Abstract
Purpose. California has one of the largest most diverse student populations, and the achievement gap is a growing concern. Effective performance evaluations are key for school district superintendents as well as teachers. To date, however, there has been limited research on the annual superintendent performance evaluation in California. The purpose of this study was to identify the purpose, performance criteria, and process tasks selected northern California boards and superintendents use to conduct the annual evaluation of the superintendent's performance. Methodology. A descriptive survey research design was used to gather baseline information about the components of the superintendent's performance evaluation as implemented in northern California school districts. Sixty-one superintendents from selected northern California school districts completed a questionnaire about the specific purposes, criteria, and process tasks used in their annual performance evaluations. Findings. Examination of the data collected from the survey responses indicated that there are a variety of stated purposes, performance criteria, and processes utilized in the annual superintendent performance evaluation among the superintendents surveyed. While there is general agreement on the purposes of the superintendent performance evaluation, criteria do not always represent best practices in superintendent leadership standards, indicators, and responsibilities. Further, the processes used to facilitate the evaluation cycle, including goal development, collaboration with the school board, progress reporting, and summative meeting structures, are inconsistent across districts and superintendents. Conclusions. The survey data show that the purposes, criteria, and process tasks used by superintendents and school boards in conducting the superintendent's annual performance evaluation vary widely in northern California school districts. There is a need for guidelines that promote effective superintendent evaluation, improve performance of the superintendent and the governance team, and result in the highest student achievement. Recommendations. Further research is advised in areas that include the effect of the superintendent performance evaluation purpose, criteria, and processes on the superintendent/board relationship and governance team. More research is needed to determine the application of best practices in comprehensive, formative assessment in leadership to the superintendent performance evaluation. More training for boards and superintendents is needed in establishing consistent, effective, and efficient processes. Comprehensive guidelines from the Association of California School Administrators and the California School Boards Association that include purpose, criteria, and process development in superintendent performance evaluation are recommended.