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Section C-General School Administration

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CB School Superintendent

The superintendent shall be the chief executive officer of the school system and shall have, under the direction of the Board, general supervision of all of the schools, personnel and various departments of the school system. The superintendent shall be responsible for the management of the schools under Board policies and shall be accountable to the Board.

The superintendent at his discretion may delegate to other school personnel the exercise of any powers and the discharge of any duties imposed by Board policies or by vote of the Board. The delegation of power or duty, however, shall not relieve the superintendent of responsibility for the action taken under such delegation.

 

Adopted July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CBA/CBC  Qualifications and Duties of Superintendent

(Job Description)

TITLE: Superintendent of Schools

QUALIFICATIONS:

1.      Experience in teaching and school administration totaling at least 10 years

2.      A valid superintendent’s license issued by the state of Colorado

3.      Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

REPORTS TO: Board of Education

SUPERVISES: Directly or indirectly all employees of the district.

JOB GOALS: To provide leadership in developing and maintaining the best possible educational programs and services.

PERFORMANCE RESPONSIBILITIES:

1.      Formulates and recommends new and revised policies and regulations for Board adoption and insures that all policies and regulations are adhered to by all district employees.

2.      Coordinates strategic planning for the district including the development and implementation of the district mission statement, goals and action plan.

3.      Develops strategies to evaluate the effectiveness of district programs and plans strategies with the staff and the Board to modify programs that are not moving the district toward its mission statement and goals. Develops and implements with the staff strategies which insure that there is up-to-date K-12 curriculum articulation. Identifies ways and means for staff and community cooperatively to meet student needs. Develops and implements with the staff strategies to provide balanced staff development experiences which are related as much as possible to:

a.      The district’s mission statement, goals and action plan

b.      The building’s goals

c.      The individual’s personal/professional goals

4.      Recommends the employment and evaluation of qualified staff for the district.

5.      Develops and administers the district’s annual budget.

6.      Coordinates strategies to insure the district’s facilities are well maintained.

7.      Develops strategies to insure accurate and timely communication is facilitated within the organization and community.

8.      Insures that reports are prepared and submitted to appropriate state and federal authorities as required by law.

9.      Performs other duties and responsibilities as assigned by the Board of Education.

LEGAL REF:     C. R. S. 22-9-106 (4)

 

Adopted October 14, 1970

Revised October 1989

Revised July 1990

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

 

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CBB  Recruitment of Superintendent

The appointment of a superintendent is a function of the Board. The Board shall conduct an active search to find the person it believes can most effectively translate into action the policies of the Board and the aspirations of the community and the professional staff.

The Board may seek the advice and counsel of interested individuals or of an advisory committee, or it may employ a consultant to assist in the selection. However, final selection shall rest with the Board after a thorough consideration of qualified applicants.

A vote of the majority of Board members present at a Board meeting for which due notice has been given of the intended action shall be required for the appointment of the superintendent.

Search process

When the Board conducts a search for the position, the writing or revising of the job description, requirements for applicants, selection procedures and applicable deadlines shall be adopted at a public meeting.

Records submitted to the district by an applicant for a superintendent position shall remain confidential until the applicant becomes a finalist for the position if so requested in writing by the applicant when submitting the records.

A list of all finalists being considered for the position shall be made public at least 14 days prior to appointing one of the finalists to fill the position. No offer of appointment shall be made prior to this public notice.

When an applicant becomes a finalist, all records submitted by the applicant shall be available for public inspection except that letters of reference or medical, psychological and sociological data shall remain confidential.

An applicant shall become a finalist when he is chosen for an interview or when he still is being considered for the position 21 days prior to the Board’s selection of a person to fill the position, whichever comes first. However if there are six or fewer applicants competing for the position, all shall be considered finalists.

LEGAL REFS:   C.R.S. 22-32-110 (1)(g)

                        C.R.S. 22-44-115 (4)

                        C.R.S. 24-6-402 (3.5)

                        C.R.S. 24-72-202 (1.3)

                        C.R.S. 24-72-204 (3)(a)

 

Current practice codified April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

 

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CBD  Superintendent’s Contract

The superintendence is becoming more demanding as the superintendent's responsibilities become more complex. The Board realizes that it is therefore increasingly important to attract able persons to the superintendence by making the rewards of the position commensurate with its challenges. The Board further realizes that it is increasingly important to free the superintendent from the pressures of groups in the community by ensuring security from the threat of sudden and unjustified dismissal.

The Board, upon the selection of a candidate or upon reappointment of the incumbent superintendent, shall endeavor to secure the dignity of position and the freedom of leadership appropriate to the responsibilities of the superintendent through an explicit contractual agreement. Such contract shall meet the requirements of state law and shall protect the rights of both the Board and the superintendent.

LEGAL REFS:   Constitution of Colorado, Article X, Section 20 (4)(b)

                        C.R.S. 22-9-109

                        C.R.S. 22-32-110 (1)(g)

                        C.R.S. 22-44-115 (4)

                        C.R.S. 22-63-202 (2)

                        C.R.S. 24-72-204 (3)(a)(II)(B)

CROSS REF.:   CFBA*, Evaluation of Evaluators

 

Adopted: July 19, 1977

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

 

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CBE  Superintendent’s Salary, Compensation and Benefits

The superintendent’s salary, additional benefits, vacation entitlement and other leave shall be determined at the time of appointment or reappointment and shall be part of the written contract.

CROSS REF:    CI, Temporary Administrative Arrangements

 

Adopted: July 19, 1977

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

 

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CBF Superintendent’s Ethics

According to the Colorado Revised Statutes 24-18-105, the following ethical principles for superintendents "are intended as guides to conduct and do not constitute violations as such of the public trust of office. . . "

1.      A superintendent "should not acquire or hold an interest in any business or undertaking which there is reason to believe it may be directly and substantially affected to its economic benefit by official action to be taken by an agency over which the superintendent has substantive authority. "

2.      A superintendent "should not, within six months following the termination of office. . . , obtain employment in which direct advantage would be taken, unavailable to others, of matters with which there was direct involvement during the term of [office]. These matters include rules, other than rules of general application, which the superintendent actively helped to formulate and applications, claims or contested cases in the consideration of which the superintendent was an active participant. "

3.      A superintendent "should not perform an official act directly and substantially affecting a business or other undertaking to its economic detriment when the superintendent has a substantial financial interest in a competing firm or undertaking. "

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CBG Superintendent’s Professional Development Opportunities

The Board shall offer the superintendent assistance for professional development. The Board encourages the superintendent to attend educational conferences, seminars, workshops and other professional meetings; to visit other school systems, and to use other means to keep abreast of modern educational thought and practice so that the Board and professional staff will be kept informed of new and promising educational developments.

CROSS REF:    CI, Temporary Administrative Arrangements

 

Adopted July 19, 1977

Revised: April 1997

Adopted: August 4, 1999 (date of manual adoption)

 

 

 

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CBH  Superintendent’s Consulting Activities

The Board expects the superintendent to devote undivided attention and energy to the concerns of the school district. Therefore the superintendent may not be engaged in any other employment nor in long-term consulting assignments unless specified in the contract.

The Board does recognize the superintendent’s obligation to contribute to the profession of school administration and to the cause of public education generally. Therefore the superintendent may undertake occasional consultant work which does not conflict with obligations to the district. Any such task that requires the superintendent’s absence for three or more consecutive days shall have prior Board approval.

 

Adopted July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CBI EVALUATION OF THE SUPERINTENDENT

The Board of Education shall be responsible for the evaluation of the Superintendent through evaluation of the Superintendent, the Board shall strive to accomplish the following:

1.      Clarify for the Superintendent his/her role in the school system as seen by the board.

2.      Clarify for all Board members and the Superintendent the role of the Superintendent in light of his/her job description and the immediate priorities among his abilities as agreed upon by the Board and the Superintendent. response

3.      Develop harmonious working relationships between the Board and the Superintendent.

4.      Provide administrative leadership and establish excellence in the school system.

The Board may periodically develop with the Superintendent a set of performance objectives based on the needs of the school system. The Superintendent's performance shall be reviewed at least annually in accordance with these specified goals listed above. Additional objectives shall be established at intervals agreed upon with the Superintendent. Consideration shall be given alt this time to the Superintendent's self-evaluation.

In carrying out the evaluation process an individual Board member may base his evaluation of the Superintendent on personal perceptions of the Superintendent, on recall of specific information, on review of documents, correspondence, records, test results and other factors which the Board member deems appropriate. The information collected from individual Board members shall be synthesized into a collective Board position, preserving, however, the range of views presented as a basis for discussion with the Superintendent.

Evaluations may, but need not, be considered in various personnel decisions.

Adopted May 18, 1998

 

 

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CBI-E  Evaluation of The Superintendent

The following statements describe an effective assessment of a good Superintendent. Individual Board members are encouraged to go through each section and rate each statement. A score of 4 represents excellence and a score of l represents obvious weakness. NOO represents no opportunity to observe.

Board Relationships

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

1.1

Follows written policies adopted by the Board

 

4

3

2

1

Noo

1.2

Offers well thought out recommendations which include alternatives when appropriate and does not leave the Board hanging with indecision and frustration.

 

4

3

2

1

Noo

1.3

Exhibits respect and trust and endeavors to develop same with the Board of Education.

 

4

3

2

1

Noo

1.4

Is receptive to suggestions for improvement of the school system originating with members of the Board.

 

4

3

2

1

Noo

1.5

Communications are clear, timely, and properly written for the Board and the Community.

 

4

3

2

1

Noo

1.6

Strives to achieve unity among diverse viewpoints.

 

4

3

2

1

Noo

1.7

Defends the Board from unjust criticism.

 

4

3

2

1

Noo

1.8

Recognizes and is considerate of particular interests of Board members.

 

4

3

2

1

Noo

1.9

Encourages Board members to attend professional meetings for increased awareness of educational trends and solutions to educational problems.

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating - Board Relationships

 

Community Relationships

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

2.1

Develops a positive image and rapport with community patrons and business enterprises.

 

 

4

3

2

1

Noo

2.2

Works well with various news media.

 

 

4

3

2

1

Noo

2.3

Expresses thoughts and ideas appropriately for the audience to which he/she is speaking.

 

 

4

3

2

1

Noo

2.4

Has identified the power structure of the community and is aware of special interest groups and their attitudes.

 

 

4

3

2

1

Noo

2.5

Participates actively in community groups and affairs.

 

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating - Community Relationships

Board Meetings

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

3.1

Reviews agenda with Board President if requested prior to meeting.

 

 

4

3

2

1

Noo

3.2

Provides well organized agendas and clear recommendations for the Board to consider.

 

 

4

3

2

1

Noo

3.3

Provides Board materials well in advance of the Board meetings to enable members to read and study prior to decision making.

 

 

4

3

2

1

Noo

3.4

Displays effectiveness in proposing, implementing and reporting evaluation of programs and personnel.

 

 

4

3

2

1

Noo

3.5

Keeps the Board well informed on all issues.

 

 

4

3

2

1

Noo

3.6

Provides adequate information on the hiring of new staff and well documented evidence when recommending dismissal of staff members.

 

 

4

3

2

1

Noo

3.7

Provides accurate and clear reports.

 

 

4

3

2

1

Noo

3.8

Seeks staff input, when appropriate, both in research for decision making and in presentations at Board meetings.

 

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating – Board Meetings

Accreditation and Standards Effort

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

4.1

Understands a quality instructional program and is accountable for staff performance toward that goal.

 

 

4

3

2

1

Noo

4.2

Is directly accountable and recommends those quality programs that the district can realistically afford.

 

 

4

3

2

1

Noo

4.3

Recommends to the Board approaches and program(s) to carry out the goals and objectives of the district.

 

 

4

3

2

1

Noo

4.4

Reflects a willingness to try new approaches or methods for improving student performance.

 

 

4

3

2

1

Noo

4.5

Causes the implementation of evaluation and assessment techniques which show how well the instructional program is meeting the needs of the students based on the goals of the district.

 

 

4

3

2

1

Noo

4.6

Maintains focus of the total needs of the district while providing leadership to the district, including special-interest groups.

 

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating – Accreditation and Standards

Financial Management of the District

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

5.1

Understands the budgetary process and the restrictions imposed by state and federal mandates.

 

 

4

3

2

1

Noo

5.2

Recommends appropriate written policies for board consideration.

 

 

4

3

2

1

Noo

5.3

Displays competency in short-range planning.

 

 

4

3

2

1

Noo

5.4

Displays competency in long-range planning.

 

 

4

3

2

1

Noo

5.5

Shows good judgment in recommending budgetary and bonding increases in line with the financial ability and attitude of the community.

 

 

4

3

2

1

Noo

5.6

Competently oversees investment processes and practices.

 

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating – Financial Management of the District

Personnel Management

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

6.1

Develops a cohesive close working relationship with district administrators.

 

 

4

3

2

1

Noo

6.2

Conducts periodic administrative evaluations that accurately portray district administrators’ strengths and weaknesses.

 

 

4

3

2

1

Noo

6.3

Works closely with district supervisors and provides leadership for accomplishment of district goals.

 

 

4

3

2

1

Noo

6.4

Assists in the establishment of a warm, welcoming atmosphere at the District Administration Office.

 

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating – Personnel Management

Staff and Student Relationships

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

7.1

Seeks to foster high morale and cohesiveness among district employees.

 

 

4

3

2

1

Noo

7.2

Is held in high esteem by students of the district.

 

 

4

3

2

1

Noo

7.3

3 Visits classrooms and buildings on a regular schedule throughout the year.

 

 

4

3

2

1

Noo

7.4

Shows awareness of the concerns of central staff, building principals and teachers.

 

 

4

3

2

1

Noo

7.5

Encourages professional growth and upward mobility within the district.

 

 

4

3

2

1

Noo

7.6

Establishes “open door” policy with open communication in the district.

 

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating – Staff and Student Relationships

Personal Qualities

 

Excellence

Abv. Avg.

Below Avg.

Week

Noo

 

 

 

4

3

2

1

Noo

8.1

Exhibits enthusiasm and promotesunitythrough his/her leadership style.

 

 

4

3

2

1

Noo

8.2

Maintains control of emotions at all times.

 

 

4

3

2

1

Noo

8.3

Demonstrates a sense of humor.

 

 

4

3

2

1

Noo

8.4

Conveys an openness to divergent views.

 

 

4

3

2

1

Noo

8.5

Is a good listener.

 

 

4

3

2

1

Noo

8.6

Demonstrates trust and integrity in relationships with the board, staff and community.

 

 

4

3

2

1

Noo

8.7

Speaks and writes with clarity and brevity.

 

 

4

3

2

1

Noo

8.8

Shows pride in personal appearance and dresses appropriately.

 

 

4

3

2

1

Noo

8.9

Is a good time manager.

 

 

4

3

2

1

Noo

8.10

Requests and uses time and opportunities to maintain professional development by reading, course work, seminars, conferences, workshops, etc. for professional growth and individual improvement.

 

COMMENTS_____________________________________________________ 
________________________________________________________________

 

4

3

2

1

 

 

Overall Rating – Personal Qualities

 

COMMENTS BY EVALUATOR: _______________________________________ 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________

 

COMMENTS BY SUPERINTENDENT: _________________________________ 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________ 
________________________________________________________________

 

                                                                              _____________________________

                                                                              Signature of Evaluator

 

_____________                                                 _____________________________

Date                                                                      Signature of Superintendent

 

 

 

 

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CBI-R       Evaluation of the Superintendent

The criteria for evaluation of the superintendent will be based on the superintendent’s job description and goals developed at the beginning of the school year. Criteria also will include the following performance responsibilities:

1.      Formulates and recommend policies, regulations and revisions for Board approval and, as chief operating officer, is responsible for insuring that all policies and regulations are adhered to be all district employees.

2.      Is responsible for short- and long-range financial planning to most effectively expend available funds.

3.      Reports to the Board the results of all certificated evaluations and recommends plans for improvement.

4.      Is responsible for short- and long-range facility planning for maintenance and construction projections.

5.      Coordinates the efforts of all personnel to work toward the achievement of established goals.

6.      Provides direction to and monitors all BOCES, state and federal programs.

7.      Is responsible for disseminating information about the state of education to the staff, students and public in the district through speeches, news releases, news letters and school-community activities.

Approved February 18, 1986

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CBJ   Superintendent’s Termination of Employment

If at any time in the opinion of a majority of the Board the superintendent’s services are unsatisfactory, the superintendent shall be notified in writing and given an opportunity to correct the conditions. If conditions are not corrected, the superintendent’s employment may be terminated in accordance with the terms of the contract.

If the superintendent's contract is not going to be renewed at its expiration date, written notification should be given to the superintendent at least six months prior to the expiration of the contract.

 

Adopted: July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CE Administrative Councils, Cabinets and Committees

The Board authorizes the superintendent to establish such permanent or temporary councils, cabinets and committees as deemed necessary for proper administration of Board policies and for the improvement of the total educational program.

All councils, cabinets and committees created by the superintendent shall be for the purpose of obtaining to a maximum degree the advice and counsel of administrative and supervisory personnel of the district and to aid in district communication. Functioning in an advisory capacity, such groups may make recommendations for submission to the Board through the superintendent. However, such groups shall exercise no inherent authority. Authority for establishing policy remains with the Board and authority for implementing policy remains with the superintendent.

The membership, composition and responsibilities of administrative councils, cabinets and committees shall be defined by the superintendent and may be changed at the superintendent’s discretion.

Expenses incurred by such groups for consultative services, materials and any investigative travel shall be paid from the general operating funds of the district but only when the expenses are within budgetary allotments and approved by the superintendent in advance.

 

Adopted: 1990

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CF School Building Administration

All building principals shall act as the chief administrative officers of their own buildings and grounds. They shall be responsible for and shall have authority over the actions of the students, professional and support staff members, visitors and persons hired to perform special tasks.

Principals shall also be responsible for achieving the long- and short-range educational objectives of the school district, as those objectives pertain to students and staff in their buildings. As part of the district’s standards-based education program, principals shall also be responsible for development and management of a comprehensive standards-based education program in their buildings and shall rigorously monitor and modify the program to ensure that all students meet or exceed district and state standards.

In the absence of a building principal, the superintendent shall assume all authority and duties of the principal.

LEGAL REFS:   C.R.S. 22-32-109 (1)(jj)

                        C.R.S. 22-32-126 (employment of principals)

                        C.R.S. 22-60.5-301, 306 (licensure reciprocity for out-of-state applicants)

                        C.R.S. 22-63-103 (1.5) (definition of administrator)

                        C.R.S. 22-63-201 (exception to licensure requirement)

 

NOTE: Under C.R.S. 22-63-201, “administrators” (except principals and assistant principals) are no longer required to possess a license. Principals and assistant principals must still be licensed.

 

Revised October 2000

 

 

 

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CFB  Evaluation of Principals

The Board, in keeping with state law, shall institute and maintain a comprehensive program for the evaluation of all administrative personnel.

The purpose of principal evaluations shall be to assist principals in developing and strengthening their professional abilities, improve the instructional program, enhance the implementation of curricular programs, and measure professional growth and development and level of performance of principals. The evaluation system also shall serve as the measurement of satisfactory performance and documentation for dismissal for unsatisfactory performance.

The evaluation process shall provide for:

1.      Cooperative planning of job performance objectives by principal and evaluator.

2.      Evaluation in relation to job description and objective accomplishments.

3.      Means for self evaluation.

The Board shall consult with principals, parents and the advisory school district personnel performance evaluation council when developing the process for evaluation of principals.

The basic requirements of the evaluation system as it pertains to principals shall be:

1.      The Board shall require regular evaluation of all principals by properly certified supervisors who have administrative certification and education and training in evaluation skills which will enable them to make fair, professional and credible evaluations of the personnel whom they are responsible for evaluating.

2.      Evaluations shall be conducted in a fair and friendly manner and shall be based on predetermined written criteria which pertain to the principal's position.

3.      Standards for satisfactory performance of principals and criteria which can be used to determine whether performance meets such standards shall be developed. The district personnel performance evaluation council shall be an active participant in the development of standards of performance.

4.      The system shall identify the various methods which will be used for information collection during the evaluation process such as direct and informal observation. All data on which an evaluation judgment is based will be documented to the extent possible and available for the principal's review.

5.      The evaluation system shall specify the frequency and duration of the evaluation process which shall be on a regular basis to insure the collection of a sufficient amount of data from which reliable conclusions and findings may be drawn.

6.      An evaluation document shall be prepared in writing. The evaluation document shall be specific as to performance strengths and weaknesses, specifically identify when a direct observation was made, identify data sources, and contain a written improvement plan. The written improvement plan shall be specific as to what improvements if any are needed in performance.

The principal concerned shall have an opportunity to review the document with the supervisor who makes the evaluation, and both shall sign it. The evaluation document shall be reviewed by a supervisor of the evaluator whose signature also shall appear on it. If the superintendent is the evaluator, the signature shall be that of the president of the Board of Education.

7.      The system shall contain a process which shall be followed when a principal's performance is deemed unsatisfactory. In accordance with state law, this process shall provide for a notice of deficiencies, a remediation plan and an opportunity to correct the deficiencies.

The school district shall conduct all evaluations so as to observe the legal and constitutional rights of certificated licensed personnel. No informality in any evaluation or in the manner of making or recording any evaluation shall invalidate the evaluation. No minor deviation in the evaluation procedures shall invalidate the process or the evaluation report.

The superintendent shall make regular reports to the Board concerning the outcome of principal evaluations.

Nothing in this policy shall be construed to imply in any manner the establishment of any property rights or expectancy or entitlement to continued employment not explicitly established by statute, Board policy or contract. Neither shall this policy and/or the evaluation system be deemed or construed to establish any conditions prerequisite relative to renewal of contracts, transfer, assignment, dismissal or other employment decisions relating to school personnel.

All employment decisions remain within the sole and continuing discretion of the Board of Education, subject only to the conditions and limitations prescribed by Colorado law.

 

LEGAL REFS:   C.R.S. 22-9-1 01 et seq. (Certificated Personnel Performance Evaluation Act)

                        C.R.S. 22-32-126

                        C.R.S. 22-63-301

                        C.R.S. 22-63-302 (8)

CROSS REFS:  BDFA, District Personnel Performance Evaluation Council

                        CFBA, Evaluation of Evaluators

                        GCQF, Discipline, Suspension and Dismissal of Professional Staff Members

 

Adopted: July 19, 1977

Revised: February 18, 1986

Revised: December, 1997

Approved: April, 1998

 

 

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CFB-R Evaluation of Principals

Frequency and cycle of evaluations before summative report

The formal written evaluation will result from a review of goals established at the beginning of the school year and a series of observations and conferences. Evaluations will be made at least once a year.

Length of instructional observation

Observations of performance will be made throughout the contract year.

Criteria to be used for evaluation

The criteria to be used will be based upon the job descriptions and goals established at the beginning of the school year. Criteria will include the following performance responsibilities:

1.      Suggests, interprets and enforces Board policies and regulations to improve efficiency and supports the educational goals of the district.

2.      Establishes and maintains a program for the professional growth and cooperation of the building staff that encourages creativity and innovation.

3.      In conjunction with the staff and community, develops, maintains, evaluates and refines programs that will enhance student learning and achievement.

4.      Ensures that facilities provide an environment for reasonable health and safety of the occupants.

5.      Follows the established system of personnel selection, assignment, supervision, support and evaluation which encourages growth in staff performance.

6.      Develops and maintains a program of community, staff and student relations that promotes effective communications and participation and that fosters positive human relations and good morale.

7.      Carries out the developed systems of budget planning, record keeping and reporting that are required.

Methods of data collection used in evaluations

A summative evaluation will be based on the superintendent’s observations, conferences and annual goals.

Components of the summative evaluation report

Upon completion of the formative evaluation cycle or goal attainment conferences, the evaluator will prepare a written summative report. The report will be specific to include strengths and weaknesses (areas of reinforcement and refinement). A specific plan for improvement (refinement) to include goals or objectives to be attained, how the goals or objectives will be accomplished and a timeline for attainment will be developed. It will include when observations were made and identify the data sources.

The summative report will be dated and signed by the evaluatee and the evaluator. The evaluatee’s signature, however, does not necessarily constitute agreement with the contents but means the evaluation has been read and understood. If the evaluatee desires, a written statement of rebuttal may be attached to the evaluation report.

A copy of the report, along with any rebuttal statement, will be given to the evaluator’s supervisor for review and signature. This will verify that the evaluation was read and that the process and procedure appear to have been followed. The supervisor’s signature does not mean agreement with the evaluation’s content.

Approved February 18, 1986

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CFBA Evaluation of Evaluators

Provision shall be made for periodic evaluation of evaluators of professional staff to ensure that the total process is being carried out in a fair, professional and credible manner.

All persons who evaluate professional staff members shall possess an administrative certificate issued by the Colorado Department of Education and shall have received education and training in evaluation skills approved by the department. Issuance or renewal of an administrative certificate requires that the applicant has received such approved education and training in evaluation skills.

Evaluation instruments for all professional staff administrators shall include a section dealing with their evaluation skills. The superintendent or designee shall review all evaluations done by professional staff administrators and when necessary shall discuss with them procedure and form.

The superintendent’s evaluation skills shall be part of the evaluation by the Board of Education.

As part of its ongoing review, the district personnel performance evaluation council shall seek evidence that evaluators are implementing the process in a fair, professional and credible manner and shall report its finding and recommendations to the Board of Education.

 

LEGAL REF:     C.R.S. 22-9-106 (4)

CROSS REF:    BDFA, District Personnel Performance Evaluation Council

                        CBI, Evaluation of Superintendent

 

Current practice codified April 1997

Adopted: (Date of manual revision) August, 1999

 

 

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CH Policy Implementation

The superintendent and the administrative staff are responsible for informing personnel of Board and district policies and regulations and for seeing that they are implemented in the spirit intended. All employees have the responsibility to familiarize themselves with Board and district policies and to follow them. Disregard for Board and district policies and regulations may be considered insubordination and/or neglect of duty.

CROSS REF:    GBK, Staff Complaints and Grievances

 

Adopted July 19, 1977

Revised 1990

Adopted: August 4, 1999 (date of manual adoption)

Revised: March, 2007

 

 

 

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CHA         Development of District Policies and Regulations

The Board delegates to the superintendent the responsibility of developing district policies and regulations under which the district will be operated in accordance with Board policy.

In the development of district policies and regulations, the superintendent shall consider the viewpoints of those who will be affected.

The Board itself shall approve district policies and regulations when specific state or federal laws require the Board to do so, or when the superintendent considers such approval desirable.

Adopted July 19, 1977

Revised 1990

Adopted: August 4, 1999 (date of manual adoption)

Revised: March, 2007

 

 

 

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CHB (Also BGD)     Board Review of District Policies and Regulations

The Board of Education reserves the right to review district policies and regulations recommended by the administration, but it shall revise or veto such policies and regulations only when, in the Board’s judgment, they are inconsistent with policies and regulations adopted by the Board. The Board shall be provided with copies of all district policies and regulations recommended by the administration.

Policies and regulations shall be officially approved by the Board when required by state or federal law or requested to do so by the superintendent.

Before issuance, policies and regulations shall be properly titled and coded as appropriate to the policy codification system selected by the Board.

CROSS REF:    BGA, Policy Development System

 

Adopted July 19, 1977

Revised 1990

Adopted: August 4, 1999 (date of manual adoption)

Revised: March, 2007

 

 

 

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CHC   Regulations Dissemination

District wide administrative regulations shall be appropriately coded and included as regulations in the Board's policy manual which shall be available at the administrative offices and in each school building.

The superintendent also shall devise other appropriate means for disseminating particular regulations to the staff members, students and/or members of the public who are affected by them.

 

Adopted 1990

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CHD   Administration in Policy Absence

In cases when action must be taken and the Board has provided no guides in policy for such action, the superintendent shall have the power to act.

The decisions of the superintendent, however, shall be subject to review by the Board at its next regular meeting. It shall be the duty of the superintendent to inform the Board promptly of such action and of the need for policy.

 

Adopted July 19, 1977

Revised 1990

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CI Temporary Administrative Arrangements

In any organization it is important that the responsibility for decision making be clearly delineated. This is particularly true if the superintendent is unavailable. Therefore, the superintendent shall notify the Board president of any professional meetings which would cause the superintendent to be absent from the district for more than two days. In these cases, there should be a clear line of administrative succession which designates both responsibility and authority.

 

Adopted July 19, 1977

Adopted: August 4, 1999 (date of manual adoption)

 

 

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CIB Evaluation of Administrator/Director District Personnel

An evaluation process shall be developed and implemented for Administrative, Director and Supervisory personnel incorporating the criteria set out herein. The process shall accommodate the unique characteristics and diverse job responsibilities for principals, administrators, directors, and personnel assigned to serve district-wide programs. Job descriptions shall be developed for each of these positions and shall serve as the primary criteria for purposes of evaluation. An evaluation instrument shall be developed which serves these positions.

All positions shall be evaluated at least annually. Principals, administrators, and directors shall be evaluated each year by March 15. Personnel assigned to serve district-wide programs shall be evaluated along with teachers.

The purpose of evaluation shall be to assist in enhancing the performance of the employee. Evaluations may, but need not, be considered in various personnel decisions.

 

Adopted May 18, 1998

 

 

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CIB-E  Administrator/Director/District Personnel

Evaluation

Name: _______________________             Position: ______________________

School or Location: ______________             Date: ________________________

_____________________________             _____________________________

Evaluating Supervisor                                               Evaluating Supervisor’s Title

Personal Characteristics

 

 

Outstanding

Unsatisfactory

Inappro-

Priate to

Evaluate

 

 

 

 

 

 

 

 

Demonstrates ability to get along with people

4

3

2

1

_______

 

Manifests good judgment and good sense

4

3

2

1

_______

 

Possesses ability to accept constructive criticism

4

3

2

1

_______

 

Displays vigor, energy and enthusiasm

4

3

2

1

_______

 

Manifests good grooming and pleasant appearance

4

3

2

1

_______

 

Possesses a good sense of humor

4

3

2

1

_______

 

Gets along well with immediate supervisor; gives him/her constructive criticism

4

3

2

1

_______

 

Copes with stress

4

3

2

1

_______

 

Is punctual

4

3

2

1

_______

 

Sets and models expectations

4

3

2

1

_______

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________


Communications Ability

 

 

Outstading

Unsatisfactory

Inappro-

Priate to

Evaluate

 

 

 

 

 

 

 

 

Demonstrates good listening habits that make is possible for staff members to communicate with him/her though they may disagree with his/her point of view

4

3

2

1

_______

 

Communicates with students, community, and/or otheradministrators in an atmosphere of openness as suggested in NO. 1 above.

4

3

2

1

_______

 

Utilizes appropriate lines of communication

4

3

2

1

_______

 

Respects confidences

4

3

2

1

_______

 

Identifies staff problems and provides assistance

4

3

2

1

_______

 

Demonstrates both verbally and non-verbally, genuine respect for people

4

3

2

1

_______

 

Expresses thoughts, ideas and

4

3

2

1

_______

 

Establishes positive atmosphere and promotes high morale

4

3

2

1

_______

 

Promotes positive school/Community relationships

4

3

2

1

_______

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________


Management Ability

 

 

Outstading

Unsatisfactory

Inappro-

Priate to

Evaluate

 

 

 

 

 

 

 

 

Establishes appropriate objectives in his/her job assignments

4

3

2

1

_______

 

Develops and implements rules and procedures

4

3

2

1

_______

 

Is impartial, fair and firm in decision making relating to students and/or staff

4

3

2

1

_______

 

Recognizes alternative solutions to problems

4

3

2

1

_______

 

Carries out instruction from supervisors without distortion

4

3

2

1

_______

 

Handles emergencies responsibility and immediately

4

3

2

1

_______

 

Accepts responsibility for his/her own acts as well as the acts of staff

4

3

2

1

_______

 

Uses and schedules time appropriately

4

3

2

1

_______

 

Plans and utilizes appropriately existing space under his/her control

4

3

2

1

_______

 

Submits reports and records on time

4

3

2

1

_______

 

Submits accurate records and

4

3

2

1

_______

 

Manifests a team spirit and shows interest and concern for the entire system, as well as for a local department

4

3

2

1

_______

 

Evaluates staff appropriately

4

3

2

1

_______

 

Designs workable short and long range plans

4

3

2

1

_______

 

Acts in accordance with Board/Superintendent philosophies

4

3

2

1

_______

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________

 

Curriculum Leadership

 

 

Outstading

Unsatisfactory

Inappro-

Priate to

Evaluate

 

 

 

 

 

 

 

 

Utilizes resource specialists in the matter of curriculum leadership

4

3

2

1

_______

 

Investigates and experiments in curriculum change

4

3

2

1

_______

 

Evaluates teacher performance in implementing curriculum

4

3

2

1

_______

 

Participants in district committees on curriculum improvement

4

3

2

1

_______

 

Demonstrates ability to develop curriculum and/or program

4

3

2

1

_______

 

Demonstrates ability to implement curriculum and/or program

4

3

2

1

_______

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________

 

Finance and Budget

 

 

Outstading

Unsatisfactory

Inappro-

Priate to

Evaluate

 

 

 

 

 

 

 

 

Demonstrates a willingness to live within the budget

4

3

2

1

_______

 

Relates budget to educational needs and values

4

3

2

1

_______

 

Prepares budget requests on time

4

3

2

1

_______

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________

 

Professional Technical

 

 

Outstading

Unsatisfactory

Inappro-

Priate to

Evaluate

 

 

 

 

 

 

 

 

Exhibits up-to-date knowledge

4

3

2

1

_______

 

Avails himself/herself of the opportunities for improvement by attending workshops, graduate school and professional meetings and conferences

4

3

2

1

_______

 

Seeks assistance when necessary

4

3

2

1

_______

 

Adheres to the code of professional ethics

4

3

2

1

_______

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________

 

SUMMARY

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________

 

Comments by evaluator: _____________________________________________

________________________________________________________________

________________________________________________________________

 

 

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