SuperEval’s goal-based approach offers an alternative to competency-based rubric evaluation — centering the evaluation process on co-created annual goals derived from district priorities and strategic plans. The administrator and evaluator work together to define goals, establish clear indicators of success, and identify deliverables that demonstrate progress. Regardless of the goal framework used, this performance-based approach…
Developed by the Washington State School Directors’ Association and the Washington Association of School Administrators, this standards-based framework serves as a reflective guide for superintendent growth and evaluation. Organized across eight interconnected standards — mission and vision and core values, equity and cultural responsiveness, curriculum and instruction and assessment, community of care and support for…
Created by superintendents for superintendents, the SME provides a clear, collaborative framework for assessing leadership, strengthening communication, and aligning district priorities. Designed to support a year-long reflective process emphasizing evidence, transparency, and shared responsibility for continuous improvement, the rubric outlines five core domains — relationship with the board, community relations, staff relationships, business and finance,…
Developed by the Massachusetts Department of Elementary and Secondary Education, this rubric evaluates leadership effectiveness across four key standards — instructional leadership, management and operations, family and community engagement, and professional culture. Performance descriptors across four levels — unsatisfactory, needs improvement, proficient, and exemplary — provide clear criteria for consistent evaluation and targeted professional growth….
Developed by the Washington State School Directors’ Association, this framework provides school boards and superintendents with a student-focused evaluation process designed to integrate with a district’s annual governance cycle. Organized around four research-based operational and leadership goal domains — impactful instructional leadership, supportive climate for students and staff and community, operations and management excellence, and…
Developed by the Pennsylvania Association of School Administrators through a comprehensive review of superintendent evaluation instruments used across Pennsylvania and nationally, the PASA tool draws from the AASA and ISLLC standards as well as Iowa’s evaluation work. Items are consciously aligned with Pennsylvania Inspired Leadership Standards, with each standard followed by specific indicators that reflect…
Developed collaboratively by the Oregon School Boards Association and the Coalition of Oregon School Administrators, this evidence-based evaluation tool strengthens governance relationships, fosters transparency, and supports continuous leadership growth. Organized across eight professional standards — visionary district leadership, ethics and professional norms, inclusive district culture, culturally responsive instructional leadership and improvement, communication and community relations,…
Developed by the Ohio Department of Education, this evaluation system is grounded in research identifying five district-level leadership responsibilities with particularly strong correlation to student achievement: engaging in collaborative goal-setting, setting non-negotiable goals for teaching and learning, engaging the board in support of those goals, monitoring their success, and allocating resources effectively. The Ohio Standards…
Developed by the New York State School Boards Association, this instrument recognizes that superintendent evaluation is one of the most important responsibilities of the school board. An effective superintendent evaluation helps drive school improvement and student achievement, develops a positive relationship between the school board and superintendent, demonstrates accomplishments of the district, and sets annual…
A modified version of the NYSSBA Superintendent Evaluation Tool adapted for use by BOCES boards and their district superintendent. BOCES district superintendents serve as the chief executive officer of the BOCES and are responsible for both the BOCES and its component districts, also serving as the regional representative of the New York State Commissioner of…