Padalino Evaluation

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2014
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Board of Education Evaluation
of the Superintendent
New York State Council of School Superintendents
7 Elk Street, Third Floor
(P) 518.449.1063 (F) 518.426.2229
www.nyscoss.org

Board Member Worksheet

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latte4ett|ea
The boards evaluation of the superintendent is one of its most important functions. Its also mandated
by law (8 NYCRR 100.2(o)(2) requires an evaluation on an annual basis). The evaluation is the
instrument through which the board judges the superintendent, how (s)he is performing, whether its
goals for the district are being achieved and what needs to be done if they are not. The evaluation often
forms the foundation for remuneration changes in the future. As importantly, past evaluations are
something the superintendent may rely on both internally and externally as evidence of excellent
performance should board goals or compositions change dramatically.

Despite this importance, many districts have evaluation processes that are afterthoughts, insubstantial
or mere compliance exercises. At best, these are an opportunity lost, at worst, they can jeopardize the
superintendent.

A strong evaluation format can:
Focus the district on goals and priorities;
Lead to transparent measures of performance and reasonable targets to meet;
Surface tensions or issues;
Serve as a record of strong performance over time;
Clarify areas where the board-superintendent relationship can be improved.

A weak evaluation format can:
Overweight management considerations at the expense of broad, ambitious goals;
Serve as a platform to magnify the minority opinions of single board members;
Devolve into ad hoc expressions of a recent frustration;
Fail to record a superintendents successes for future reference.

Given the importance and consequences, what keeps superintendents and boards from adopting
excellent evaluations?
They take time to plan the best evaluations start with goals and measures determined and
developed at the beginning of the year;
They narrow focus which sometimes worries board members that they cant raise any new
concerns later;
They are by their nature evaluative which makes superintendents wary of elaborate exercises
that lengthen the list of ways to fail;
CEO evaluation is unfamiliar territory even the savviest board member rarely has training or
experience evaluating high-level leaders of large, complex organizations.

THE COUNCILS Model Superintendent Evaluation helps boards and superintendents to develop
thoughtful, constructive evaluations that advance district goals and keep the leadership team healthy. It
is by no means the only model, just a suggestion.

lmp|emeatot|ea

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THE COUNCILS Model Superintendent Evaluation aims to serve as a basis to steer conversations with
boards of education to perform their evaluation role effectively and in a way that can be directly linked to
student achievement.

The Model was built on a common set of leadership requirements that typically appear in
superintendent evaluations and ties them to the professional standards established by the American
Association of School Administrators (AASA) developed jointly with the National School Boards
Association (NSBA).

The superintendents goals should always be as they are here - a major focus of the annual
performance evaluation. The goals should be mutually developed by the superintendent and the board
of education and should be realistic for the superintendent and the staff to achieve. THE COUNCIL
suggests a maximum of five goals.

In addition to these goals, the eight standards developed by AASA and NSBA describe the fundamental
job requirements which should be addressed by superintendents during the evaluation process. For
each professional standard, AASA has identified suggested performance indicators which describe
evidence of attainment of the standard. These standards are an integral part of the process the
superintendent uses to achieve personal and organizational goals.

The evaluation is also a tool for the superintendent to create and maintain a solid leadership team with
the board members. A well designed evaluation process is the number one factor in building and
sustaining a board-superintendent relationship.

The evaluation process gives the board governance team and the superintendent an opportunity to reach
detailed agreement on the leadership targets for the upcoming year. The boards assessment of the
current year performance will also bring to the surface issues that may need serious attention by the
superintendent in the upcoming year. Expand the evaluation process to open up a dialogue to deal
openly with issues and form a cohesive relationship.

I0ll"ob|||ty
There are three basic parts to a superintendents evaluation:

(1) a description of the job duties, or goals to be achieved by the superintendent,
(2) a subjective analysis, or opinion as to how well the superintendent met the standards and goals, and
(3) a final rating of good, excellent, satisfactory, etc.

Each section of the evaluation is subject to different levels of disclosure under the Freedom of
Information Law (FOIL).


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ett|ea I0ll-ob|e? kot|eao|e
(1) a description of the job duties, or
goals to be achieved by the
superintendent
YES Disclosure of goals has been deemed to be a
permissible rather than an unwarranted
invasion of a superintendents personal privacy,
because goals are relevant to the performance of
the official duties which relate to the position of
the superintendent, and not to the individual.
1

(2) a subjective analysis, or opinion as
to how well the superintendent has
met the standards and goals
NO The second component, which involves a
reviewers subjective opinion can be withheld, as
an unwarranted invasion of personal privacy,
and on the grounds that a subjective comment
constitutes an opinion concerning performance.
(3) a final rating of good,
excellent, satisfactory, etc.
YES The final summative rating of the
superintendent can also be disclosed because it
constitutes a final agency determination which
makes the final rating available pursuant to a
FOIL request. Remember, if a superintendents
salary increase, or merit pay is based on
performance, the evaluation is subject to FOIL.

Therefore, individual scores from individual board members are not final agency determinations and
are therefore not subject to FOIL. By contrast, any summative number or summative comments approved
by the entire board would constitute a final agency determination, they are subject to FOIL.

As you review the attached, do not be put off by the size of this document. There is a great deal of white
space dedicated for writing. THE COUNCIL purposely created this document as one which could be readily
adopted by a district with few changes. In doing that we dedicated space for writing comments, goals, etc.
as described. Whether a districts final evaluative instrument is as lengthy as this ends up being a district
specific decision. Consider this format and determine what will work best for you.

In addition, THE COUNCIL has available several other sample evaluations (available upon request in Adobe
PDF format) ranging in size and complexity from 2 to 15 pages.

For more information, please contact Michele V. Handzel, General Counsel, New York State Council of
School Superintendents at (518) 449-1063, or by email: Michele@nyscoss.org

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See generally Ops. NYS Committee on Open Government 8126 (1994), 8664 (1995), 8763 (1995). Available at:
http://www.dos.state.ny.us/coog/foil_listing/findex.html

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lasttett|eas

1. Attached are forms to be completed by each individual board member rating the superintendents
Goals and each of the eight Performance Standards. Each board member should rate all Goals and
Performance standards. Once each board member completes an individual evaluation of the
superintendent, the board president should tally the results and present the evaluation to the
superintendent. (N.B. The board should speak in one voice to minimize the effect of a sole rating
that is not consistent with the majority of the votes cast).

2. Each Performance Standard has performance indicators listed below it. These performance
indicators suggest objective measures to consider when choosing overall rating selected for that
Performance Standard. Do not rate each performance indicator separately. The only rating is for
the overall Performance Standard, and for each of the Superintendents Goals.

3. Comments supporting your rating will be helpful in providing back-up during the board discussion
to prepare a summary evaluation form.

4. The individual board members forms should be returned to the board chair or designated board
member for compilation.


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Iott 1: epet|atea4eat's 0eo|s

These goals reflect a shared decision and commitment by the superintendent-board team to pursue
actions and resources for continued improvement of the school districts operations and outcomes. The
following materials reflect the goals agreed to by the superintendent and board at the beginning of the
year.

For each goal, individual Board members will rate the performance of the superintendent on meeting the
goal and make comments supporting the rating.

The overall average for the Superintendents Goals was: 3.3

The overage average rating for the Performance Standards was: 3.5


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1. Curriculum Goal
A. Effective implementation of Common Core Learning Standards
Adopt CCLS (curricular modules)
Direct resources to appropriately implement CCLS
Provide PD that will ensure all teachers can implement CCLS
Observe and evaluate principals on basis of implementation of CCLS

B. Oversee the effective implementation of RTI and new LRE SWD programs

C. Oversee the effective implementation of the 9
th
Grade Scholars Academy at
Kingston High School

0eo| IetIetmoate kot|ag_(C|tt|ej

4 EXCEEDING STANDARDS
3 MEETING STANDARDS
2 WORKING TOWARD STANDARDS
1 NOT MEETING STANDARDS

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

1a 2 6 1
1b 2 6 1
1c 4 4 1

Consensus Rating: 1a __3.1___ 1b __3.1___ 1c __3.3___

Cemmeats:

1. In progress
2. I believe the CCLS has been adopted and implemented according to State standards. The
required resources are available. I believe all teachers are able to implement the CCLS. Goals
B&C are meeting the required standards. The 9
th
Grade Scholars Academy are on target.
3. Exceeded in C, but not CCLS and RTI

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4. A. The poor roll out of CCLS by the state, the myths surrounding high stake testing and
teaching evaluations has made this goal more difficult to accomplish. However, in spite of, this
was a 3. 4B. (4) 4C (4)
5. I dont know that CCLS has been appropriately implemented, so I cant say that steps toward that
have met standards. I dont believe that RTI is yet effectively implemented. Everything I have
heard is that Scholars Academy is a success. Year end results are not yet available.
6. This has been a tough year and I think we have done the best we could, given the circumstances.
That said, I think there is a lot more to be done with adopting common core and providing PD.
Still lots of holes in special ed. I know we are working on this. RTI is off to a good start still
work to be done to make it an effective process and to lessen the cumbersomeness of it. 9
th
grade
academy seems to be going well.
7. 1.A.
Common Core Learning Standards were implemented in KCSD this year. Resources were
directed to aid in this implementation and related professional development opportunities were
provided. Principals were observed and evaluated on the basis of the implementation of CCLS in
their buildings. Curriculum modules were adapted for this district as they were rolled out.
Twenty-six curriculum writing projects were posted last month and have begun to draft course
curricula for the 2014-2015 school year.

1.B.
Although the board did hear much about the implementation of RTI, that was not the case with
the co-taught special education/regular education classes at the elementary level. I would like to
see more data on the impact this change has had on student achievement for both segments of
each co-taught classroom population.
Anecdotal input from faculty, parents and students would also help to keep the board apprised of
the effectiveness of implementation in this area.

1.C.
The effective implementation of the 9
th
Grade Scholars Academy should be celebrated! Kudos
all the way around! The climate at KHS has improved, attendance for ninth graders initially
improved and then leveled off but the number of ninth graders who have two or more subject
failures has been reduced. This, too, should be celebrated.


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2. Facilities Goal
A. Develop a meaningful and comprehensive public relations campaign to promote
2
nd
Century Capital Plan for KHS

B. Continue scheduled maintenance and renewal program for all district facilities

C. Develop a plan for the Warehouse

0eo| IetIetmoate kot|ag (C|tt|ej

3 MEETING STANDARDS

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

2a 6 3
2b 6 3
2c 4 4 1

Consensus Rating: 2a __3.7___ 2b __3.7___ 2c __3.3___

Cemmeats:

1. No backup plan for warehouse/need to brainstorm long term solutions
2. All 3 goals are met. These goals are carried out in an excellent manner. I believe campaign for
the 2
nd
Century Plan is the vehicle that keeps the public informed about its progress. The
warehouse is a long range plan, as such I believe the warehouse has to be reviewed on an ongoing
basis.
3. The goal of developing a PR campaign has been met. The 2
nd
Century Plan was presented to the
Board after the previous years evaluation. There was a several month delay in giving the board
enrollment projections on which the project was based, and the board hasnt been given accurate
information about how the plan meets the capacity needs of the district.
4. Very exciting work in this area!
5. Kudos for excellent work on facilities goal. Exceeding expectation
6. 2.A. A comprehensive public relations campaign to inform the public about the KHS 2
nd
Century
Project was developed and executed. Dr. Padalino worked tirelessly to get the projected
renovations plan out to the voting public. He spent long hours at public forums and on tours of
the high school with interested voters.

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Together with our communications specialist, Kate Heidecker, a website was created brimming
with information (schematics, cost estimates, scope of renovations for each building on campus,
photos of current conditions and excerpts from the Boards annual building inspection reports
were all included). Also included was an interactive tax impact calculator so that each household
could calculate the impact a referendum would have on their individual school taxes. Three
separate informational fliers were mailed out to members of the voting public. Every school
received a large poster depicting conceptual sketches of the proposed campus and members of the
board and administrative staff helped to answer questions at Back to School Nights district-wide.
Dr. Padalino also made himself available for media interviews. The referendum on December 10
passed and work has commenced in earnest. Well done.

2.B.
Dr. Padalino has worked very closely with the board and the district Business Operations Office
and the Director of Buildings and Grounds to utilize available capital reserves, maximized by
state aid to continually renew district facilities. He has also allocated more monies for ongoing
maintenance in the last two budgets.

2.C.
A referendum was passed on May 20 to extend the lease on our current Warehouse facility. This
is not necessarily seen by the board as a permanent solution to district warehouse needs and a
long range plan should be developed.

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3. Budget Goal

Develop a fiscally sound budget for 2014-2015
Work with the Audit and Finance Committee in the creation of the 2014-2015 School Budget
Provide Board of Education and Community with 3-5 year financial projections, updated
regularly

0eo| IetIetmoate kot|ag_(C|tt|ej

3 MEETING STANDARDS

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

6 2 1

Consensus Rating: _3.6___

Cemmeats:

1. Still a three year projection is possible to create as a helping tool.
2. I dont feel he Board or A&F Committee had much input into the budget. This is the fault of
the board as well.
3. Agree with need for greater A&F and full BOE involvement
4. I am happy that our budget was passed. The Superintendent works well with the A&F
Committee. I think the Superintendent does provide both, the Board and Community with
financial information. He does an excellent job.
5. Came into the process late.
6. 3. A. Dr. Padalino has worked with school business officials to develop three consecutive
budgets that have come in at or below the tax levy limit. The budgets have preserved student
programming and this years budget had no staff layoffs. Public forums to discuss the budget
development have been held but poorly attended. 3.B.Although it is hard to predict just how
much state aid will come through when the governors budget is finalized, certain expenses are
predictable and the superintendent and the board should work together to develop a responsible
long-range plan (3-5 year) budget projection for the district. Each board member should be
familiar with district budget priorities. Ongoing conversations about budget development are
needed.


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4. Student Achievement Goal

2010 cohort graduation rate will increase by
5% All Students
10% Black Students
8% Economically Disadvantaged Students


3 MEETING STANDARDS

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

2 5 1
(1-N/A)

Consensus Rating: __2.1___
Cemmeats:

1. Even without the data available I think still works for higher standard and help higher
graduation rates.
2. I cant remember what we decided to do about goals that cannot yet be evaluated
3. I dont know what the numbers are
4. Lack of data
5. I am not sure if we have sufficient information to come to a conclusion. More data is needed
at this time. I dont think we are meeting this goal.
6. Not specifically/directly the responsibility of the Superintendent. Takes a team effort.
7. It is premature to rate this goal as this years data is not all in yet. Last year, the district made
significant gains so it is fair to say that progress is being made towards meeting this standard
but I believe the district is closer to realizing this goal than last year as efforts have continued
in earnest. I am inclined to give this goal a 2.5 because 2 does not recognize the progress
made to date.


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5. Transitions/Redistricting Goal
Ensure the academic and social progress of the students in newly merged elementary schools and
reconfigured middle schools


3 MEETING STANDARDS

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

1 3


Cemmeats:
1. I think in this field we all deserve kudos.
2. I think this was a good first year. Overall, the transitions went well and the students and most
staff) have settled in. Moving forward, I would like us to pay attention to electives (business
classes, foreign language for 5&6) and differentiation of instruction
3. I dont think the standard includes a completely successful transition after 1 year.
4. Mergers were much more successful than Meagher/JFK year #1. Middle school needs review,
which has been acknowledged
5. For the most part, this goal is being met. We must, however, continue to monitor this area.
6. How are we able to measure social progress?
7. The superintendent and his designees have provided a variety of supports to insure the academic
and social progress of students in newly merged elementary schools and the reconfigured middle
schools. Literacy and instructional coaches have been hired, a consultant was employed trough
CASDA to review the schedules at the secondary schools (middle and high) and look for
efficiencies we might realize.

After an initial bumpy roll-out of a standards-based report card, new committees that included
parents and teachers were formed to review and revise the original. Parent workshops were
provided to assist parents in dealing with the Common Core
Learning Standards in the elementary and middle schools. Over two dozen curriculum writing
projects were posted in April. The administrative structure was revised to provide more support
in the schools (directors and assistant directors). Although not everyone in the public has been
happy with every decision made by the superintendent, his focus has always been on providing
the best education possible for the students of the district.

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Iott 2: IetIetmoate toa4ot4s

Each Board member will evaluate the superintendent on each of the eight performance standards. These
evaluations should be based on the superintendents performance in achieving goals and also the
superintendents overall leadership of the school district. Please note the superintendents reference to
these performance standards in his/her self-evaluation of superintendents goals.

Each Performance Standard has performance indicators listed below it. These performance indicators
suggest objective measures to consider when choosing the overall level selected for that Performance
Standard. Do not rate each performance indicator separately. The only rating is for the overall
Performance Standard. Comments supporting your rating will be helpful in providing back-up during
the board discussion to prepare a summary evaluation form.


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toa4ot4 1: leo4etsb|p oa4 0|stt|tt Ce|tete

This standard stresses the superintendents performance in leadership through empowering
others, visioning, helping shape school culture and climate and understanding multi-cultural
and ethnic differences. Other titles that fit within this standard include: Educational Direction
and Leadership

Performance Indicators:
(Do not rate individual indicators. These are listed only to help you in thinking about the standard.)

Standard 1 Leadership and District Culture
1.1 Facilitate a community process to develop and implement a shared vision that focuses on
improving student achievement
1.2 Promote academic rigor that focuses on learning and excellence for schools
1.3 Create and support a community of learners that empowers others to reach high levels of
performance to achieve the schools vision
1.4 Promote understanding and celebrating school/community cultures
1.5 Promote and expect a school based climate of tolerance, acceptance and civility
1.6 Develop, implement, promote and monitor continuous improvement processes
1.7 Develop administrative procedures for implementing Board policy and enforcing all policies,
laws, rules and regulations
1.8 Participate actively in the development of a management team
1.9 Assume responsibility for own professional growth and development, for keeping current with
literature and new research findings and for attending appropriate professional meetings at the
local, state and national level

The Superintendents performance for this standard is: (Circle)

3 MEETING STANDARDS

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

7 2


Cemmeats:
1. I think that progress has been made in most of these areas.

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2. Dr. Padalino is a great leader and administrator. He has been, and still is at the helm of quite
a few projects this year.
3. Dr. Padalino has accomplished a lot in his time here.
4. Dr. Padalino has been in the vanguard in the Mid-Hudson Valley when it comes to visioning.
In two and a half years he has closed four elementary schools, consolidated the populations of
those schools, reconfigured the middle schools, and changed the middle school schedule to
provide more opportunities for students. He has utilized existing capital reserves to address
needed repairs and replacements at the facilities remaining open and has brought in a
referendum vote to renovate our 100 year old high school. He has kept an open line of
communication with many of our community partners opening the way for a satellite campus
of UCCC at the former Sophie Finn Elementary School and he has continued to work with Dr.
Katt to create a pathway to an Associates Degree earned in four years in conjunction with a
high school diploma for our future graduating seniors. In addition, he has worked with Dr.
Khoury, the BOCES superintendent, and our other grant partners to bring a P-Tech High
School to the Carnegie Building for the fall of 2014.

He serves as chair for the Diversity Cadre and has rigorously supported the high school
principal in his efforts to identify students at risk of failing to graduate and provide supports to
help them earn a diploma with their cohort.

He has, in short, set the course for the district to seek continuous improvement.


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toa4ot4 2: Ie||ty oa4 0evetaoate

This standard involves working with the board to formulate internal and external district policy, defining
mutual expectations of performance with the board and demonstrating good school governance to staff,
students and the community at large.

___________________________________________________________

2.1 Understand and articulate the system of public school governance and differentiate between
policy making and administrative roles
2.2 Establish procedures for superintendent/board interpersonal and working relationships
2.3 Attend Board meetings and participate in regular and special meetings of the Board and executive
meetings of the Board
2.4 Prepare the Board agenda, in coordination with the Board President, which sets forth all known
items of business to be conducted at the next Board meeting
2.5 Advises the Board on the need for new and/or revised policies and sees that all policies of the
Board are implemented
2.6 Acts on own discretion if any action is necessary on any matter not covered by Board policy and
reports such action to the Board as soon as practicable
2.7 Understand and interpret the role of federal, state and regional governments, policies, and politics
and their relationships to local districts and schools
2.8 Use legal counsel in governance and procedures to avoid civil and criminal liabilities

The Superintendents performance for this standard is: (Circle One)
4 Exceeding Standards
3 Meeting Standards
2 Working Toward Standards
1 Not Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards
5 3 1

Comments:

1. Particularly 2.8 seems to have improved.
2. The Board and Crown St. work well together. The working relationship covers all areas.
3. Inform lawyer about grievances @ Step 1
4. The superintendent has worked very closely with this board. Agendas for board meetings are
regularly prepared with the president and vice president of the board and Dr. Padalino often
also attends the boards standing committee meetings.

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toa4ot4 1: Cemmea|tot|eas oa4 Cemmea|ty ke|ot|eas

This standard emphasizes the skills necessary to establish effective two-way communications not only
with students, staff and parents, but the community as a whole including beneficial relationships with the
media. It also stresses responding to community feedback and building community support for the
district.

___________________________________________________________

3.1 Board Communications:
a. Inform the Board with timely communications
b. Respond to concerns and needs of the entire Board and individual members
c. Deals fairly with all Board members
d. Keep the Board informed on issues, needs and operation of the school system by
providing required reports to the Board, as well as other reports and presentations which
will be beneficial to the Board in carrying out its responsibilities
e. Seeks and accepts constructive criticism of his/her work

_____________________________________________________________
3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards
4 4 1


Comments:

1. Mostly some things we learn of too late maybe a function (not sure of this word, feel free to
correct me) of a large district
2. Does a marvelous job
3. Needs to work on internal communications, or the perception of lack of internal communication
4. Work on interpersonal relationships
5. I have not received information that I have properly requested in a timely manner. I have not
received replies to emails and have had phone calls not returned. Some of the information the
board has received has been incorrect.
6. Some lapses in communication with Board and public

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3.2 Community Relations:
a. Keep the public informed about educational practices, trends, policies and problems in the
districts school
b. Represent the district in its dealings with other school systems, institutions, agencies,
community organizations, and the general public
c. Develop formal and informal techniques to gain external perceptions of district
d. Demonstrate effective communication skills (written, verbal and non-verbal
contexts, formal and informal settings, large and small group and one-on-one
environments)
e. Promote involvement of all stakeholders to fully participate in the process of schooling by
soliciting and giving attention to concerns and opinions of groups and individuals
f. Establish effective school/community relations, school/business partnerships and public
service
g. Understand the role of media in shaping and forming opinions as well as develop a
cooperative relationship with the media

____________________________________________________________

3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards
6 3


Comments:

1. Good job with this overall definitely much better than it had been and we are getting better all
the time. I think we could do more with engaging stakeholder opinion and outreach generally.
There is a lot of frustration out there much of it misdirected, but still needs to be addressed.
2. There has been a definite increase in communications with the public.
3. Strides have been made in this area.


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3.3 Staff/Student Communications:
a. Involve staff in goal setting and decision making and generate confidence of staff
in decision making approaches and results
b. Meets and confers with the leaders of all employee units, representing the interests of the
board.
c. Encourages high personal expectations in the performance of all personnel and students
d. Encourages participation of appropriate staff members and groups in planning procedures
and policy interpretation
e. Interprets for the staff and students all Board policies and all state and federal laws and
regulations relevant to education
f. Confer periodically with student groups about the school district instructional programs
and transmit to the Board suggestions gained from such conferences

___________________________________________________________

3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards
9


Comments:

1. Meeting with teachers are a good step.
2. I presume that staff is properly communicated with. I dont know that student groups are being
polled or that reports are sent to the Board.
3. I cant evaluate this goal factually.
4. Needs to work on internal communications, or the perception of lack of internal
communication.
5. Some of this is unknown to us. I do not know how to evaluate.


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toa4ot4 4: 0tgoa|zot|eao| Noaogemeat

This standard requires the superintendent to gather and analyze data for decision making and for
making recommendations to the board. It stresses the skills necessary to meet internal and external
customer expectations and to effectively allocate resources.

____________________________________________________________

4.1 Demonstrate budget management including financial forecasting, planning, cash flow
management, account auditing and monitoring
4.2 Supervises preparation and presentation of the annual budget to the Board in accordance with a
schedule established by the Board
4.3 Direct the establishment (i.e. through the Business Official) of efficient procedures to maximize
income, safeguard investments and provide effective controls for all expenditures of school funds
in accordance with the adopted budget
4.4 Develop and monitor long range plans for school and district technology and information systems
making informed decisions about computer hardware and software and staff development and
training needs
4.5 Evaluate plant needs and make recommendations regarding improvements, alterations, and
changes in the buildings and equipment of the district
4.6 Make recommendations with reference to the location and size of school sites and of additions to
existing sites
4.7 Recommend to the Board sales of all property no longer required by the district
4.8 Demonstrate knowledge of school facilities and develop a process that builds internal and public
support for facility needs, including bond issues
4.9 Establish procedures and practices for dealing with emergencies such as weather, threats to the
school, student violence and trauma

____________________________________________________________

3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

6 3

22

Comments:

1. The passing of the budget was a good indicator of this standard being met.
2. Good performance here, but two areas to reflect on: beginning budget process earlier and the
Meagher/Warehouse situation (which has dragged on a bit). Also, I have no idea what our long-
range technology plan is.
3. Dr. Padalino has been a responsible steward of district resources. Under his guidance, KCSD has
embarked on a systematic facilities renewal. He has facilitated the repairs and replacements of
infrastructure systems in several of our elementary schools and both middle schools by pairing
available capital reserves with state aid. He also engineered a publicity campaign to alert voters
to the deteriorated conditions at KHS and the December 2013 referendum vote to renew the KHS
campus was successful.
Three of the six properties no longer in use by the district have been sold or are under contract to
be sold.
Three consecutive budgets have been developed that came in under the allowable tax levy
increase and preserved all student programming.


23
toa4ot4 5: Cett|te|em I|oaa|ag 0eve|epmeat

This standard tests the superintendents skills in keeping current with the latest designs in curriculum,
teaching, learning and testing theories. It requires the superintendent to recommend the use of
electronics and other learning technologies as required.
_____________________________________________________________

5.1 Develop core curriculum design and delivery system based on content and assessment standards and best
practices
5.2 Establish curriculum planning to anticipate occupational trends and school-to-career needs
5.3 Use child development and learning theories and the process to create developmentally appropriate
curriculum and instruction
5.4 Include the use of computers, the Internet, networking, distance learning and other technologies in
educational programming
5.5 Assess student progress using a variety of appropriate techniques
5.6 Involve faculty and stakeholders in enhancement and renewal of curriculum to ensure alignment of
curriculum, instruction and assessment
5.7 Recommend to the Board for its adoption all courses of study, curriculum guides and major changes in text
and time schedules to be used in the districts schools

_____________________________________________________________
3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards
2 4 2
(1-N/A)

Comments:

1. Again, this was a hard year. I trust that we will do even better with this moving forward.
2. There are areas where the performance indicators are being exceeded and areas where work is
being done towards meeting standards.
3. Electronics and other learning technologies are in the district.
4. TBD w/new asst/deputy superintendents
5. A number of curriculum initiatives were put in place this year. Because of the changes in grade
distribution with the 5
th
grade joining the middle schools, the majority of them hit the middle
schools. As with any major change, there were difficulties.

24
toa4ot4 6: lasttett|eao| leo4etsb|p
Since Standard #5 addresses what is to be taught, then this standard emphasizes how it should be
taught. It emphasizes the skills required to ensure that the most effective teaching techniques are in
place and that all instructional resources are used to maximize student achievement. This standard also
centers on applying research, best practices and sensitivity with respect to diversity in the community
and district.
_____________________________________________________________

6.1 Collaboratively develop, implement and monitor change process to improve student and adult learning
6.2 Implement appropriate safety and security practices in schools
6.3 Formulate plan to assess appropriate teaching methods, classroom management and strategies for all
learners
6.4 Analyze available instructional resources including applications of technology and assign them in cost
effective and equitable manner to enhance student outcomes
6.5 Establish instructional strategies that include cultural diversity and differences in learning styles
6.6 Apply effective methods of providing, monitoring, evaluating and reporting student achievement and using
good research and assessments to improve the learning process
6.7 Encourage various staffing patterns, student grouping plans, class scheduling plans, school organizational
structures, and facilities design processes to support various teaching strategies and desired student
outcomes
6.8 Reviews and updates the instructional program on a continuing basis and provides recommendations to the
Board for the educational advancement of the school district
6.9 Is knowledgeable about and keeps informed about all aspects of the instructional program

_____________________________________________________________
3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards
3 5 1
Comments:

1. TBD w/new deputy super
2. Dr. Padalino is constantly exploring ways that our district can maximize our resources to improve
the quality of instruction in the KCSD.
3. Restructuring Administrative Cabinet was courageous and needed!
4. I think we do ok here, but we could do better. We dont have a way to check and make sure that
differentiation is actually happening or that technology is being used well in the classroom

25
toa4ot4 T: emoa keseettes Noaogemeat

This performance standard requires skills in developing and implementing a staff performance
evaluation system. It also requires skills in applying ethical, contractual and legal requirements for
personnel selection, development, retention, promotion and dismissal.

_____________________________________________________________

7.1 Demonstrate use of system and staff evaluation data for personnel policies, decision making,
promotion of career growth and professional development
7.2 Identify and apply appropriate policies, criteria, and processes for the recruitment, selection,
induction, compensation and separation of personnel with attention to issues of equity and
diversity
7.3 Encourage in-service education and staff professional growth
7.4 Direct staff negotiations with professional and classified personnel to achieve defined objectives
7.5 Develop a satisfactory collective bargaining process that will enhance the reaching of satisfactory
contractual agreements with employee organizations
7.6 Delegate authority and responsibility effectively
7.6 Recommend the number and types of positions required to provide proper personnel for the
operation of the school district
7.7 Report violations of policies, laws, rules and regulations to the Board for its consideration and
action

_____________________________________________________________

3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

5 4


Comments:


26
1. The administrative structure has been reorganized to provide more direct support in the form of
directors and assistant directors who will be housed in the schools.
Two Deputy Superintendents, at the helm of the new structure, have a great deal of responsibility
delegated to them and the superintendent has fostered a very close working relationship with his
deputies.
Evaluations of administrative and teaching personnel are regularly completed. The pursuit of
professional development opportunities and in-service attendance is encouraged.
Negotiations with all of the district bargaining units continue.
2. Good work to date and it has taken courage to make some recent decisions. How we approach
the hiring of new administrators who we hire, the characteristics and qualities (and
qualifications) that we look for are important. This needs to be articulated.
3. Have made some major changes in the District, which seem to be working well.

27
toa4ot4 8: vo|ees oa4 ltb|ts eI leo4etsb|p
This standard stresses the understanding and modeling of appropriate value systems, ethics and moral
leadership. It also requires superintendents to exhibit multi-cultural and ethnic understanding and to
coordinate with social agencies and human services to help students grow and develop as caring,
informed citizens.

_____________________________________________________________

8.1 Exhibit multi-cultural and ethnic understanding and sensitivity
8.2 Describe role of schooling in a democratic society
8.3 Manifest a professional code of ethics and demonstrate personal integrity
8.4 Model accepted moral and ethical standards in all interactions
8.5 Explore and develop ways to find common ground in dealing with difficult and divisive issues
8.6 Promote the value that moral and ethical practices are established and practiced in every
classroom, every school, and throughout the district

_____________________________________________________________
3 Meeting Standards

4 Exceeding
Standards

3 Meeting
Standards

2 Working Towards
Standards

1 Not Meeting
Standards

5 4
Comments:
1. I believe there have been great improvements in the ethical leadership. Dr. Padalino has done a
good job in meeting this standard
2. I believe we need to do much more DASA training
3. Dr. Padalino stands by his convictions and functions in a professional manner. I think there is
mult-cultural & ethnic understanding now we need to see the application of that. Achievement
and participation/engagement gap must be addressed.
4. Dr. Padalino holds himself to a very high standard. He holds his administrators, faculty and staff
to a high standard as well. He models what he expects of others: personal integrity and
professional ethics. He works tirelessly until he reaches a goal and his goals are thoughtfully and
deliberately set. He is willing to explore many diverse opinions to gain the fullest perspective on
an issue. He makes time his ally and weighs merits and drawbacks of an option before acting. In
the end, his decisions have at the heart of them what is best for the children of the district.

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