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Board Policies

Policy 12

Role of the Superintendent

Background

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

Specific Areas of Responsibility:

  1. Educational Leadership
    • Provide leadership in all matters relating to education in the Division.
    • Ensure students in the Division have the opportunity to meet the standards of education set by the Minister.
    • Implement education policies established by the Minister and the Board.
    • Ensure that the schools are conducted in accordance with the School Act, the regulations and the policies of the Board.
  2. Fiscal Responsibility
    • Ensure the fiscal management of the Division by the Secretary-Treasurer is in accordance with the terms or conditions of any funding received by the Board under the School Act or any other applicable Act or regulation.
    • Ensure the Division operates in a fiscally responsible manner, including adherence to generally accepted accounting procedures.
    • Ensure insurance coverage is in place to adequately protect assets, indemnify liabilities and provide for reasonable risk management.
  3. Recruitment, Selection and Personnel Management
    The Board believes that the recruitment and selection of Division staff is a shared responsibility between the Board and the Superintendent. The Board, in the case of the Superintendent’s position, and the Superintendent in all other instances, will assume the sole responsibility for initiating the advertising process. The Board believes a strong leadership and administrative team is essential to the effective and efficient operation of the school system. Therefore the Board directs the Superintendent to hire the best candidate available for the position. The Superintendent shall retain the authority to make the final decision for all below positions except the Secretary Treasurer (Policy 2, Section 116 School Act).
      • Have overall authority and responsibility for all personnel-related issues, save and except: the development of mandates for collective bargaining and those personnel matters precluded by Board policy, legislation or collective agreements.
      • Monitor and improve the performance of all staff.
      • Delegate appropriate responsibilities, duties, and powers to other appointed administrative and supervisory officials.
      • Ensure the opportunity for Board involvement on all interview committees for the following positions:
  1. Superintendent/CEO

(a) The Board has sole authority to recruit and select individuals for the position of Superintendent/CEO.

(b) The Board will develop an ideal Candidate Profile as part of the recruitment process.

(c) The Board, at its discretion, may include other persons on the interview team in nonvoting capacity.

  1. Deputy Superintendent, Associate Superintendent and Secretary Treasurer

(a) The Superintendent is responsible for developing an Ideal Candidate Profile for the Associate Superintendent and Secretary Treasurer positions; however, the Board will provide input into the development of the profile. The Superintendent may also invite stakeholders at the school level for their input into the development of the profile.

(b) The Superintendent will have authority over all other aspects of the recruitment and selection process for these positions.

  1. Principals

(a) The Superintendent is responsible for developing an ideal Candidate Profile for the position of Principal; however, the Board may provide input into the development of the profile. The  Superintendent may also invite stakeholders at the school level for their input into the development of the profile.

(b) The Superintendent will form an interview team which shall consist of the local trustee(s) and may include other individuals that the Superintendent may wish.

(c) The Superintendent will make the final selection, in consultation with other members of the interview committee.

  1. Other Division office and School Based Positions

(a) The Superintendent may invite stakeholders for their input into position selection.

(b) The Superintendent has final authority to appoint all staff.

    • Ensure effective evaluation and supervisory processes are developed and implemented to provide for growth and accountability.
  1. Policy/Administrative Procedures
    • Provide leadership in the implementation of Board policies.
    • Develop and keep current an administrative procedures manual that is consistent with Board policy and provincial legislation, regulations, policies and procedures.
    • Implement Board policy as detailed in Policy 10.
  1. Superintendent / Board Relations
    • Establish and maintain positive professional working relations with the Board.
    • Respect and honor the Board’s role and responsibilities, and facilitate the implementation of the Board’s roles and responsibilities as defined in Board policy.
    • Provide the information which the Board requires to perform its role including regular accountability reporting.
    • Effectively communicate Board direction to staff and the public.
  1. Three-Year Education Planning and Reporting
    • Lead the Three-Year Education Planning process including the development of Division goals, budget, facilities and transportation plans and implement plans as approved.
    • Involve the Board appropriately (Board approval of process and timelines, opportunity for Board establishment of strategic priorities and key results early in the process, final Board approval).
    • Report at least annually on results achieved.
    • Develop the Annual Education Results Report for approval of the Board.
  1. Organizational Management
    • Demonstrate effective organizational skills resulting in Division compliance with all legal, Ministerial and Board mandates and timelines.
    • Report to the Minister with respect to matters identified in and required by the School Act.
  1. Communications and Community Relations
    • Take appropriate actions to ensure open, transparent, positive external and internal communications are developed and maintained.
    • Inform the Board of matters that may impact schools/communities.
    • Monitor and improve the level of satisfaction parents have with the services provided and the responsiveness of the Division.
    • Perform a public relations function for the Division and maintain effective and productive school-community relationships.
  1. Student Welfare
    • Ensure that each student is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.
    • Ensure the safety and welfare of students while participating in school programs or while being transported to or from school programs on transportation provided by the Division.
    • Ensure the facilities adequately accommodate Division students.
    • Act as, or designate, the attendance officer for the Division.
  1. Leadership Practices
    • Practice leadership in a manner that is viewed positively and has the support of those with whom the Superintendent works most directly in carrying out the directives of the Board and the Minister.

Revised: May 17, 2016, September 2015, November 29, 2012, March 29, 2008

Reference: Section 14, 113, 114, 115, School Act

References

Policy 12 - Appendix A

Superintendent Evaluation Process, Criteria and Timelines September 2015

Evaluation Process

Features of the CEO evaluation process are as follows:

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

It is the responsibility of the Superintendent to provide evidence that each quality indicator has been met during the evaluation period. This evidence portfolio must be provided to the Board at least one week in advance of the evaluation workshop, which will involve the Board, the Superintendent and an external facilitator. The Superintendent will only be absent from the room for the period when the Board constructs the conclusion section. The evidence examined will be in the form of an internal report, external report or direct Board observations. The Board will review the indicated evidence and will determine whether, or to what extent, the quality indicators have been achieved. The corporate Board will supplement the evidence contained in the evidence portfolio (internal and external reports) with agreed-upon direct Board observations. For example, this would be most evident in the section Board/Superintendent Relations.

During the evaluation workshop, a written evaluation report will be facilitated which will document:

  • the evaluation process,
  • evaluation context,
  • assessments relative to each of the criteria noted in Appendix A,
  • an examination of progress made relative to any growth goals or redirections identified in the previous year’s evaluation,
  • identification of any growth goals if deemed appropriate, and
  • a conclusions section followed by appropriate signatures and dates.

The assessments contained in the evaluation report shall reflect the corporate Board position. This report shall be approved by Board motion. A signed copy shall be provided to the Superintendent, and a second signed copy shall be placed in the Superintendent’s personnel file held by the Division.

Timelines for Evaluations

The time frame for the first evaluation will be August 1, 2015 - October 31, 2016, and the evaluation report shall be approved by the Board no later than November 30, 2016. In subsequent years the time frame shall be from November 1 to October 31, with the evaluation report approved prior to November 30.

The School Act (114.2) requires a minimum renewal notification period of no less than six months. The current Superintendent contract of employment leaves renewal to the discretion of the Board. This decision, according to the School Act, must be made no later than January 31, 2020. The current contract requires an annual evaluation.

Criteria for Evaluations

The criteria for evaluations shall be those set out in Appendix B, the Performance Assessment Guide and shall include any growth goals provided by the Board in its written evaluation report(s). Such growth goals may be areas requiring remediation or actions which must be taken to address trends, issues, or external realities.

 

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

 

Policy 12 - Appendix B

Performance Assessment Guide

 

Role Expectation:

Educational Leadership

Superintendent Evaluation Evidence

Quality Indicators

1.1 Provide leadership in all matters relating to education in the Division.

1.2 Ensure students in the Division have the opportunity to meet the standards of education set by the Minister.

1.3 Implement education policies established by the Minister and the Board.

1.4 Ensure that the schools are conducted in accordance with the School Act, the regulations and the policies of the Board.

  • Internal Reports
  • External Reports
  • Direct Board Observations
  • Conducts an analysis of student success and ensures school principals develop action plans to address concerns.
  • Identifies trends and issues related to student achievement to inform the Three-Year Planning process, including recommendations for means to improve measurable student achievement.
  • Ensures there is measurable improved student achievement over time.
  • Meets Alberta Education’s expectations re: AERR format, process and content.
  • Meets all timelines with provision for appropriate Board input relative to the AERR.
  • Ensures the Division’s academic results are published.

Role Expectation:

Fiscal Responsibility

Superintendent Evaluation Evidence

Quality Indicators

2.1 Ensure the fiscal management of the Division by the Secretary-Treasurer is in accordance with the terms or conditions of any funding received by the Board under the School Act or any other applicable Act or regulation.

2.2 Ensure the Division operates in a fiscally responsible manner, including adherence to generally accepted accounting procedures.

2.3 Ensure insurance coverage is in place to adequately protect assets, indemnify liabilities and provide for reasonable risk management.

  • Internal Reports
  • External Reports
  • Auditor’s Report
  • Auditor’s Management Letter
  • Ensures the Board is informed immediately regarding pending litigation.
  • Ensures school-based funds are expended as per approved budgets.
  • Ensures the Board is informed annually about incurred liabilities.
  • Ensures school-generated funds are appropriately accounted for at each site.
  • Ensures generally accepted accounting practices are being followed.
  • Ensures adequate internal financial controls exist and are being followed.
  • Ensures all collective agreements and contracts are being administered and interpreted so staff and contracted personnel are being paid appropriately and appropriate deductions are being made.

Role Expectation:

Personnel Management

Superintendent Evaluation Evidence

Quality Indicators

3.1 Have overall authority and responsibility for all personnel-related issues, save and except: the development of mandates for collective bargaining and those personnel matters precluded by Board policy, legislation or collective agreements.

3.2 Monitor and improve the performance of all staff.

3.3 Delegate appropriate responsibilities, duties, and powers to other appointed administrative and supervisory officials.

3.4 Ensure the opportunity for Board involvement on all interview committees for the following positions:

3.4.1Superintendent / CEO

3.4.2 Deputy Superintendent, Associate Superintendent and Secretary Treasurer

3.4.3 Principals

3.4.4 Other Division office and School Based Positions

The Superintendent shall retain the authority to make the final decision for all above positions except the Superintendent and Secretary Treasurer (Policy 2, Section 116 School Act).

3.5 Ensure effective evaluation and supervisory processes are developed and implemented to provide for growth and accountability.

  • Internal Reports
  • Direct Board Observations
  • Develops and effectively implements quality recruitment, orientation, staff development, disciplinary, evaluation and supervisory processes.
  • Models commitment to personal and professional growth.
  • Fosters high standards of instruction and professional improvement.
  • Provides for training of administrators and the development of leadership capacity within the Division.
  • Follows Board personnel policies.
  • Models high ethical standards of conduct.

Role Expectation:

Policy/Administrative Procedures

Superintendent Evaluation Evidence

Quality Indicators

4.1 Provide leadership in the implementation of Board policies.

4.2 Develop and keep current an administrative procedures manual that is consistent with Board policy and provincial legislation, regulations, policies and procedures.

4.3 Implement Board policy as detailed in Policy 10.

  • Internal Reports
  • Direct Board Observations
  • Appropriately involves individuals and groups in the administrative procedure development process.
  • Takes leadership in bringing policies to the Board for review.
  • Demonstrates a knowledge of and respect for the role of the Board in policy processes as detailed in Policy 10.

 

Role Expectation:

Superintendent / Board Relations

Superintendent Evaluation Evidence

Quality Indicators

5.1 Establish and maintain positive professional working relations with the Board.

5.2 Respect and honor the Board’s role and responsibilities, and facilitate the implementation of the Board’s roles and responsibilities as defined in Board policy.

5.3 Provide the information which the Board requires to perform its role including regular accountability reporting.

5.4 Effectively communicate Board direction to staff and the public.

  • Internal Reports
  • Ensures Board agendas and the Superintendent’s reports are prepared and distributed to trustees in sufficient time to allow for appropriate trustee preparation for the meeting.
  • Keeps the Board informed about Division operations.
  • Provides the Board with balanced, sufficient, concise information and clear recommendations for action items in agendas.
  • Interacts with the Board in an open, honest, pro-active and professional manner.
  • Provides support to the Board re: advocacy efforts on behalf of the school Division.
  • Ensures high-quality management services are provided to the Board.
  • Provides the Board with correspondence directed to the Board or trustees.
  • Implements Board directions with integrity in a timely fashion.

Role Expectation:

Three-Year Education Planning and Reporting

Superintendent Evaluation Evidence

Quality Indicators

6.1 Lead the Three-Year Education Planning process including the development of Division goals, budget, facilities and transportation plans and implement plans as approved.

6.2 Involve the Board appropriately (Board approval of process and timelines, opportunity for Board establishment of strategic priorities and key results early in the process, final Board approval).

6.3 Report at least annually on results achieved.

6.4 Develop the Annual Education Results Report for approval of the Board.

  • Internal Reports
  • External Reports
  • Transition Plan
  • Three Year Education Plan
  • Direct Board Observations
  • Ensures facility project budgets and construction schedules are followed or timely variance reports are provided to the Board.
  • Ensures transportation services are provided with due consideration for efficiency, safety and length of ride.
  • Develops short- and long-range plans to meet the needs of the Division and provide for continuous improvement.
  • Ensures “key results” identified by the Board are achieved.
  • Ensures the budget and Three-Year Plan are developed according to a timeline which ensures the Board’s ability to provide direction, revise priorities and is approved within Alberta Education deadlines.

Role Expectation:

Organizational Management

Superintendent Evaluation Evidence

Quality Indicators

7.1 Demonstrate effective organizational skills resulting in Division compliance with all legal, Ministerial and Board mandates and timelines.

7.2 Report to the Minister with respect to matters identified in and required by the School Act.

  • Internal Reports
  • External Reports
  • Letter from Alberta Education Manager
  • Direct Board Observations
  • Ensures Division compliance with all Alberta Education requirements.

Role Expectation:

Communications and Community Relations

Superintendent Evaluation Evidence

Quality Indicators

8.1 Take appropriate actions to ensure open, transparent, positive external and internal communications are developed and maintained.

8.2 Inform the Board of matters that may impact schools/communities.

8.3 Monitor and improve the level of satisfaction parents have with the services provided and the responsiveness of the Division.

8.4 Perform a public relations function for the Division and maintain effective and productive school-community relationships.

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

Role Expectation:

Student Welfare

Superintendent Evaluation Evidence

Quality Indicators

9.1 Ensure that each student is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.

9.2 Ensure the safety and welfare of students while participating in school programs or while being transported to or from school programs on transportation provided by the Division.

9.3 Ensure the facilities adequately accommodate Division students.

9.4 Act as, or designate, the attendance officer for the Division.

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

Role Expectation:

Leadership Practices

Superintendent Evaluation Evidence

Quality Indicators

10.1 Practice leadership in a manner that is viewed positively and has the support of those with whom the Superintendent works most directly in carrying out the directives of the Board and the Minister.

External Reports

  • Provides clear direction.
  • Provides effective educational leadership.
  • Establishes and maintains positive, professional working relationships with staff.
  • Unites people toward common goals.
  • Demonstrates a high commitment to the needs of students.
  • Has a well-established value system based on integrity.
  • Empowers others.
  • Effectively solves problems.





Policy 12 - Appendix C

Interview Guide

CEO Leadership Practices

Perceptions of Principals and Superintendent “Direct Reports”

  1. What evidence can you cite to support or refute the following:
    1. the Superintendent provides clear direction?
    2. the Superintendent provides effective educational leadership?
    3. the Superintendent establishes and maintains positive, professional working relationships with staff?
    4. the Superintendent unites people toward common goals?
    5. the Superintendent demonstrates a high commitment to the needs of students?
    6. the Superintendent has a well-established value system based on integrity?
    7. the Superintendent empowers others?
    8. the Superintendent effectively solves problems?
  2. What does the Superintendent do, if anything, that helps you do your job?
  3. What does the Superintendent do, if anything, that makes doing your job more difficult?

Note: Leadership practice interviews will be conducted as follows:

2015-16 (October 2016) all principals and all members of the senior leadership team

2016-17 (October 2017) Superintendent will submit evidence for evaluation according to the performance assessment guide and shall include any growth goals provided by the board in its written evaluations. Leadership practice interviews will not be conducted.

2017-18 (October 2018) Superintendent will submit evidence for evaluation according to the performance assessment guide and shall include any growth goals provided by the board in its written evaluations. Leadership practice interviews will not be conducted.

2018-19 (October 2019) all principals and all members of the senior leadership team.

In subsequent years the above cycle will be repeated.

The interviews will be individual telephone interviews with verbatim comments and a summary report provided to the Board and Superintendent at least one week prior to the evaluation workshop.