowledged
barriers to student learning are identified, clarified and addressed diversity is considered in developing learning experiences lifelong learning is encouraged and modeled there is a culture of high expectations for self, student and staff performance technologies are used in teaching and learning student and staff accomplishments are recognized and celebrated multiple opportunities to learn are available to all students curricular, co curricular and extracurricular programs are designed, implemented evaluated and refined the school is organized and aligned for success curriculum decisions are based on research, expertise of teachers and the recommendations of learned societies the school culture and climate are assessed on a regular basis a variety of sources of information is used to make decisions student learning is addressed using a variety of techniques multiple sources of information regarding performance are used by staff and students a variety of supervisory and evaluation models is employed programs are developed to meet the needs of students and their families Standard 4 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient and effective learning environment Knowledge: The administrator has the knowledge and understanding of: theories and models of organizations and the principles of organizational development operational procedures at the school and district level principles and issues related to school safety and security human resources management and development principles and issues relating to fiscal operations of school management principles and issues relating to school facilities and use of space legal issues impacting school operations current technologies that support management functions Dispositions: The administrator believes in, values and is committed to: making management decisions to enhance teaching and learning taking risks to improve schools trusting people and their judgments accepting responsibility high-quality standards, expectations and performances a safe environment
involving stakeholders in management processes Performances: The administrator facilitates processes and engages in activities ensuring that: knowledge of learning, teaching and student development is used to inform management decisions operational procedures are designed and managed to maximize opportunities for successful learning emerging trends are recognized, studied and applied as appropriate operational plans and procedures to achieve the vision and the goals of the school are in place collective bargaining and other contractual agreements related to the school are effectively managed the school acts entrepreneurially to support continuous improvement organizational systems are regularly monitored and modified as needed stakeholders are involved in decisions affecting schools the school s equipment and support systems operate safely, efficiently and effectively time is managed to maximize attainment of organizational goals potential problems and opportunities are identified problems are confronted and resolved in a timely manner financial, human and material resources are aligned to the goals of the schools effective communication skills are used. there is effective use of technology to manage school operations fiscal resources of the school are managed responsibly, efficiently and effectively a safe, clean, aesthetically pleasing school environment is created and maintained human resource functions support the attainment of school goals responsibility is shared to maximize ownership and accountability effective problem-framing and problem solving skills are used effective conflict resolution skills are used confidentiality and privacy of school records are maintained effective group process and consensus building skills are used Standard 5 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. Knowledge: The administrator has the knowledge and understanding of: emerging issues and trends that potentially impact the school community community resources the conditions and dynamics of a diverse school community community relations and marketing strategies and processes successful models of school, family, business, community, government and higher education partnerships Dispositions: The administrator believes in, values and is committed to:
schools operating as an integral part of the larger community collaboration and communication with families involvement of families and other stakeholders in the school decision making process the proposition that diversity enriches the school families as partners in the education of their children the proposition that families have the best interests of their children in mind resources of the family and community needing to be brought to bear on the education of students an informed public Performances: The administrator facilitates processes and engages in activities ensuring that: high visibility, active involvement and communication with the larger community is a priority relationships with community leaders are identified and nurtured information about family and community concerns, expectations and needs is used regularly there is outreach to different business, political, and service agencies credence is given to individuals and groups whose values and opinions may conflict the school and community serve one another as resources available community resources are secured to help the school solve problems and achieve goals partnerships established with area businesses, institutes of higher education and community groups to strengthen programs and support the school community collaboration is modeled for staff opportunities for staff to develop collaborative skills are provided community stakeholders are treated equitably diversity is recognized and valued effective media relationships are developed and maintained a comprehensive program of community relations is established public resources and funds are used appropriately and wisely Standard 6 A school administrator is a school leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner Knowledge: The administrator has the knowledge and understanding of: the purpose of education and the role of leadership in modern society various ethical frameworks and perspectives on ethics the values of the diverse school community professional codes of ethics the philosophy and history of education
Dispositions: The administrator believes in, values and is committed to: the ideal of the common good the principle in the Bill of Rights the right of every student to a free quality education subordinating one s own interest to the good of the school community bringing ethical principles to the decision making process accepting the consequences for upholding one s principles and actions using the influence of one s office constructively and productively in the service of all students and their families development of a caring school community Performances: The administrator: examines professional and personal values demonstrates a personal and professional code of ethics demonstrates value, beliefs and attitudes to inspire others to higher levels of performance accepts responsibility for school operations considers the impact of one s administrative practices on others serves as a role model uses the influence of office to enhance the educational program rather than for personal gain treats people fairly, equitably and with dignity and respect protects the rights and confidentiality of students and staff demonstrates sensitivity and appreciation for the diversity in the school community recognizes and respects the legitimate authority of others examines and considers the prevailing values of the diverse school community expects that others in the school community will demonstrate integrity and exercise ethical behavior treats people fairly, equitably and with dignity and respect opens the school to public scrutiny fulfills legal and contractual obligations applies laws and procedures fairly, wisely, and considerately. Standard 7 A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context. Knowledge: The administrator has the knowledge and understanding of: principles of representative governance of American schools the law related to education and schooling the role of public education in developing a democratic society and economically productive nation the political, social, cultural, and economic systems and processes that impact schools
models and strategies of change and conflict resolution as applied to the larger political, social, and economic contexts of schooling global issues and forces affecting teaching and learning the importance of diversity and equity in a democratic society the dynamics of policy development and advocacy under our democratic political system Dispositions: The administrator believes in, values and is committed to: education as a key to opportunity and social mobility importance of continuing dialogue with other decision makers affecting education actively participating in the political and policy-making context in the service of education recognizing a variety of ideas, values and cultures using legal systems to protect students rights and improve student opportunities Performances: The administrator facilitates processes and engages in activities ensuring that: the environment in which schools operate is influenced on behalf of students and their families communication occurs among the school community concerning trends, issues, and potential changes in the environment in which the schools operate there is ongoing dialogues with representatives of diverse community groups the school community works within the framework of policies, laws and regulations enacted by local, state and federal authorities public policy is shaped to provide quality education for students lines of communication are developed with the decision makers outside the school community
Professional Leadership Goal Formative Name: School year: Reflection: (What are my strengths based on the leadership standards?) Leadership Goal: (S.M.A.R.T. Goal format: Specific, Measurable, Attainable, Realistic, Timely) Evidence of need: (ISSLC self-reflection, school survey, connection to school wide goals) Objectives:
Personal Development Plan: (Steps to be taken including focused reading, study group membership, conference attendance, reflective journaling) Include evidence of progress and interim dates Tasks/ Action Steps Interim Dates Evidence of progress Results: For each objective state the progress (Attach additional sheets as necessary)
Principal-Administrator Development and Evaluation Summative Form Name of Principal/Administrator: Date Self-Evaluation Completed: Immediate Supervisor: Date of Conference: Date Evaluation Completed RATING SCALE 4 Highly effective and consistent 3 Effective 2 Try and am sometimes effective 1 Rarely effective A. Leadership Goal(s) Evaluation: Principal/Administrator Evaluator Principal/Administrator s Comments: Supervisor s Comments:
B. Duties and Responsibilities Principal/Administrator Evaluator Principal/Administrator s Comments: Supervisor s Comments: C. Personal skills and attributes Principal/Administrator Evaluator Administrator s Comments: Supervisor s Comments:
Rubrics for Self-Evaluation on Leadership Standards Knowledge Rubric: 4 Consistently demonstrates knowledge and show understanding of 3 Demonstrate knowledge and show understanding of 2 Sometimes demonstrates knowledge and show understanding of 1 Rarely demonstrates knowledge and show understanding of Dispositions Rubric: 4 Consistently act upon a belief in, valuing of and commitment to 3 Frequently act upon a belief in, valuing of and commitment to 2 Sometimes act upon a belief in, valuing of and commitment to 1 Rarely act upon a belief in, valuing of and commitment to Performances Rubric: 4 Consistently do these things 3 Frequently do these things 2 Sometimes do these things 1 Rarely do these things D. Leadership Standards Standard 1 - Understands Teacher Standards Standard 2 - Shared Vision Knowledge Dispositions Performance RATINGS Principal/Administrator Evaluator Standard 3- School Culture Conducive to Student Learning and Staff Growth Knowledge Dispositions Performance Standard 4 Management of Organization, Operations, and Resources Knowledge Dispositions Performance
Standard 5 Collaborating with Families and Community Members Knowledge Dispositions Performance Standard 6 Acting with Integrity, Fairness, and in an Ethical Manner Knowledge Dispositions Performance Standard 7 Understanding the larger Political, Social, Economic, Legal and Cultural Context Knowledge Dispositions Performance Administrator s Comments: Supervisor s Comments:
E. Narrative Summary (Completed by Supervisor): Administrator s Signature Date Evaluator s Signature Date Approved: 3/12/2012
Policy Number: 251 Title: Organization for Administration Purposes The School Board desires the District Administrator to establish clear understandings on the part of all personnel of the working relationships in the school system. Lines of direct authority should be those approved by the Board and shown on the District's organizational chart. Personnel shall be expected to refer matters requiring administrative action to the administrator to whom they are responsible. That administrator shall refer such matters to the next higher administrative authority when necessary. Additionally, all personnel will be expected to keep the person to whom they are immediately responsible informed of their activities by whatever means the person in charge deems appropriate. It is expected that the established lines of authority will serve most purposes. All personnel shall, however, have the right to appeal any decision made by an administrative authority. Additionally, the lines of authority do not restrict in any way the cooperative, sensible working together of all staff members at all levels in order to develop the best possible school programs and services. The established lines of authority represent avenues for a two way flow of ideas to improve the program and operations of the school system. CROSS REF: 251-Exhibit, Organizational Chart Approved: 3/12/2012
Policy Number: 252 Title: Administrative Councils and Committees The District Administrator may create councils, committees and other advisory groups for the purpose of developing school programs, implementing School Board policy or for whatever other purpose the District Administrator or Board deems necessary. All councils and committees created by the District Administrator will function in an advisory capacity only. Such groups may make recommendations for submission to the Board through the District Administrator, however, will exercise no inherent authority. The membership, composition and responsibilities of administrative councils and committees will be defined by the District Administrator and may be changed at his/her discretion. LEGAL REF: Wisconsin Statutes Section 118.24 Approved: 3/12/2012
Policy Number: Title: 251 Exhibit Organizational Chart
Policy Number: 253 Title: Policy Implementation The execution, administration and enforcement of all policies of the School District of Crandon is the responsibility of the District Administrator. The District Administrator shall report to and be accountable to the entire Board in fulfilling his responsibility, and not to any officer, committee or individual thereof. The policies developed by the Board and the administrative rules developed to implement policy are designed to promote an effective and efficient school system. Consequently, it is assumed that Board employees and students will carry out all policies and administrative rules. In cases where emergency action must be taken and the Board has provided no policy guidelines, the District Administrator shall have the authority to act. It shall be the duty of the District Administrator to inform the Board promptly of such action and of the need for policy. His/her decisions shall be reported to the Board at its next regular meeting and become part of the public record. Members of the administrative team are responsible for informing the students and staff of existing policies and administrative rules, and for seeing that they are implemented. CROSS REF: 253.1, Development of Administrative Rules Approved: 3/12/2012
Policy Number: 253.1 Title: Development of Administrative Rules Administrative rules shall be developed, approved, implemented and reviewed as necessary by the District Administrator to provide further guidance in the implementation of Board policies. They must in all respects be consistent with applicable Board policies and legal requirements. The Board itself shall formulate and adopt administrative rules when specific state laws require Board adoption and also may do so when the District Administrator recommends Board adoption in light of considerations such as strong community attitudes or probable staff reaction. The District Administrator or designee shall review administrative rules on a regular basis to determine their effectiveness and to maintain continual compliance with Board policies. The Board shall be informed of all administrative rule changes. The Board shall review administrative rules when required by law. In addition, the Board reserves the right to review, modify and veto administrative rules should the Board find the rules are inconsistent with Board policies or applicable legal requirements, or upon determining that such action is in the best interests of the school district. Formal administrative rules shall be defined in written form and organized for easy use. In authorizing the District Administrator to specify such written regulations, the Board in no way intends to limit the authority of administrative and supervisory personnel to issue other directives, establish other responsibilities and expectations, or define other practices and procedures as may be lawful, prudent and consistent with Board policy for the sound management of the District. Similarly, certain aspects of the day-to-day management and operation of the District require the exercise of discretion such that it may be either impracticable or imprudent to attempt to reduce the matter to a formal policy or rule. Applicable legal authority, Board policies and administrative rules shall guide and provide the framework for the exercise of such discretion. LEGAL REF: Wisconsin Statutes Section 120.13 Approved: 3/12/2012
Policy Number: 253.2 Title: Development and Approval of Handbooks Student handbooks shall be developed to identify school rules and serve as the basis for the enforcement of such Handbooks shall be adopted by the School Board and used to ensure that all students, staff and parents are cognizant of the rules used to govern the schools. All handbooks shall be developed consistent with Board policies and state and federal laws and regulations. It is understood by the Board that rules are not all-inclusive. The administration shall take such action as is necessary to insure the discipline and orderly conduct of school students. Action may be taken with respect to any offense which interferes with the orderly conduct of the school regardless of the existence or non-existence of a rule covering the offense. LEGAL REF: CROSS REF: Wisconsin Statutes Section 120.13(1)(a) 253.1, Development of Administrative Rules Approved: 3/12/2012
Policy Number: 260 Title: Temporary Administrative Arrangements The responsibility for decision making shall be clearly delineated in the event that the District Administrator is unavailable due to travel, vacation, illness or any other reason. If the District Administrator is unable to be reached, the responsibility and authority to act for the District shall fall to a member of the administrative staff appointed by the District Administrator. Should it be necessary to find an interim replacement for the District Administrator due to ill health or other reasons, the Board will designate a specific individual to fill that appointment. Each principal shall designate, and report to the District Administrator, the name of a staff member who will act as a building leader during his/her absence. Approved: 3/12/2012