End-of-Cycle Summative Evaluation Report: Superintendent Summary Page Superintendent: Evaluator: David Fleishman NAME SIGNATURE DATE Margie Ross Decter NAME SIGNATURE DATE STEP 1: Progress Toward Goals - Complete pages 7 & 8 first: check one for each set of goal(s). Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded Student Learning Goal(s) District Improvement Goal(s) Other Goal(s) STEP 2: Performance on Standards - Complete pages 3-6 first: check one box to summarize each standard. Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently below the requirements of a standard or overall and is considered inadequate, or both. Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be Unsatisfactory at the time. Improvement is necessary and expected. For new superintendents, performance is on track to achieve proficiency within three years. Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance. Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide Unsatisfactory Needs Improvement Proficient Exemplary Standard I: Instructional Leadership Standard II: Management and Operations Standard III: Family and Community Engagement Standard IV: Professional Culture 1
STEP 3: Rate Overall Summative Performance Based on Performance on Goals (Step 1) & Standards (Step2) ratings. Check one box. Unsatisfactory Needs Improvement Proficient Exemplary STEP 4: Rate Impact on Student Learning - Check one box. Low Moderate x High STEP 5: Add Evaluator Comments: Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory or a Student Impact Rating of High or Low. Comments: Overall, David has provided excellent leadership and management of the Newton Public Schools. He has made a positive impact on student learning, professional development, management and operations and school culture. David has developed a team of highly professional and motivated instructional leaders, a culture of excellence around social emotional and academic learning, and is focused on ensuring continuity of excellence in the upcoming year as some key staff retire. Reports to School Committee throughout the year, and most recently in the summary of the 2014-15 system wide goals report, demonstrated the significant progress being made across the district on numerous goals, most of which were achieved this year. As noted below, several efforts were exemplary around social emotional learning and mental health supports, rolling out common core standards and new PARCC testing, budget planning and management, designing building projects, and professional development. The resulting impact points to David s nurturing a culture of excellence that prioritizes the social emotional wellbeing of our students. Many thanks to David, his staff, administrators and our teaching staff for their commitment to our students and all that has been accomplished. While there has been some progress made, engaging the public will continue to be an important goal for next year, with a focus on professional staff that can more proactively manage and implement two-way communications strategies among a variety of NPS stakeholders. Below the ratings have been modified to reflect two considerations: 1. The specific indicators/elements are not always relevant to NPS/school systems of our size 2. While the evidence submitted was not always conclusive/comprehensive, other factors such as presentations throughout the year contributed to performance in this assessment. 3. Two areas were considered borderline between Meets Expectations and Exceeds Expectations due to David s exemplary performance in most areas evaluated, and are noted as such. 2
Superintendent Performance Rating for Standards Superintendent Performance Rating for Standard I: Instructional Leadership The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling. Insert the Proficient description from the Elements and/or Indicators for Standard I that your committee has identified in the Superintendent Evaluation document here. Check one box for each indicator and circle the overall standard rating. Unsatisfactory Needs Improvement Proficient Exemplary I - A 1 Provides support and assistance for administrators to learn and employ effective strategies for ensuring that educators and educator teams design standards- based units with measurable outcomes and challenging tasks requiring higher-order thinking. Frequently monitors and assesses progress, providing feedback as necessary. I - B -1 While observing principal practice and artifacts, ensures that principals identify a variety of effective teaching strategies and practices when they observe practice and review unit plans. I - C -1 Supports administrator teams to use a variety of formal and informal methods and assessments, including common interim assessments that are aligned across grade levels and subject areas. I - C -2 Provides the resources for planning time and effective support for administrator teams to review assessment data and identify appropriate interventions and adjustments to practice. Monitors administrators efforts and successes in this area. I - D -1 Supports administrators and administrator teams to develop and attain meaningful, actionable, and measurable professional practice, student learning, and where appropriate, district/school improvement goals. I - E -1 Guides administrators and supports them in identifying a range of appropriate data sources and effectively analyze the data for decision-making purposes. I - E -2 Uses data to accurately assess school and district strengths and areas for improvement to inform the creation of focused, measurable district goals. Provides support to principals in their efforts to create focused, measurable school goals. Overall Rating for Standard I: Unsatisfactory Needs Improvement Proficient x Exemplary 3
Superintendent Performance Rating for Standards Comments and analysis (recommended for any overall rating: required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): David has continually demonstrated strength with instructional leadership. He has employed some very innovative approaches to support professional development and develop areas of high need for students. This is particularly true for his work with the administrators (instructional rounds, PLCs, etc). These kinds of supports have employed different types of data and applied to differentiate instruction, and did significant work in implementing the common core standards. David has encouraged the development of programs to support learners of all abilities at the elementary, middle and high school levels, enabling more students to remain in district and succeed in a learning environment that matches diverse needs. In the case of D-1 and E-2, these are areas that emphasize a focus on using different types of data (qualitative and quantitative) and setting measurable goals. By using SMART goals, and developing district and school improvement plans, our district could better demonstrate the meaningful impact being made on student learning and growth, professional development and on a variety process improvement initiatives. Superintendent Performance Rating for Standard II: Management and Operations Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling. Insert the Proficient description from the Elements and/or Indicators for Standard II that your committee has identified in the Superintendent Evaluation document here. Check one box for each indicator and circle the overall standard rating. Unsatisfactory Needs Improvement Proficient Exemplary II- A -3 Supports administrator teams in developing systems and procedures for positive student behavior; models high expectations for student behavior and provides appropriate training for administrators to uphold these expectations. Establishes district- wide routines and consequences, including policies and systems to prevent and address bullying and other behaviors that threaten students social and emotional well-being. II - B -1 Leads the district s recruitment and hiring process and, through it, consistently identifies effective administrators and educators who share the district s mission. II- B -2 Develops district-wide induction support for new administrators and teachers and/or faithfully implements the district s induction strategy; organizes high-quality jobembedded professional development aligned with district goals; and supports the career growth of effective professional personnel by distributing leadership tasks, developing criteria for the awarding of professional status, and monitoring progress and development. 4
II- C -1 Creates schedules, procedures and related systems that maximize instructional time and minimize school day disruptions and distractions for school-level staff, including principals; and consistently monitors the extent to which these systems are effective. II - C -2 Sets expectations for administrator team meetings and creates a schedule that provides sufficient meeting time for all team meetings. Prevents or deflects activities that interfere with administrators ability to focus on the agenda during team time. Establishes norms for effective team behavior.? II - D -1 Understands and complies with state and federal laws and mandates, school committee policies, and collective bargaining agreements. Provides the resources and support to ensure district-wide compliance. II - E -1 Develops a budget that aligns with the district s vision, mission, and goals. Allocates and manages expenditures consistent with district/school-level goals and available resources. Overall Rating for Standard II: Unsatisfactory Needs Improvement x Proficient Exemplary 5
Comments and analysis (recommended for any overall rating: required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): David s has shown exemplary leadership in developing a system wide focus on the social emotional/health of students and aligning budget with district goals. NPS has been recognized by the Middlesex DA and other professionals recognizing the excellence in formalizing mental health and vital student social and emotional supports (beyond academic achievement). The NPS budgeting process is a model for finance and planning and the budget book published each year demonstrates evidence of strong staff collaboration, strategic deployment and management of resources, and support of district priorities and student needs. In the area of professional and career development, David has implemented supports for administrators and staff, empowering them to take on new areas of responsibility and/or programs (e.g. SEL district coordinator). Not listed in the rubric above is David s role with improving our buildings and learning spaces. He has helped improve the learning environments for staff and students with several new building projects, student reassignment, and addressing preschool space needs. David maintains both an understanding and ensures compliance with state and federal mandates, however additional support is needed to develop a more proactive, systematic process to assess the impact, collaborate with SC to develop/update policies, and allow for public input and communication. Superintendent Performance Rating for Standards Superintendent Performance Rating for Standard III: Family and Community Engagement Promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district. Insert the Proficient description from the Elements and/or Indicators for Standard III that your committee has identified in the Superintendent Evaluation document here. Check one box for each indicator and circle the overall standard rating. Unsatisfactory Needs Improvement Proficient Exemplary III- A -1 Provides resources and support for all personnel to use culturally sensitive practices to ensure that all families are welcome and can contribute to the district, classroom, school and community s effectiveness. Works with administrators to identify and remove barriers to families involvement, including families whose home language is not English. III - A -2 Establishes ongoing relationships with community organizations, community members, and businesses. Engages them to increase their involvement to maximize community contributions for district effectiveness. 6
III- B -1 Provides resources and support to enable administrators and educators to identify each student s academic, social, emotional, and behavioral needs, including students with disabilities and English learners. Collaborates with administrators to support families to address student needs, utilizing resources within and outside of the district. III- C -1 Sets clear expectations for and provides support to administrators to communicate regularly with families using two-way communication channels, including careful and prompt response to communications from families. Supports administrators to maximize the number of face-to- face family/teacher interactions. III - D -1 Provides systems, and support for administrators to reach out to families as concerns arise and works to reach equitable solutions in the best interest of students. Overall Rating for Standard III: Unsatisfactory Needs Improvement Proficient Exemplary Comments and analysis (recommended for any overall rating: required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): David continues to place a high priority on meeting the complex needs of students by also engaging their families and the broader community. His focus on ensuring critical NPS supports for our fragile and resilient students and families, as well as setting districtwide frameworks for mental health and social emotional learning are all to be commended. We are fortunate in Newton to have businesses and community-based organizations that can or could support our students and families. There have been some noteworthy partnerships (e.g. Newton Cares, Mount Ida), however more could be done to explore some partnership opportunities that leverage our community assets, and enhance supports after school, during vacations, and/or before they enter our school system. David has begun to implement strategies to improve communications with the community. The annual PTO meetings and this year the book discussion on Growth Mindset provided opportunities for two-way communication. Areas of opportunity include developing more proactive, two-way communication with families and investing in a district-level communications resource. More evidence is needed to understand how these and other face-to-face interactions are supported and achieved by administrators at the school-based level, and how these approaches are modified to reach families from different cultures or constituencies. 7 Superintendent Performance Rating for Standard IV: Professional Culture
Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff. Insert the Proficient description from the Elements and/or Indicators for Standard IV that your committee has identified in the Superintendent Evaluation document here. Check one box for each indicator and circle the overall standard rating. Unsatisfactory Needs Improvement Proficient Exemplary IV- A -1 Fosters a shared commitment to high standards of teaching and learning, for all administrators, with high expectations for achievement for all. IV - A -3 Plans and leads well-run and engaging administrator meetings that have clear purpose, focus on matters of consequence, and engage participants in a thoughtful and productive series of conversations and deliberations. Establishes clear norms for administrator team behavior. IV- C -1 Demonstrates strong interpersonal, written, and verbal communication skills. IV- D -1 Leads all administrators and teams to reflect on the effectiveness of interactions with faculty and students. Ensures that administrators use data, research, and best practices to adapt practice to achieve improved results. IV - F -2 Consistently employs a variety of strategies to resolve conflicts in a constructive and respectful manner. Models this behavior for the administrator team. IV F -3 Builds consensus within the school district community around critical school decisions, employing a variety of strategies. Overall Rating for Standard IV: Unsatisfactory Needs Improvement Proficient x Exemplary 8
Comments and analysis (recommended for any overall rating: required for overall rating of Exemplary, Needs Improvement or Unsatisfactory): David has continued to demonstrate real strength in professional culture, and is committed to supporting a professional culture that sets high expectations and prioritizes continuous professional development. The examples of professional meetings show strong engagement of staff and set the tone for psychological safety and supporting team-based work. Professional education and learning are meaningful and research-based. CPI, responsive classroom and effective teaming have strengthened teaching and learning in the district. Identifying ways to build consensus in a number of ways on critical school decisions within a district as large as Newton s has been an area that has shown some progress, and one that David is committed to continually improving. 9
Superintendent s Performance Goals Goals should be SMART and include at least one goal for each category: professional practice, student learning, and district improvement. Check one box for each goal. Did Not Meet Some Progress Significant Progress Met Exceeded 1 Professional Practice Goal(s) To engage both internal and external communities around Growth Mindset in order to advance the academic and SEL learning of students 1A Growth Mindset has been embraced by many teachers, students and parents as a meaningful way to improve both social emotional learning and academic achievement. 2 Student Learning Goal(s) Enhance the capacity of NPS to narrow the achievement gap 2A Initiatives such as strengthening of the Calculus Project are demonstrating outcomes of student achievement in some high needs groups. 3 District Improvement Goal(s) Enhance the capacity of NPS to support the social emotional learning and mental health needs of students 10 3A Over the last few years, David has strengthened the district s capacity to support students in crisis as well as ensuring critical school-based supports. Implementing the SOS program in high school and middle school has received strong recognition as was the SEL grant that established a district-level position in SEL.
Superintendent s Performance Goals (CON T) Did Not Meet Some Progress Significant Progress Met Exceeded District Improvement Goal(s) Continued 3B 3C 3D Other Goal(s) Engage the community in facilities and student assignment planning A lot has been learned this year from communications around the student assignment process. The development and implementation of strategies, tools and processes (strategy grid, website, public hearings, direct mail) will be critical to ensure communications planning strengthens our district s ability to be more comprehensive and proactive around two-way communications that engage a variety of stakeholders (including the broader community) for future initiatives. 11
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