Superintendent reviews evaluation evidence, sets multi-year goals to close achievement gaps

Superintendent Powers presented his summative evaluation and evidence at the May 20 meeting, summarizing the statewide five-step educator-evaluation process and the rubric (unsatisfactory to exemplary) used to rate administrative leadership. He described three goal areas: a student-learning goal, a professional-practice goal and two district-improvement goals.

Key goals described: Powers listed a student-learning goal to partner with the director of student services and close the MCAS ELA and math achievement gap for students with disabilities by 10% over three years; a professional-practice goal to strengthen stakeholder engagement through a superintendent advisory council; and district-improvement goals focused on budget collaboration and staff wellness.

Evidence and self-rating: The superintendent provided links to attendance and statewide assessment data and said he rated himself as having made "some progress" on the student-learning goal and "met/exceeded" on some district-improvement goals. He noted that spring assessments and some stakeholder meeting notes were still pending upload but argued that evidence supports measurable progress in several areas.

Committee follow-up: Members asked about evaluation timelines, required completion dates and whether the committee would use a one- or two-year cycle for superintendent goals going forward. The long-range planning subcommittee reported limited progress on the special-education achievement goal in part because the new special-education director has been addressing multiple infrastructure priorities.

Next steps: Committee members will complete evaluation rubrics and the chair will compile a final evaluation to be presented at the June meeting; the administration will continue to populate linked evidence and reporting dashboards for committee review.