Superintendent's Summative Evaluation Portfolio: Dr. Elizabeth C. Homan
Superintendent, Arlington Public Schools
Standard Indicators
The following standard indicators were chosen by the Superintendent in the Fall of 2021. They come from the MA DESE District Level Administrator / Superintendent Rubric and were chosen as key indicators for success in my first year as a Superintendent. These indicators are areas of focus for based on reflections on my practice as a district leader, and may be used as a resource in the development of feedback. The text below each indicator is what would be required in order for a Superintendent to be considered "Proficient" in that area of practice.
Standard I: Instructional Leadership
I-E-1. Data-Informed Decision Making
Uses multiple sources of evidence including state, district, and school assessment results and growth data, educator evaluation data, and district culture and climate information, to assess and communicate the district’s strengths and areas for improvement. Relies on disaggregated data to make decisions related to organizational performance, educator effectiveness, and student learning.
I-E-2. Plans and Goals
Involves stakeholders in creating district improvement and annual action plans comprised of focused, measurable goals informed by evidence-based assessments of organizational performance, educator effectiveness, and the growth, learning, and achievement of all students. Regularly monitors and shares progress with the community. Supports principals to align school improvement goals to district plans and goals.
Standard II: Management and Operations
II-A-3. Student Health and Safety
Sets high expectations for student behavior, and establishes districtwide routines, policies and systems that (a) foster safe and supportive school environments, and (b) prevent and address bullying and other unsafe behaviors. Regularly checks for implicit bias in decision-making procedures, and provides training for administrators to uphold these expectations.
II-C-2. Time for Collaboration
Sets expectations for regular collaboration among administrators, and promotes scheduling that ensures sufficient time for collaboration within and across schools. Establishes norms for effective collaboration, and prevents or deflects activities that may interfere. Supports principals to do the same for their teachers.
II-E-1. Fiscal Systems
Develops a budget aligned with the district’s vision, mission, and goals that addresses the needs of all students. Allocates and manages expenditures consistent with district/school-level goals and available resources, and effectively communicates budget rationale to staff, community members, and other stakeholder groups.
Standard III: Family and Community Engagement
III-C-1. Culturally Proficient Communication
Sets clear expectations and supports administrators to provide regular, two-way, culturally proficient communications with families about student learning and performance. District-wide communications to families are provided in multiple formats and reflect understanding of and respect for different families’ home languages, culture, and values.
III-B-2. Family Support
Sets clear expectations for and supports administrators and specialized support staff to help families (a) understand district and school-based policies and resources that support student learning and development, and (b) access as needed necessary services within and outside of schools to meet students’ learning needs. Monitors adherence to these policies district-wide.
Standard IV: Professional Culture
IV-B-1. Policies and Practices
Develops and implements culturally responsive policies and practices that acknowledge the diverse backgrounds, identities, strengths, and challenges of administrators, students and staff. Provides administrators with relevant resources to support them in building culturally responsive learning environments and a school culture that affirms individual differences.
IV-F-2. Consensus Building
Employs a variety of strategies to build consensus within the district community while maintaining a commitment to decisions that are in the best interest of all students.