MAINE SCHOOL ADMINISTRATIVE DISTRICT #34
Belfast Belmont Morrill Northport Searsmont Swanville
Board Policy Manual
SECTION C: GENERAL SCHOOL ADMINISTRATION
Code |
Desription |
Adopted/Revised |
CA |
Administrative Goals |
March 26, 1996 |
CBC |
Superintendent’s Powers and Responsibility |
March 26, 1996 |
CBI |
Evaluation of the Superintendent |
June 22, 1999 |
CBI-E |
Superintendent Evaluation Form |
June 22, 1999 |
CFA |
School Principals |
March 26, 1999 |
CFC |
Assignment and Transfer of Building Administrators |
June 22, 1999 |
CFD |
Site or School Based Management |
March 26, 1996 |
CHCA |
Handbooks and Directives |
March 26, 1996 |
CHD |
Administration in the Absence of Policy |
March 26, 1999 |
Revised: March 26, 1996
Revised: October 6, 2006
Section CA ADMINISTRATIVE GOALS
The administration of the school is responsible, within the guidelines established by Board policy, for the direction and coordination of students and staff in their efforts to reach educational goals adopted by the Board. Administration must be based upon positive human relationships in order to serve as the keystone to the effective operation of the entire school district. Without such a base, the school will lack that uniting force (which recognizes that everyone in the organization is important) regardless of the tasks or duties which are being discharged, be they professional or nonprofessional.
The board expects the administration to specialize in:
The processes of decision making and communication;
Planning, organizing, implementing, and evaluating educational programs;
The coordination of various centers of power within the school system and the community so as to enable people to do the things together for education that they might never be able to do separately;
The demonstration of leadership;
The development and maintenance of close working relationships and channels of communication within the school district and community;
The prevention of misunderstandings and the development of cooperation toward attaining the educational goals adopted by the Board.
The administration should be governed by the following principles:
The teachers and administration shall have sufficient latitude to develop and implement the best possible educational program for the students;
The Superintendent and administration will be held accountable by the Board for the effectiveness of the school program;
Responsibility for the school flows through the teachers, to the building level administration, to the Superintendent, and ultimately to the Board.
Adopted: May 27, 1994
Revised: March 26, 1996
Section CBC SUPERINTENDENT’S POWERS AND RESPONSIBILITY
The Superintendent of Schools is the executive secretary and treasurer of MSAD #34.
Except when matters pertaining to the Superintendent’s own employment are under consideration, the Superintendent must be present at all legal meetings of the Board. The Superintendent shall have the privilege of taking part in all deliberations but shall have no vote.
The Superintendent shall provide professional leadership in the community and shall administer and supervise schools in such a way as to secure constant improvement of educational opportunities for the students in the District.
In addition to statutory duties, the Superintendent shall give general supervision of all activities under the control of the Board of Directors. The Superintendent shall put into effect and administer such Policies and plans as are adopted by the Board. In case of an emergency not suitably covered by any Board Policy, the Superintendent may take appropriate action and report the action taken to the Board not later than the next Regular Meeting of the Board.
The Superintendent, at the Superintendent’s discretion, may delegate to other employees of MSAD #34, the exercise of any powers and the discharge of any duties imposed upon the Superintendent by these Policies or by vote of the Board. The delegation of power or duty, however, does not relieve the Superintendent of responsibility to the Board for the action taken under such delegation.
Legal Reference: 20-A MRSA § 1001
20-A MRSA § 1055
Adopted: 1984
Revised: February 1, 1993
March 26, 1996
Section CBI EVALUATION OF THE SUPERINTENDENT
Through the evaluation of the Superintendent, the Board will strive to accomplish the following:
Clarify the Superintendent’s role in MSAD #34 as seen by the Board
Clarify for all Board members the role of the Superintendent in light of the job description and the priorities among the responsibilities as agreed upon by the Board and the Superintendent
Develop harmonious working relationships between the Board and the Superintendent
Provide administrative leadership for the District
The primary purpose of the evaluation will be to effect improvement in the administrative leadership of the District.
The following guidelines will be used in the evaluation process.
The Superintendent will know the standards upon which the evaluation is based and will be involved in the development of those standards.
The evaluation should be at a scheduled time and place with no other items on the agenda.
The evaluation will be a composite of the evaluations by individual Board members; however, the Board, as a whole, will meet with the Superintendent to discuss the composite evaluation.
The evaluation should include a discussion of strengths as well as weaknesses.
The annual evaluation will be used as an indication of performance in the position and should be the basis for any “warnings” about deficiencies.
Both the Board and Superintendent will prepare for the evaluation. The Superintendent will conduct a self-evaluation and prepare a report for the Board.
The Board will not limit its evaluation to those items that appear on the evaluation form, since no form or set of guidelines can encompass the totality of the Superintendent’s responsibilities, but will include in the standards for the ensuing year those items that appear to have merit for future evaluation.
Each judgment will be supported by a rationale and objective evidence.
One Board member’s opinion will not be the sole basis for judgment on an appraisal item.
The Superintendent will have an opportunity to evaluate the Board with a detailed evaluation of the working relationships between the Board and the Superintendent.
The standards to be used in the evaluation will be agreed upon by both the Superintendent and the Board. The Board will develop annually, with the Superintendent, a set of district goals and performance objectives for the Superintendent based on the needs of the District. Additional objectives may be established at intervals agreed upon with the Superintendent. The performance of the Superintendent will be reviewed in accordance with these annual goals and identified professional standards of Leadership and District Culture; Policy and Governance; Communications and Community Relations; Organizational Management; Curriculum Planning and Development; Instructional Management; Human Resources Management; and Values and Ethics of Leadership.
Board members are encouraged to make an appointment to meet individually with the Superintendent to discuss the evaluation or to ask questions prior to the evaluation meeting.
Annually, in December, the Board will devote an executive session of the Board to the evaluation of the Superintendent’s performance with the Superintendent present. Prior to that meeting, the Board will meet in executive session to develop a composite evaluation. The composite evaluation document will be given to the Superintendent by the Board Chair no less than five days prior to the evaluation meeting.
Following the evaluation session, the Board will extend the Superintendent’s contract as outlined in MRSA § 1051, Section 2.
Legal Reference: 20–A~MRSA § 1051
Adopted: February 27, 1988
Revised: January 26, 1993
March 26, 1996
June 22, 1999
Section CBI-E EVALUATION OF THE SUPERINTENDENT
SUPERINTENDENT EVALUATION FORM
Superintendent ____________________________________________ Date ____________
Board Chair ____________________________________________
All items rated with a “1” require additional explanation. The reverse side of the page may be used for explanations and additional comments. 3 = Commendable 2 = Meets Expectations 1 = Needs Improvement
The role of the Superintendent is to inspire, lead, guide and direct every member of the administrative, instructional and supportive services team in setting and achieving the highest standards of excellence in order that each individual student enrolled in MSAD #34 may be provided with a complete, valuable, meaningful and personally rewarding education. Further, the Superintendent oversees and administers the use of all District facilities, property and funds with a maximum of efficiency, a minimum of waste and an ever-present, overriding awareness of and concern for their impact upon each individual student’s education.
LEADERSHIP AND DISTRICT CULTURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 2 1
Demonstrates executive leadership by developing a collective district vision
Shapes school culture and climate
Provides purpose and direction for individuals and groups
Demonstrates an understanding of international issues affecting education
Formulates strategic plans, goals and change efforts with staff and community
Sets priorities in the context of community, students, and staff needs
Serves as an articulate spokesperson for the welfare of all students
POLICY AND GOVERNANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 2 1
Develops procedures for working with the Board of Directors that define mutual expectations, working relationships and strategies for formulating District policy for external and internal programs
Adjusts local policy to state and federal requirements and constitutional provisions, standards and regulatory applications
Applies a knowledge of school law effectively to District issues
Prepares carefully for Board meetings
Provides ample information to enable Board members to make decisions
Involves staff members in Board meetings
Is responsive to Board members and answers questions promptly
Keeps Board fully informed about school operations
COMMUNICATIONS AND COMMUNITY RELATIONS . . . . . . . . . . . . . . . . . . . . . .3 2 1
Articulates District purpose and priorities to the community and media
Requests and responds to community feedback
Demonstrates consensus building and conflict mediation skills
Identifies, tracks and deals effectively with District issues
Formulates and carries out plans for internal and external communications
Exhibits an understanding of school districts as political systems by applying communications skills to strengthen community support
ORGANIZATIONAL MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 1
Exhibits an understanding of the school district as a system by creating processes for gathering, analyzing and using data for decision making
Implements fully Board policies
Advises the Board on need for new and/or revised policies
Manages data flow
Frames and solves problems
Plans and schedules personal and organization work
Delegates and empowers at appropriate organizational levels
Secures and allocates human and material resources
Develops and manages the District budget effectively
Maintains accurate fiscal records
CURRICULUM PLANNING AND DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . .3 2 1
Designs a strategic plan for curriculum that enhances teaching and learning and aligns and sequences curriculum
Ensures that the content of curriculum is intellectually rigorous and provides authentic application of knowledge and skills
Uses valid and reliable performance indicators and assessment procedures to measure performance outcomes
Integrates into the curriculum the proper use of information technologies
INSTRUCTIONAL MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 2 1
Exhibits knowledge of instructional management by implementing a system that includes research findings on learning and instructional strategies, instructional time, advanced electronic technologies and resources to maximize student outcomes
Applies research and best practices in integrating curriculum and assessment strategies to help all students achieve at high levels
Promotes evaluation of instructional outcomes
HUMAN RESOURCES MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 1
Develops a staff evaluation and professional development system to improve the performance of all staff members
Selects appropriate models for supervision based on adult motivation research
Is adept at personnel management and conducts employee relations skillfully
Applies the legal requirements for personnel selection, development, retention and dismissal
VALUES AND ETHICS OF LEADERSHIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 1
Understands and models appropriate value systems, ethics, and moral leadership
Knows the role of education in a democratic society
Exhibits multicultural and ethnic understanding and related behavior
Adapts educational programming to the needs of diverse constituencies
Balances complex community demands in the best interest of the students
Responds in an ethical and skillful way to the electronic and printed news media
Works cooperatively with appropriate social and human services agencies to assist each student as appropriate
ANNUAL DISTRICT GOALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 1
Annual Goals should be listed below
Goal # 1
Goal # 2
Goal # 3
Goal # 4
Goal # 5
Adopted: June 22, 1999
Section CFA SCHOOL PRINCIPALS
The principal is the educational leader of the schools to which assigned. The principal shall administer and supervise schools in accordance with such Policies as the Board of Directors and the Superintendent of Schools may prescribe. The principal shall keep the Superintendent advised relative to the conditions and needs of the schools and work cooperatively with the other principals for the overall benefit of the District.
The primary duty of the principal is to administer and supervise schools in such a manner as to secure improvement of instruction. An effective principal helps each teacher to grow professionally and builds the morale of the staff. The principal releases the creative energy of the staff by encouraging new ideas and suggestions.
Adopted:1984
Revised: February 1, 1993
March 26, 1996
Section CFC ASSIGNMENT AND TRANSFER OF BUILDING ADMINISTRATORS
The Superintendent will be responsible to the Board of Directors for effective placement and transfer of building administrators. In making recommendations on placement and decisions on transfer, the Superintendent may give consideration to:
The needs of the school district as perceived by the Board and the Superintendent
Length of current assignment in a school
Compatibility of administrative style among administrators in the school
Opportunity for professional growth in the proposed assignment
Appropriate training to enable effective planning and educational continuity
Professional certification, previous experience and/or specialized training
Adopted: June 22, 1999
Section CFD SITE OR SCHOOL-BASED MANAGEMENT
The Board believes that school-based management allows for effective decision making and promotes a high degree of motivation. Therefore, the principal shall be responsible for the administration of the educational program in each school building. The principal shall enforce the policies of the Board of Directors and the directives of the Superintendent, and shall have authority to call upon all personnel assigned to the school, both instructional and non-instructional, to achieve these ends.
Adopted: May 27, 1994
March 26, 1996
Section CHCA HANDBOOKS AND DIRECTIVES
In order that pertinent Board policies, District regulations, and school rules and procedures may be known by all staff members and students affected by them, the Superintendent and principals are granted authority to issue staff and student handbooks as found necessary and desirable.
It is essential that the contents of all handbooks conform with Board policies and District regulations. It is also important that all handbooks bearing the name of the District, or one of its schools, be of a quality that reflects credit on the District. Therefore, the Board expects all handbooks to be approved by the Board or Superintendent prior to publication.
Copies of all published handbooks should be made available to the Board for informational purposes.
Adopted: June 16, 1994
Revised: March 26, 1996
Section CHD ADMINISTRATION IN THE ABSENCE OF POLICY
In the absence of Board policy relating to a specific situation, the Superintendent should use professional judgment in arriving at a decision. The Superintendent’s decision should be based upon a sense of what the policy would be if it existed, in the context of the spirit and tenor of existing Board policy.
When appropriate, the Superintendent will recommend at a subsequent Board meeting whether or not a policy should be written to cover similar situations.
Adopted: June 16, 1994
Revised: March 26, 1996
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