001Sometimes, board members do not, right? Um so, again, that's an optional part. Uh you can Some choose not to, some choose to just focus on the performance evaluation. Sometimes, based on if they didn't set one at the beginning of the year as they intended and they kind of forgot about it, or if the board didn't have their own goals, it was really hard for them to set superintendent goals, those kinds of things. Um then, you have the third part is the evidence of performance. And I know that Dory gave kind of a self-evaluation, and that evaluation that he gave me, breaking down the different elements of performance standards, and then showing evidence is great. I hope that you all found that really helpful for you. Um I have not seen it you know that clearly
002for a little while, so that was really good. I appreciate it. I I like that. Um it's really helpful for the board, too, to just be able to know what they're looking for to be able to make those ratings. So, excellent. They have those artifacts to support the board's ratings. And And then, the fourth element, um why is that not coming up there? Okay. There we go. The fourth element is a targeted feedback survey. This is also optional like the superintendent goals. Um we recommend that if you do choose to some do some sort of targeted feedback survey, that you want to be intentional about it. Um and we also don't recommend that you do it every year. Um we recommend, you know, every two, I think two three years I think would be helpful.
003I think the contract periods are generally three years, so if you're doing one on the first year and one on the final year of the contract, that's usually helpful. Um there's something that they're concerned sometimes with doing surveys. And if they're not targeted specifically to asking the questions that get to the root of what the performance standards are that you're evaluating, then what can tend to happen is you send these out to people, they don't really know what you're asking for, they they might start getting complaints about anything and everything. And then they might not know that that's not really based on Dory's performance, it might be based on something else. Um so we really recommend not just targeting the questions um to specifically ask uh very simple, you know, get to this point about
004this performance standard. And then if you don't know about that because you haven't had interactions with them, then hey, I I don't know I don't have anything to, you know, contribute to that. It's really helpful for the board to narrow down that kind of information rather than trying to bring in all this different stuff that and then you start to get confusion about like, "Well, is that a board's role or is that really the superintendent?" Or um the other part of our targeted feedback survey that we tend to recommend is that you narrow the performance standards down, too. So you're not overwhelming them with a huge survey that takes forever and they're like, "I don't really know how to answer this." So if you narrow it down to maybe top three of the performance standards,
005then you can shorten the survey and you can make sure that they're only asking on specific areas that you really want to know how the superintendent is doing. Of the eight, let's narrow it down to what, you know, criteria really fits here for the survey. You might be evaluating on all eight, but you're only surveying people about three. Um the other thing is if you want to target the audience as well. You want to target it to an audience that actually would have relevant information and experience of all serving Dory doing these different things. Like committees, um staff, um definitely the superintendent's cabinet, you know, administrative directors, uh teaching and learning, that kind of thing. Um And also community partners. If you have community partner groups that, you know, Dory is heavily involved in um
006and doing work with them in collaborative projects, then you You to make sure that you're bringing somebody from those organizations that's also um contributing their observations of how do I think that board is performing in these areas, these specific performance areas. Um so those are the things we typically ask and we go out and we talk about it with the board and the superintendent and say, "Okay, so what criteria do you want to focus on?" And we have questions developed already to make sure that they're asked specifically for that. And then who would you like to send it to? And you all talk together. Dory, who would be best? Who have you worked with this year like so much that they would have you know great input on their performance in these areas. And then
007you send it to that group rather than sending it to everybody because then people sometimes want to just answer the people that you interviewed and then they start talking about things that aren't necessarily related to what you're observing. >> And thank you for that because I felt like oh why don't we send it to everybody because that makes sense. Yeah. Yeah. Yeah. We even still have some of that feedback in our small one that we sent out and it was like What are they What are they saying? Yeah, when everybody and we only limit the open-ended comments to like Very specific and very long. And then we and we also got the other thing we don't have the board read all those little things. What we do is we bring it together and be like,
008"Okay, it's not just one or two people ranting about this." We bring it all together in a You know combined way where it's just you talk about the themes. Yeah, so that makes sense. Yeah. And it makes it easier for you to decide, "Okay, what's really an issue? What's rising to the top of an issue? What maybe can we think about for next year or see how it kind of maybe maybe because of a big change happened that's probably why we're getting a lot of complaints about it." So does it matter like what platform we use? Because we kind of talked about like SurveyMonkey and I don't know. We use it. And that's all okay to use Yeah, because you can do a lot of things with it for us for us how we use
009it. We set it up with like, you know, anonymous so people feel comfortable. Um the other the other reason is you have to be really careful about who's going to be collecting that data. And so sometimes people are reserved about what they put in if they aren't sure who's going to be collecting the data. Right. That being too. But yeah, we use SurveyMonkey because you can do different settings, you can make sure it's anonymous, and also combine everything into those kind of reports as well. And it's appropriate that we use our HR specialist to collect the data. If if you you all agree that that's appropriate, yeah. I thought it was the best place to Yeah, and then you can reduce to Dory when we were done cuz we felt that some of the info
010might be beneficial for her. Yeah. And so and there was some pink elephant just beneficial and weird comments, that's There was some weird comments. I agree with you this afternoon. Yeah. Well, definitely when you're coming up with that survey you can go into doing it yourself and definitely like review the questions and make sure that, you know, are we asking questions in a really like We liked the questions. The The questions were originally from Dory. She put them together originally. Um and then we would like to kind of refine them a little bit more. Um this sounds weird to say, but dumb down the language. No, it's a Cuz there was a few comments like the standards are really hard for people to understand outside of this. And you can be hard sometimes for us
011who have really dived in with the disease and all that. And so we want it in everyday language. That's what we were looking for. Here's just Here's your options to answer kind of thing. The recommendation is to hire the A-grade people. Mhm. Okay. Yeah. No, that makes sense. Is that the thing? Yeah. And that's why you don't uh recommend to do survey feedback surveys more than every other year or so. Because um you it's difficult sometimes where depending on what you're working on those years. If you have back-to-back and like there's survey fatigue, first of all. And you also have other fatigue other surveys that are typically going on. Sometimes you do culture and climate surveys. You do two, three surveys. So, that's one of the reasons where people start to be like, "What was
012I Why am I doing this?" I don't really You know what I mean? That and also because the data, it gives you a couple years to work on things, too. You can't always improve things in the first year. Um so, you can set goals in that first year, but then you It just allows some time for you to like see some differences and see some trending. So, we don't typically recommend doing it every year, but some people do choose to do so. Mhm. So, do you recommend doing it every year? I don't know what year it is. I would say every other year. Okay. If it was January to May. Yeah. We're doing the student survey, the parent Yeah, the teacher. They do it twice a year, in the Yeah, and that is And for
013the superintendent survey, it should be held in like the end of fall, winter if you want to get the stuff in time for the next Yeah. We have to do the superintendent starting in October, sending it out in November, have the results by December so that you can, you know, Okay. Yeah, we do it by February. Yes. Exactly. And then more people have done it than we have in the past, so. Last time it was more targeted. It was specific groups of people, Indian leaders. We do recommend that. people Um I hope people are going to be blatantly honest. Um and not all the yes people. That's the other reason why I think depending on your particular climate running is going on and stuff like that, too. Sometimes every other year is better than it's
014not happening every year. Player tenders. The more negotiation Which which can skew data. It really can. So, People want to see actions off the surveys, otherwise they just won't fill them out. This is true, yeah. All right. Mhm. I do this every year. It's always the same questions and I never see the change. And that's also the important part about when you're finishing this process, that you're talking about that in the public session. We are saying that, you know, I give my the final like summary of we completed the evaluation based on feedback of the assistant superintendent goals in the following year. So, that people can hear in the public session that, "Okay, what I said made a difference. They're actually doing something about it. They are, you know, It's really good to make sure
015that at the end of the whole process we're saying, 'Okay, we completed this and these are the good things we've learned.'" What you can't share, you know what I mean? Right. But, some things are highly that you can share and then that way people are informed and they know that it's been done. The board's doing their work. Um this is what we feel as far as Dory's work and specific areas that we're going to focus on this year. And then you're setting up the criteria, the timeline for the next year cycle. You're also saying, "Okay, we the goals we're establishing for this year, we're going to still look at these same performance standards." But, everybody's informed and everyone knows what you're doing and they're transparent. And what you're saying like with what you can't share,
016like staffing stuff you can't share, right? working towards something. You know that that's I And same thing for Dory. There's some things that, you know, if there's areas that only talk about that it's not necessarily performance, but it's very specific, then that's kept in the, you know, executive session. That's what we talk about. Um and then the final part is that public evaluation service. So, you have your meeting, you talk about the board's um feedback, your individual feedback and ratings, you talk about the survey results that you had on that year. You have the self-evaluation that Dory probably already presented. You have all this material so that you can sit down and get Okay, do we all agree on this rating? Do you give a three? Do you give a three? Do you give a
017three? Do we all agree? Is it a three? You know? And you kind of come up with that and then what are the strengths and what are the areas of work that we'd all like to see? And then put together so it's one board. Everybody has their opportunity to kind of share and then you have one document that you present to Dory and say, "Okay, this is your evaluation." And then give Dory time too to ask clarifying questions with the board in the room. Um be like, "I don't understand why why this is in here. Could you please tell me a little bit more about that? How this is in here? Why you want to do it this way?" Have these conversations. Then, when that's done, and maybe you need to make some changes after
018you have that conversation, the final document that's going to go in your your file. Um then that's when you let her sit for a week or two with that and you're like, "Okay, do you think that maybe this is better?" When that's done, then you have a work session to talk about the superintendent goals. In next year's cycle. All right. So really we just kind of talked about that timeline. Um if you want to talk about timeline, if you're trying to be done by March 15th, then you're going to have that adopted evaluation process and tool right after that. You're going to talk about next year's right after that. Um so you're looking at April, May, you want to be starting to talk about what evaluation process, what tools, are we going to do a
019survey? Are we going to have superintendent goals? Um when are we going to have check-ins? How many are we going to have? Have those conversations with the whole superintendent area. Oh, we can do that online in a board meeting? Yeah. Okay. Yep. In a public meeting, you have that conversation amongst all of you and you then you you decide when check-ins are going to be and you come up with a timeline. Okay, this is when we expect that we're going to have a check-in. This is when we're going to have the survey if we're having it. This is when we're going to have the um evaluation presented to us. This is the meeting that we're going to come together in executive session and we're going to talk through it. This is when board member individual
020feedback is due. So that everybody knows when their part needs to be done. Um you set that in April, May, you know, before the new school year starts. And then also because you just finished in March with that evaluation, that's going to inform that setting of goals. So between April, May, you know, getting into June, you want to have those things established before the new school year starts. I say April, May because June's really end of year, graduation, all those things. So, it's a good timing. And then so then you set up those quarterly evaluation check-ins. Some people say quarterly is too much. Um so, if you're not going to do quarterly, at least have like a mid-year point where you kind of come in and you're like, "Okay, give us a half of the
021year self-evaluation always that that elements and give us some feedback." That is Some people incorporate it into strategic goals on their agenda. They say, "Hey, when you If this is a goal that we've set or this is something that we're asking of you, when you present that to the board, you give information about it. We know, hey, this is a bridge superintendent goal number one." Um that kind of thing. So, that people when you're hearing about it and you're learning the data and you're reading about it, um that you can make that association. And you can also say, "Okay, yeah, we had that at this meeting. I'm going to go back and I'm going to evaluate it, too." Um and then if you are going to do a targeted feedback survey, as I said, you
022want to try and start thinking about getting that started, get the questions ready, practice and send that out in October, November. Um have everything at least back by January. Sometimes people go on a break, you know, for people to fill things out. Um but you want to at least have that December, January so that you can start in January and February and have the conversations. Um and then you'll be able to give your formal self-evaluation before that March 15th 13th deadline. 15th deadline changed again. Um I'm sure you're very familiar with the standard state standards. I don't know that we necessarily go over them again, but I do have that in here. I'm going to be giving you all the slides and all of these things so you can have something to refer back to,
023just have those. It's also in the workbook in a little bit more detail. Um it's just really important that you remember while you're looking at these different performance standards, that you're not rating tasks, you're rating the performance across those areas. And that's one of the reasons why I developed this, and hopefully it's very tiny, but you'll be able to see this later. Um so I kind of wanted to break down it says in there that four is accomplished, three is effective, two is developing, one is ineffective. You know, what does that look like in practice? And what evidence typically shows what that looks like in practice. And then I also added what questions can the board ask in order to make sure and make that decision as to whether you want to go to three
024or to four. And if you have these kind of conversations and ask these questions as you're having that um review of the survey data and you're looking at their self-evaluation and the evidence that you have received. Um because really like if you think about it, boards should be using um ratings for like patterns of evidence, uh consistency over time, and also the impact, not just isolated examples. Um you really want to be looking over time throughout the whole year. Um so like a rating of three is not average, it really means a superintendent is meeting expectations consistently, and that it's solid and effective performance. But if you're going to move that up to a four, then a four should really be used when there's that clear consistent evidence of impact beyond your expectations, and not
025just strong effort or activity. So you you want to kind of ask these questions, you want to look at the evidence and see if that um if you're really making the best choice as far as ratings go. I know sometimes it's hard, maybe people are like, I don't know the difference between three and four. I don't know the difference between two and three. So I hope that that kind of helps uh a little bit more than the few sentences that are in the workbook. Um that you might be able to look at as we um we go to the next one. This would be nice to print. I was going to say Um, I I can put it into um a document instead of just on the slide. That'll be a lot easier. So, yeah.
026We did have lots of questions about Many do. Well, I definitely feel like we focused a little more on some things. We focused a little bit on specific tasks versus an overall um >> Yep. or overall the computation And that tends to be what happens today. Yeah. Because it's hard to do otherwise. Um, so looking at um what you guys did provide what feedback you have in this round that we did. It looks like the actual data for recent evaluation mostly effective, number three. And so that means that, you know, there the evidence is showing that the systems are in place. Um, we have this care team, the data use partnership, there's strong alignment to the priorities. But there's still ongoing development of course. It's not fully embedded yet. So, that seems appropriate for some
027of those ratings in those areas. Um, it's exactly what effective should look like. The systems are in place, they're moving forward, but some areas still developing towards a deeper impact. Um, so looking at this rubric, what I'd like you to think about is not only what your rating currently for this year, but maybe think about what would need to happen or need to be true and or for this standard to elevate to four next year. And that really helps you to kind of think about what direction you can give in the superintendent goals and stuff like that. Be like, "Okay, we really want to move this from three to four in this area cuz this is really important to us. So, what would need to be true and what would need to happen here and
028shared? What would you need to be doing in order to elevate that?" And that's really the kind of feedback we're looking for. It's great to say where you're at, but how How I get better? Because we're always striving for the best, right? Well, I appreciate that level of focus cuz I just thought it is so broad and it's really valuable to hear from the board where do you want me to refocus my efforts? Yes. For that improvement piece or what do you see or hear as needs for improvement in the district with our student achievement, you know, all of that as a focus area. And then a couple of goals within that focus area right now is what I'm hearing you say. >> Yeah, that's exactly what I'm saying. I'm saying that you want to
029really bring the focus and be clear and and set reasonable, you know, smart goals. Things that can be measured, things that can be achieved within this amount of time because, you know, strategic plans are 5 years. So, you got to break that down. We're getting here, but we can't do that in 1 year. We've given ourselves 5 years. We need to give us some time, too. Um so, yeah, that just really, I think if you're considering um what, you know, you're setting this up for tenants for next year, if you're asking this question, then you're kind of saying, "Okay, what would I want to see that moves us to the next level? What would make you unique for this area next year?" Those are the things you want to be thinking about to give direction
030for next year. I don't know why that's blank. Oh, yeah, now I know why it's blank cuz it's an animation that I didn't put in properly. So, I wanted to talk briefly about the difference between district goals and superintendent goals because often this is an area that board would like, "I don't know the difference." Sometimes they take district goals and they expect the superintendent to meet those district goals in a year and that's not what we're looking at. So, superintendent goals are optional, but they are highly valuable. They're developed collaboratively in that open session, like I said, you focus on areas of growth that were identified during this last evaluation. Um they're not the same as district goals, which are visionary and they're tied to the strategic plan or continuous improvement plan. Um, the goals
031for superintendent goals, you want them to support the superintendent's continued development and also that they may align with district goals, so they're all working in the same direction, but they're really distinct and they're performance based. Um, so it's best to set them after that evaluation concludes. Um, sometimes it's helpful, you know, to have a facilitator kind of talk about those goal settings. Sometimes we do offer that service, but you you want to take some time and you want to make sure that you're well established with Okay, this is our long-term strategic goal. This is the board's goal for this year. Um, this is what the superintendent has come to us and we've discussed about superintendent's goal. How do they align? Does everything align? Start asking those questions. Does everything kind of move in the same
032direction? Um, so yeah, district goals equal system direction and superintendent goals equal performance focused. And that's really um, should come from the evaluation results. And I don't know why the rest of this is doing here. I always said I didn't do very good with this today. So, any questions on that distinction or I think the distinction there You said the superintendent goals were performance focused and district goals were The districts are visionary and they're directional and they're based on your strategic plan or continuous improvement plan. So, your long-term goals. Okay. You're making a assumption, but do you remember when we went to ASCD? I think it was one of the sessions with the superintendent of ASCD that he said we were like at the time I had six or seven years working with Sutor. And
033I think a percentage or a a couple of superintendent goals were directly connected to the annual goals or the strategic plan presentation. We may think specifically mention the superintendent goals. I thought that was interesting. Um how it was connected to the uh district's our strategic plan written in our pillars. And you know, my I like basically a goal within each of those three pillars. Mhm. So, and one of them being to pass them on. You know, that was important. And I just did some of the similar work with another who just did their strategic plan with another district. So, what they did is we did this whole exercise. We took a few hours during a work session and we talked about what the goals were. And then they hadn't even set their board goals based
034on the strategic plan. So, we said, "Okay, what are your board goals? What are the things you want to see that we're going to be working towards these different pillars? What could be potentially superintendent goals based on what you just did?" And then what they did is they kind of looked at like, "Oh, let's circle this. This This is the same thing as kind of over here. Okay, maybe we should all be working in the same direction." So, they just kind of made sure that they were all aligned. They weren't necessarily the same thing and in the same areas, but sometimes they do connect onto pillars because it makes it easy for everyone to be like, "Okay, you're already reporting on the strategic plan process." Um but we need to just need to be distinct
035about like what's going to be used during the evaluation is different than, you know, what the board is working towards. Okay? What's the timeline? When When do boards typically set their goals? It It varies. Okay. It depends on when they conclude their original strategic plan work. Sometimes um if they do a self-assessment, if they have those plans, sometimes they'll set those goals after that. Um definitely I I think more often I see them in the July August area during retreats. Um so, we have the summertime to have these like long work sessions where everyone kind of talks about, "What are we going to do for this year?" That's generally what I see on the agenda. Once you get that like major organizational July meeting, all those, you know, logistics done, then you can kind of
036sit back and talk about, "Okay, before the students come into the building, what are we going to do? What's our focus this year?" And if you haven't But sometimes if you haven't set superintendent goals before, sometimes you might want to do that work at the same time. So like when you get to talking about next year's timeline, criteria, tools, and you want to set superintendent goals, that would be evaluation cycle. Sometimes they do it before we talk first about like what are our priorities for this year. Based on our strategic plan and our goals. So they can be done anytime in July. I would say anytime between the end of the evaluation and the beginning of the new school year in July or August. Okay. Um and finally, I just want to touch on um
037that idea of why confidentiality matters, why we allow these discussions to happen, some of them to happen, not the great deal of the timeline and setting cycle and things like that, but those actual discussions with the superintendent's um evaluation and their performance, you know, they're held in executive session. I mean, there are some superintendents who ask for it to be public. Um so they have to be given the opportunity that, "Hey, this is coming up. Would you like it to be in public?" Um within 24 hours' notice, they need to at least do that. Um but really the reason why we have these in uh executive session is just to kind of protect that superintendent relationship with the rest of, you know, their staff and, you know, um the community as well. So it's it's
038really it's a discussion that happens between the supervisor and employee. And the board is the supervisor and the employee is the employee. So um you just want to make sure that you're really being really good about that and that know, going home and talking everything. And I know that we all know what this is, but there's a really strong reason to build that trust and to make sure that Lori feels protected when we're having these conversations that can be difficult sometimes if it is an area that you know, you really want to keep private. I'm not saying that you know, that's necessarily true, but when it does happen, if there is something that happens, then you want to be able to have that safe space where you're protecting each other as well. So, just protects
039the trust and dignity. If breaking confidentiality will damage relationships and sometimes it's irreparable. And as you said, we are focused on having a long-term, you know, leadership consistency. So, we want to make sure we're It's the same reason we have our board secretary not in those meetings. They're like Yeah. We used to. Mhm. And I just felt for Lori, she didn't ask him to. We We asked. And And Jen's never done anything wrong as board secretary. But, we just felt it was better to do it just with Lori. And you know a lot of work from being in that position. I was board secretary for a year and I was completely honest. Like, it is the most awkward thing Because you can't You can't unhear things. And those things that you just like, I shouldn't
040know that about this. Yeah, and I just look at how connected our little school is with all of each other. I mean, spouses and all the things. I just I don't want to burden her with information. Why open up problems if you don't have to? And I don't think Jen ever would, but I'm just saying I just If we don't need to As long as somebody can take over, you know, on the board and take over the things that need to be done and need to be documented, then I'm fine. Yeah. And I think it's better. Yeah, especially yeah. And that's good. As you said, the small towns is difficult for some people. There's I mean, sometimes there could be complications, you know what I mean? So I think the thought didn't cross my mind
041until our board secretary became the mayor of the city. Oh, not the current one, the last one. And I was just going to kind of talk about, you know, why this breaks where breaks down and what risks because we kind of have talked about that. So, I I'm comfortable with that. So, I wanted to talk to you really quickly about a couple of upcoming opportunities because we did just talk about this. And actually, this preparation for tonight is really going to help me because on April 20th, I'm giving a an executive evaluation webinar for OSBA, so that will be recorded. I'll probably be covering a lot of the things that we talked about here. But sometimes it's nice to be on the webinar and listen to other questions that come up and other ideas that
042come up. So, if you want to come here with me, it's available, um but also maybe ask some questions and bring some of the conversation up from today into that discussion. You're welcome to do so. Um there should be I think there already was some newsletters and stuff that went out with the registration link and stuff like that. I also want to make sure that you're aware of our upcoming summer board conference. It's no longer going to be summer board conference. We're breaking it up and we'll be on the road this year. We're going to Redmond and Eugene. I ideally I think we should summer board and try and get some into Portland. So, if you're able to attend either one of these sessions, it will be a one-day session similar to what we did
043last year. We'll cover all the summer board. Um but I just want to make sure you're aware of that. And then we'll also, of course, have our annual meeting in Portland. So, before we close, I just want you to think about next steps regarding the superintendent evaluation and maybe talk about what is one thing that you want to strengthen in your evaluation process. Based on what you said. I'm taking goals. Mhm. Going into goals would be good. Superintendent Yes, superintendent goals. Dory's personality would probably appreciate that. Just knowing how you are. Yeah, I know. Okay. Yeah, you have work sessions specifically for superintendent goals and board goals. And the board goals were mentioned too. Good. Okay. Um where could there be more clarity or structure to your process? Do you think? The timeline. Yeah, the
044timeline. Yeah. I think also I would love your I would love to bring that up again because I think that would be helpful in the future just cuz I know we are all of us were new to it this year. Yeah, just like how we wanted to You know, I was surprised at how we all interpreted the performance standards differently. So, like like there's they're very To me, they seem very much like they overlap a ton. They all and it and I almost used Dory's feedback from her self-evaluation to go, "Okay, this is how she's viewing it." Trying to model it. And and you know, like we could have you know, someone could give a four and someone could give a two and then it just gets balanced out if we interpret them differently. Like
045they almost seem like they need to be condensed a little bit. Okay. Um and I'm going to kind of try and include some of these things in like the summary I'm going to give from all three sessions so that we can have these kinds of things that you wanted to talk about. Um that's just how we worded it as well. Well, and I wonder would it be appropriate to have a work session with Dory to go over the standards and kind of fine-tune them so they're more specific to us? So that we all agree what we're looking at. Yeah. I think that be part of that conversation. I think that would be part of the criteria conversation when we have the next year cycle and everyone's on the same page looking at the subject graduation
046and kind of what we were looking at and then talking about what we need to do now moving forward without getting into details, but like this is what I see as falling in this category. Yeah. I like that idea. And then also marrying that with the with the same type of evaluation. So when you came up with the standards and the rubric all together, you collectively come up with that. Yeah. And it could go in our binders and be our shared one. Okay. Um okay, so you mentioned needing clarity on your timelines. Um do you do you currently have quarterly check-ins? Do you have kind of a mid-year like like one of those check-ins like okay, look before we're halfway through, do we need to adjust? Like we set that this is the goal, but
047this is what we're seeing. Do we need to adjust before the end of the year? Do you have a time for that where you're kind of presenting that in mind? Just things to consider. It may not work for you, but if you're doing the quarterly check-in, Yeah, I have quarterly check-ins and automatically enough. Even every once in a while I have one that there's not really much going on. Yeah. But we do them. Okay. And consistently, yes. Yes. I have found the timeline challenging. Okay. Because coming from the education side of being a teacher and a director, my evaluation was always June and I start over in July. To wrap my brain around okay, I just did my evaluation. Now I've got to start the cycle over, but I'm trying to close out the school
048year and July is my time. Uh I come in and it's quiet. I can work on things, I can really focus. Um so I just don't really struggle with that. It's hard for me to get to goals until I really get to do. But I can accomplish some rapid ones, especially Titan or new teacher plan. But I think you can do goals in summer and do that. Yeah, you actually need to decide to do that. Yeah, I have goals usually like a couple of years. Cuz then that would make sense with the new year goals. No, so usually when we're talking about superintendent goals Yeah. they're one year, one cycle. One cycle. So when you have this evaluation, you take the the feedback from this evaluation, the areas of growth, and the things you want
049to concentrate on. You talk about what you would focus on for the next year cycle before we get back to it. And so really the reason why we say set it around that time is because you can start to implement some of those things before the end of the school year. But you're also bringing in because then by the time you get to December, like there's a whole January, February, March that you're not going to have any data, you're not going to have anything before the next evaluation. So really if you set them now, you are kind of overlapping two school years. Yeah. And consider that when you're making those goals, that it may be, you know, you might not be able to fully focus on this one until later, but maybe I can start
050to implement some things now that would carry over into the next year. Mhm. We said you know, one or two, but definitely no more than three. Maybe we start with just one. I agree. That would be good. I agree. I agree. I think I can get our legs under Yeah. She can focus. I think if it's a really strong focus, I I think that's the best way to go. Um and yeah, and just making sure too that if there's any um like alignment, just making sure that everything aligns with those and what you're working on as a district that you might want to develop in the next cycle. So I think work sessions kind of have those conversations. The best next step. So, any other questions or reflections before we close out? I think the
051most interesting thing for me, I think it's not everyone in the room when we did our last executive session, was coming out of it and realizing the self-reflection piece. We need to actually do this part better. I in all the evaluations I've sat through before, we've never sat down and made a list of things like, "Oh, we need a work session on that so that we can support Dory better." So, I really I don't know where that came from, but it felt it felt great to sit there and go, "Oh, no, we have to do better here, here, and here in order for her to do better there." And we acknowledge that within it, and so They love to hear that. And that's kind of something we talked about earlier, those tools for collaboration that
052board self-assessment. Sometimes, before you can evaluate, talk about what it is to What are we doing right now? And that's why we have the board standards, the district standards of like, "Okay, maybe we can work work on this year on on community engagement." Do you know what I mean? Like, that's where we really want to grow this year. So, maybe, based on our our evaluations, there might be a goal that kind of interconnects with what you want to do and, you know, where you want to focus for that year and passing the light. Yep, for sure. I have a question for the superintendent. I'm just going to ask if you could give an example of like a district goal versus a superintendent goal. And then I know on the spot, it might bring it like
053Yeah, I actually do have some in my notes, but Um Let me close that. One second. I Hopefully, I can find it really quickly. Okay, just bring it over there. I can't see it from there. Um so, one of our district goals is create a culture where students feel safe and welcome. That's a five-year strategic plan goal. Another one is increase the number of students who are on grade level. Um another one is improve our facilities. We have a couple of them in facilities and successful students and invested in connectivity. Um within invested students, build pride in our community. Oh, and invested employees. Um build pride in our community and our facilities so that Sheridan School District is a great place to send your students. Build community support through transparency, communication, and engagement. Mhm. So,
054if we're going to have a five-year goal of build community support through transparency, communication, and engagement. I might word my half a goal around community engagement, and then I might have a goal around transparency. And there's a whole bunch I can tell you coming down about budget transparency that can make your head spin. So, I Is that on the right track? You know, I can't see it counselor. Um I I'll give you another example. So, a district goal, what it might look like is 100% on-time graduation for all students. A superintendent goal might be develop and implement district-wide early intervention system to improve on on-time graduation rates across all student groups. A board goal might be ensure that the district budget priorities and the accountability measures are aligned to support that on-time graduation. So, you
055see how they all kind of talk about the same thing, but they're different focuses as far as you know, what that strategic plan will support each other. Yes. And then there's another one like academic success for all. That's your strategic priority. And your district goal for that strategic priority is to increase proficiency and close achievement gaps. So, the superintendent's goal might be to implement a district-wide literacy assessment program plan. The board goal might be to monitor academic progress quarterly and align the budget decisions with that. Is that Mhm. I would I would agree with that. Yeah, I was going to say I know where you're going. It would be great to have all of them >> All right. And then the No, cuz if so then the superintendent goal this will come out of the
056evaluation or no? Yes. The superintendent goal will come out of the evaluation feedback that you give them the areas that they want to improve on or work on for the next year. But also align with what you want to work That's why I know I I know. But if you have a problem with her then Dory kind of instructs based on what she knows she can Yeah. control, right? Like cuz we don't want to pick something that has 10 different avenues and that's going to >> important for the board to have your goals established first because then she can say here's my feedback. I know this is a priority and this is a goal of the district this year so I'm going to make sure that my goal you know, aligns with that. Okay. But
057also addresses the performance I think that's why I'm hearing two different things. The superintendent goal may be focused on the evaluation. An area of like one of the standards to improve and and a superintendent goal may be connected to the board goal. So yours is performance based. You you want to talk about what your performance is and that's what your goal is based on, okay? The board's is directional based. So your goal is a direction. Yours is performance based. What you're going to do and how you're going to perform in order to make sure that you're aligned with what their primary goals are. So I'm like the the So it's not a goal that okay, this is what a board would look like. We would really like you to get to this area. No, but
058though that but having those conversations and asking those questions could help to develop that goal based on what they want. You know what I mean? Yeah. Okay, so I And Yes. I'll give you the okay but this is why I said you have to have that next to you guys. Then I can kind of give you an activity that you know I also did and that might be you know private too. I'll try and give you as much as I can. Yeah, I think the main thing is that we all just agree so that way we're not make sure that we all understand each other so that you're not shooting at something that we don't we don't get so like there's kind of like said it so school or you know organization rules that say
059to follow the town works for us. Yeah, when you're talking about alignment like the goals are everything like you're working on different things but you want to make sure that you're working on different things moving in the right direction. I'll give you as much as I can. And if you know if you know if you need some help too we do that a lot too where we kind of help through and work through those activities to get there. Yeah, it'll start for sure. Yeah. All right, and I think that that is everything. I'm trying to get back to my screen and it's not letting me go back there but anyway there we go. Um since we've done all three of these together we'd love to hear your feedback if this was beneficial to you if
060there's anything that we can improve there's more information or things that we can add we'd love to hear your feedback. We're always trying to improve. This four government essentials you guys it was great breaking it up. Normally we do this in three hours in one night. Honestly this was the best because you can actually have this conversation about these different areas so I hope you liked it. I really liked it this way. Um it's not typically what we get to do because we don't always get to get close to our members. I I initially was thinking that this would have been so much more better to do at the beginning of our session prior to the but I think the fact that we the the evaluation and all of its weirdness for for all of
061us new people members was so fresh in my mind that having it all feels actually really nice. I think it's going to help us in our evaluation. Yeah. It was actually in my head this is great and it's really good because of this fact that you were saying earlier but actually come together and figure out some things that we need in work sessions on. Mhm. Yeah. It felt good. It actually just happened to Oh good. Everyone here conversation is good. Well, thank you all. It's been a pleasure and I hope you got a lot of information. I will be forwarding everything you learned and all of the stuff that I have and all of the notes that I talked to you about. If you have something I'll get you as many materials but if I
062don't send something or I've forgotten to send something, please just let me know. Um and if there's something else that you come up with as you're going through the process and you have your work sessions, you know, we might have something that's already been developed that we can shoot over to you that we just sent to you about. So, always keep in contact and let me know what you're working on and I can help you. Okay? Thank you. All right. Well, it's 7:11 and that's the end of our work session. Woohoo.