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MARY FISCHER – MAY/2020 Page 1 of 8
SCHOOL BOARD SELF-EVALUATION
This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade.
DIMENSION I: CONTEXTUAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
4 2 1 0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
4 3 1 0
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
3 2 1 0
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
4 2 1 0
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
4 2 1 0
6. Board communicates its decisions to all affected by them.
4 2 1 0
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
3 2 1 0
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
4 2 1 0
MARY FISCHER – MAY/2020 Page 2 of 8
9. Board is kept informed about student
growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
3 2 1 0
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
4 2 1 0
DIMENSION I SCORE: 32/40
80%
* GRADE:
B
* Use one of your school’s grading scales to determine this.
MARY FISCHER – MAY/2020 Page 3 of 8
DIMENSION II: EDUCATIONAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board requests a decision be postponed until further information can be obtained.
4 2 1 0
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
4 3 1 0
3. Board is given and reads the agenda and background materials well in advance of meeting.
4 2 1 0
4. Board participates in in-service programs at regional, state, and national levels.
4 2 1 0
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
4 2 1 0
6. Board leadership makes sure that all members have the same information on important issues.
4 2 1 0
7. I read through the board’s policies, procedures, and employee contracts.
4 2 1 0
8. Board has discussions about the effectiveness of its performance.
4 2 1 0
DIMENSION II SCORE: 23/32
72%
GRADE:
C
MARY FISCHER – MAY/2020 Page 4 of 8
DIMENSION III: INTERPERSONAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board’s split decisions do not result in a split board.
4 2 1 0
2. Board members are able to hold confidential items in confidence.
4 2 1 0
3. Board member and superintendent confer so that differences of opinion are identified.
4 3 1 0
4. Board members are able to be open and honest without fear of being ostracized.
4 2 1 0
5.1 have discussed with fellow members common interests we share outside the boardroom.
4 2 1 0
6. Once a decision is made, the board works together to see that it is accepted and carried out.
4 3 1 0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
4 2 1 0
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
4 2 1 0
9. Board provides biographical information that helps members get to know one another better.
4 3 1 0
10. Board handles conflict openly and constructively.
4 3 1 0
11. Board Members demonstrate flexibility when dealing with educational issues.
4 2 1 0
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
4 2 1 0
DIMENSION III SCORE:
32/48
67%
GRADE:
D
MARY FISCHER – MAY/2020 Page 5 of 8
DIMENSION IV: ANALYTICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. I have been in board meetings where subtleties of issues dealt with escaped the board.
4 2 1 0
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
4 2 1 0
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
4 2 1 0
4. Board is attentive to how it reaches conclusions.
4 2 1 0
5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
4 3 1 0
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
4 2 1 0
7. Board seeks outside assistance from consultants or other districts when considering its work.
4 3 1 0
8. Board does not present new issues of a complex nature for immediate action.
4 2 1 0
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
4 2 1 0
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
4 3 1 0
DIMENSION IV SCORE:
27/40
68%
GRADE:
D
MARY FISCHER – MAY/2020 Page 6 of 8
DIMENSION V: POLITICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board shows an awareness of the impact its decisions will have on the community.
4 3 1 0
2. Board encourages the public to attend board meetings.
4 2 1 0
3. Board actively cooperates with the news media to spread information about schools programs.
4 2 1 0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
4 2 1 0
5. Board offers committees referenced in #4 opportunities to report at meetings.
4 2 1 0
6. Board and its members maintain channels of communication with key community leaders.
4 2 1 0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
4 3 1 0
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
4 2 1 0
9. Board withstands the pressure of special interest groups.
4 2 1 0
10. Board is actively involved in state and federal education legislation.
4 2 1 0
DIMENSION V SCORE:
28/40
70%
GRADE:
C
MARY FISCHER – MAY/2020 Page 7 of 8
Never
1. 6 7 8 9 10
2. 10 9 8 7 6 5 4 3 2 1 0
3. 10 9 8 7 6 5 4 3 2 1 0
DIMENSION VI: STRATEGIC
This action occurs: Always Frequently Occasionally Rarely Never 1. Board devotes more time in preparing for the future than in putting out fires.
4 3 1 0
2. Board sets clear organizational priorities for the year ahead.
4 3 1 0
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
4 2 1 0
4. Board discusses where the school district will be five years from now.
4 2 1 0
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
4 3 1 0
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
4 2 1 0
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
4 2 1 0
8. Board compares reports on schools’ progress with the district's long-term goals.
4 2 1 0
9. Board has a procedure in place for conducting superintendent evaluations.
4 2 1 0
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
3 2 1 0
DIMENSION VI SCORE:
28/40
70%
GRADE:
C
MARY FISCHER – MAY/2020 Page 8 of 8
OVERALL GRADE:
170/240 71% GRADE: C
COMMENTS:
Contextual: Individual Board Members work hard to support continuous improvement but are on different paths to achieve different goals. I am hopeful we can focus more energy on Governance TEAM development.
Educational: Board continues to struggle with cohesiveness.
Interpersonal: Board Members possess a wealth of strengths and differences and have the potential to work as an effective Governance Team.
Analytical: Despite amazing potential, the Board continues to experience disconnect in focus on mission and vision.
Political: I continue to be impressed by the work individual members do in this community, there is amazing opportunity to come to agreement on one agenda – the success of our students and staff!
Strategic: With the District Strategic Plan as a guide, this Board can support continuous improvement.
GOALS: To develop a cohesive Governance TEAM.
MELISA W. GIOVANNELLI – MAY/2020 Page 1 of 8
SCHOOL BOARD SELF-EVALUATION
This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade.
DIMENSION I: CONTEXTUAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
4 2 1 0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
4 3 1 0
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
4 2 1 0
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
3 2 1 0
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
4 3 1 0
6. Board communicates its decisions to all affected by them.
4 3 1 0
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
4 3 1 0
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
4 3 1 0
MELISA W. GIOVANNELLI – MAY/2020 Page 2 of 8
9. Board is kept informed about student
growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
4 2 1 0
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
4 3 1 0
DIMENSION I SCORE: 25/40
63%
* GRADE:
D
* Use one of your school’s grading scales to determine this.
MELISA W. GIOVANNELLI – MAY/2020 Page 3 of 8
DIMENSION II: EDUCATIONAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board requests a decision be postponed until further information can be obtained.
4 3 2 0
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
4 3 1 0
3. Board is given and reads the agenda and background materials well in advance of meeting.
4 2 1 0
4. Board participates in in-service programs at regional, state, and national levels.
4 3 1 0
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
4 2 1 0
6. Board leadership makes sure that all members have the same information on important issues.
4 3 1 0
7. I read through the board’s policies, procedures, and employee contracts.
4 2 1 0
8. Board has discussions about the effectiveness of its performance.
4 3 2 0
DIMENSION II SCORE: 17/32
53%
GRADE:
U
MELISA W. GIOVANNELLI – MAY/2020 Page 4 of 8
DIMENSION III: INTERPERSONAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board’s split decisions do not result in a split board.
4 2 1 0
2. Board members are able to hold confidential items in confidence.
4 2 1 0
3. Board member and superintendent confer so that differences of opinion are identified.
4 3 1 0
4. Board members are able to be open and honest without fear of being ostracized.
4 3 1 0
5.1 have discussed with fellow members common interests we share outside the boardroom.
4 3 2 0
6. Once a decision is made, the board works together to see that it is accepted and carried out.
4 3 1 0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
4 2 1 0
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
4 2 1 0
9. Board provides biographical information that helps members get to know one another better.
4 3 1 0
10. Board handles conflict openly and constructively.
4 2 1 0
11. Board Members demonstrate flexibility when dealing with educational issues.
4 2 1 0
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
4 3 1 0
DIMENSION III SCORE:
29/48
60%
GRADE:
D
MELISA W. GIOVANNELLI – MAY/2020 Page 5 of 8
DIMENSION IV: ANALYTICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. I have been in board meetings where subtleties of issues dealt with escaped the board.
4 2 1 0
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
4 2 1 0
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
4 2 1 0
4. Board is attentive to how it reaches conclusions.
4 2 1 0
5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
4 2 1 0
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
4 2 1 0
7. Board seeks outside assistance from consultants or other districts when considering its work.
4 2 1 0
8. Board does not present new issues of a complex nature for immediate action.
4 3 1 0
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
4 3 2 0
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
4 3 1 0
DIMENSION IV SCORE:
26/40
65%
GRADE:
D
MELISA W. GIOVANNELLI – MAY/2020 Page 6 of 8
DIMENSION V: POLITICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board shows an awareness of the impact its decisions will have on the community.
4 3 1 0
2. Board encourages the public to attend board meetings.
4 3 1 0
3. Board actively cooperates with the news media to spread information about schools programs.
4 2 1 0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
4 2 1 0
5. Board offers committees referenced in #4 opportunities to report at meetings.
3 2 1 0
6. Board and its members maintain channels of communication with key community leaders.
4 2 1 0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
4 3 1 0
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
4 2 1 0
9. Board withstands the pressure of special interest groups.
4 2 1 0
10. Board is actively involved in state and federal education legislation.
3 2 1 0
DIMENSION V SCORE:
29/40
73%
GRADE:
C
MELISA W. GIOVANNELLI – MAY/2020 Page 7 of 8
Never
1. 6 7 8 9 10
2. 10 9 8 7 6 5 4 3 2 1 0
3. 10 9 8 7 6 5 4 3 2 1 0
DIMENSION VI: STRATEGIC
This action occurs: Always Frequently Occasionally Rarely Never 1. Board devotes more time in preparing for the future than in putting out fires.
4 2 1 0
2. Board sets clear organizational priorities for the year ahead.
4 2 1 0
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
4 2 1 0
4. Board discusses where the school district will be five years from now.
4 3 1 0
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
4 3 1 0
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
4 3 1 0
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
4 2 1 0
8. Board compares reports on schools’ progress with the district's long-term goals.
4 2 1 0
9. Board has a procedure in place for conducting superintendent evaluations.
4 2 1 0
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
4 3 1 0
DIMENSION VI SCORE:
26/40
65%
GRADE:
D
MELISA W. GIOVANNELLI – MAY/2020 Page 8 of 8
OVERALL GRADE:
152/240 ________________63% GRADE: D
COMMENTS:
GOALS:
CHRIS N. PATRICCA – MAY/2020
Page 1 of 9
SCHOOL BOARD SELF-EVALUATION
This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade.
DIMENSION I: CONTEXTUAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
4 2 1 0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
4 3 2 0
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
4 3 2 0
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
4 3 2 0
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
4 3 2 0
6. Board communicates its decisions to all affected by them.
4 3 2 0
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
4 2 1 0
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
4 3 2 0
CHRIS N. PATRICCA – MAY/2020
Page 2 of 9
9. Board is kept informed about student
growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
4 2 1 0
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
4 3 2 0
DIMENSION I SCORE:
16/40
40%
* GRADE:
U
* Use one of your school’s grading scales to determine this.
CHRIS N. PATRICCA – MAY/2020
Page 3 of 9
DIMENSION II: EDUCATIONAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board requests a decision be postponed until further information can be obtained.
4 3 1 0
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
4 3 2 0
3. Board is given and reads the agenda and background materials well in advance of meeting.
4 3 1 0
4. Board participates in in-service programs at regional, state, and national levels.
4 2 1 0
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
4 3 2 0
6. Board leadership makes sure that all members have the same information on important issues.
3 2 1 0
7. I read through the board’s policies, procedures, and employee contracts.
3 2 1 0
8. Board has discussions about the effectiveness of its performance.
4 3 2 0
DIMENSION II SCORE: 18/32
56%
GRADE:
U
CHRIS N. PATRICCA – MAY/2020
Page 4 of 9
DIMENSION III: INTERPERSONAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board’s split decisions do not result in a split board.
4 3 2 0
2. Board members are able to hold confidential items in confidence.
4 3 2 0
3. Board member and superintendent confer so that differences of opinion are identified.
3 2 1 0
4. Board members are able to be open and honest without fear of being ostracized.
4 3 2 0
5.1 have discussed with fellow members common interests we share outside the boardroom.
4 2 1 0
6. Once a decision is made, the board works together to see that it is accepted and carried out.
4 3 2 0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
4 2 1 0
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
4 3 2 0
9. Board provides biographical information that helps members get to know one another better.
4 3 1 0
10. Board handles conflict openly and constructively.
4 3 2 0
11. Board Members demonstrate flexibility when dealing with educational issues.
4 3 2 0
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
4 3 1 0
DIMENSION III SCORE:
21/48
44%
GRADE:
U
CHRIS N. PATRICCA – MAY/2020
Page 5 of 9
DIMENSION IV: ANALYTICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. I have been in board meetings where subtleties of issues dealt with escaped the board.
4 2 1 0
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
4 2 1 0
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
3 2 1 0
4. Board is attentive to how it reaches conclusions.
4 3 2 0
5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
4 3 2 0
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
4 3 2 0
7. Board seeks outside assistance from consultants or other districts when considering its work.
4 3 1 0
8. Board does not present new issues of a complex nature for immediate action.
4 3 1 0
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
4 3 1 0
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
4 3 1 0
DIMENSION IV SCORE:
21/40
53%
GRADE:
U
CHRIS N. PATRICCA – MAY/2020
Page 6 of 9
DIMENSION V: POLITICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board shows an awareness of the impact its decisions will have on the community.
4 3 2 0
2. Board encourages the public to attend board meetings.
4 2 1 0
3. Board actively cooperates with the news media to spread information about schools programs.
4 3 1 0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
3 2 1 0
5. Board offers committees referenced in #4 opportunities to report at meetings.
3 2 1 0
6. Board and its members maintain channels of communication with key community leaders.
4 2 1 0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
4 3 1 0
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
4 3 1 0
9. Board withstands the pressure of special interest groups.
4 3 2 1
10. Board is actively involved in state and federal education legislation.
4 3 1 0
DIMENSION V SCORE:
23/40
58%
GRADE:
U
CHRIS N. PATRICCA – MAY/2020
Page 7 of 9
Never
1. 6 7 8 9 10
2. 10 9 8 7 6 5 4 3 2 1 0
3. 10 9 8 7 6 5 4 3 2 1 0
DIMENSION VI: STRATEGIC
This action occurs: Always Frequently Occasionally Rarely Never 1. Board devotes more time in preparing for the future than in putting out fires.
4 3 1 0
2. Board sets clear organizational priorities for the year ahead.
4 3 1 0
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
3 2 1 0
4. Board discusses where the school district will be five years from now.
4 3 2 0
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
4 3 2 0
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
4 3 2 0
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
4 3 2 0
8. Board compares reports on schools’ progress with the district's long-term goals.
3 2 1 0
9. Board has a procedure in place for conducting superintendent evaluations.
3 2 1 0
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
3 2 1 0
DIMENSION VI SCORE:
24/40
60%
GRADE:
D
CHRIS N. PATRICCA – MAY/2020
Page 8 of 9
OVERALL GRADE:
123/240 _______________51% GRADE: U COMMENTS:
Item I, 4.: We still have difficulty in keeping our 30-thousand foot view of the District and allowing the Superintendent and his staff to engage in the daily operations of the District. The Board should decide the goals of the District. The Superintendent should decide “how” those goals are to be achieved. Then, the Board should evaluate whether the goals were achieved by the metrics agreed upon by the Board. Too often, the Board tries to dictate the “how.”
Item I, 6.: We are failing to consume information at a deep level and then provide that information to the public. We are privy to more information than the public is in the sense that this is our job. The information is available to anyone who wants to access it, but we are expected to access and consume it so that we can answer questions that may arise from members of the community. We are also expected to understand the context of information requested because, frequently, members of the public come to us because of a singular issue, having little understanding of the context. It is not the Superintendent or staff’s responsibility to consume that information for us and it is not their sole responsibility to communicate that information to the community and provide the necessary context. We have a responsibility to communicate accurately and thoughtfully, as well. To the contrary, some of the information that individual board members provide to the public is inaccurate and lacks context.
Item II, 3. The Board is always provided with the information. It appears that those materials are infrequently consumed prior to meetings. This is evidenced by questions asked at meetings that are clearly answered in either backup materials or weekly Board Updates provided via email to all Board members.
Item II, 5.: I have been present at Board meetings in which my character has been attacked. I have been present at Board meetings in which the Superintendent and staff have been blamed for missteps by the Board. But, I have not been present at Board meetings in which we took responsibility for our own mistakes and had discussions about how to avoid similar mistakes in the future. When I have tried to commence such discussions, I am admonished that we should not police each other. While this is certainly true, it should not be used to ignore genuine weaknesses on the Board. Self-reflection is a necessary component of progress. We must grow and improve if we expect the same from those that we employ.
Item III, 3.: I marked this item based on my individual interactions with Dr. Adkins because I have no way of knowing how my colleagues confer with the Superintendent because of Sunshine.
Item III, 7.: There is a great deal of Board dialogue during meetings. The quality of that dialogue is often lacking, though. Please see earlier comments about consumption and retention of information provided to the Board in advance of meetings. We frequently repeat comments several times in a single meeting and, then, again in subsequent meetings.
Items V, 4. and 5.: I evaluated this criteria based on our existing Board Advisory Committees.
Item VI, 5.: The Superintendent consistently tries to implement programmatic and process changes to improve the performance of the District. Some members of the Board consistently resist those changes, reject the work of staff, and browbeat both the Superintendent and his staff.
CHRIS N. PATRICCA – MAY/2020
Page 9 of 9
GOALS: It is my goal to serve with a high functioning governance team that focuses on what is best for students and resists political pressures. It is my goal to serve with a high functioning governance team that understands the difference between the Superintendent’s responsibilities and the Board’s responsibilities. It is my goal to serve with a high functioning governance team that does not oversee the Superintendent combatively, but rather, collaboratively. It is my goal to serve with a high functioning governance team that relies on experienced and credentialed staff in decision making instead of special interest groups. Finally, it is my goal to serve with a high functioning governance team who can withstand political pressure in order to make decisions that are in the best interests of all students, not just those who have the ability and wherewithal to advocate vocally.
DEBBIE JORDAN – MAY/2020 Page 1 of 8
SCHOOL BOARD SELF-EVALUATION
This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade.
DIMENSION I: CONTEXTUAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
4 2 1 0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
4 2 1 0
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
4 2 1 0
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
4 3 1 0
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
4 3 2 0
6. Board communicates its decisions to all affected by them.
4 2 1 0
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
4 3 1 0
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
4 2 1 0
DEBBIE JORDAN – MAY/2020 Page 2 of 8
9. Board is kept informed about student
growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
3 2 1 0
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
3 2 1 0
DIMENSION I SCORE:
28/40
70%
* GRADE:
C
* Use one of your school’s grading scales to determine this.
DEBBIE JORDAN – MAY/2020 Page 3 of 8
DIMENSION II: EDUCATIONAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board requests a decision be postponed until further information can be obtained.
4 3 1 0
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
4 3 1 0
3. Board is given and reads the agenda and background materials well in advance of meeting.
4 2 1 0
4. Board participates in in-service programs at regional, state, and national levels.
3 2 1 0
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
4 2 1 0
6. Board leadership makes sure that all members have the same information on important issues.
3 2 1 0
7. I read through the board’s policies, procedures, and employee contracts.
3 2 1 0
8. Board has discussions about the effectiveness of its performance.
4 3 1 0
DIMENSION II SCORE: 24/32
75%
GRADE:
C
DEBBIE JORDAN – MAY/2020 Page 4 of 8
DIMENSION III: INTERPERSONAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board’s split decisions do not result in a split board.
4 3 2 0
2. Board members are able to hold confidential items in confidence.
4 3 1 0
3. Board member and superintendent confer so that differences of opinion are identified.
4 3 1 0
4. Board members are able to be open and honest without fear of being ostracized.
4 2 1 0
5.1 have discussed with fellow members common interests we share outside the boardroom.
4 3 1 0
6. Once a decision is made, the board works together to see that it is accepted and carried out.
4 2 1 0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
4 2 1 0
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
4 3 1 0
9. Board provides biographical information that helps members get to know one another better.
4 3 2 0
10. Board handles conflict openly and constructively.
4 3 1 0
11. Board Members demonstrate flexibility when dealing with educational issues.
4 2 1 0
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
3 2 1 0
DIMENSION III SCORE:
28/48
58%
GRADE:
U
DEBBIE JORDAN – MAY/2020 Page 5 of 8
DIMENSION IV: ANALYTICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. I have been in board meetings where subtleties of issues dealt with escaped the board.
4 3 1 0
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
4 2 1 0
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
4 2 1 0
4. Board is attentive to how it reaches conclusions.
4 2 1 0
5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
4 2 1 0
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
4 2 1 0
7. Board seeks outside assistance from consultants or other districts when considering its work.
4 3 1 0
8. Board does not present new issues of a complex nature for immediate action.
4 3 1 0
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
4 2 1 0
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
4 2 1 0
DIMENSION IV SCORE:
27/40
68%
GRADE:
D
DEBBIE JORDAN – MAY/2020 Page 6 of 8
DIMENSION V: POLITICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board shows an awareness of the impact its decisions will have on the community.
3 2 1 0
2. Board encourages the public to attend board meetings.
3 2 1 0
3. Board actively cooperates with the news media to spread information about schools programs.
3 2 1 0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
3 2 1 0
5. Board offers committees referenced in #4 opportunities to report at meetings.
3 2 1 0
6. Board and its members maintain channels of communication with key community leaders.
3 2 1 0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
4 3 1 0
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
4 2 1 0
9. Board withstands the pressure of special interest groups.
4 3 1 0
10. Board is actively involved in state and federal education legislation.
3 2 1 0
DIMENSION V SCORE:
35/40
88%
GRADE:
B
DEBBIE JORDAN – MAY/2020 Page 7 of 8
Never
1. 6 7 8 9 10
2. 10 9 8 7 6 5 4 3 2 1 0
3. 10 9 8 7 6 5 4 3 2 1 0
DIMENSION VI: STRATEGIC
This action occurs: Always Frequently Occasionally Rarely Never 1. Board devotes more time in preparing for the future than in putting out fires.
4 2 1 0
2. Board sets clear organizational priorities for the year ahead.
4 3 1 0
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
3 2 1 0
4. Board discusses where the school district will be five years from now.
4 2 1 0
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
4 2 1 0
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
4 2 1 0
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
4 2 1 0
8. Board compares reports on schools’ progress with the district's long-term goals.
4 2 1 0
9. Board has a procedure in place for conducting superintendent evaluations.
3 2 1 0
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
4 2 1 0
DIMENSION VI SCORE:
31/40
78%
GRADE:
C
DEBBIE JORDAN – MAY/2020 Page 8 of 8
OVERALL GRADE:
173/240 ________________72% GRADE: C
COMMENTS:
As a Board we should continue to do what our job requires us to do and allow the Superintendent to continue to do his job. I believe we could be more supportive of the Superintendent and his team with perhaps constructive criticism - not fault or blame. We are all here to do the very best for each child, especially those who do not have our ears.
I know when we all work together on a project we prevail, and everything comes together.
GOALS:
I would like to see the Board working together and listening, really listening, to what we all have to say - this includes the Superintendent.
Be independent in our thoughts and not be persuaded by outside sources; however, still hearing what they have to say.
Treat each other with respect regardless how we feel, we all have something to offer that can benefit us.
GWYNETTA S. GITTENS – MAY/2020 Page 1 of 8
SCHOOL BOARD SELF-EVALUATION
This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade.
DIMENSION I: CONTEXTUAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
4 2 1 0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
4 2 1 0
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
4 2 1 0
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
4 2 1 0
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
4 3 1 0
6. Board communicates its decisions to all affected by them.
4 3 1 0
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
4 2 1 0
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
4 2 1 0
GWYNETTA S. GITTENS – MAY/2020 Page 2 of 8
9. Board is kept informed about student
growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
4 2 1 0
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
4 2 1 0
DIMENSION I SCORE: 28/40
70%
* GRADE:
C
* Use one of your school’s grading scales to determine this.
GWYNETTA S. GITTENS – MAY/2020 Page 3 of 8
DIMENSION II: EDUCATIONAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board requests a decision be postponed until further information can be obtained.
4 3 1 0
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
4 3 1 0
3. Board is given and reads the agenda and background materials well in advance of meeting.
3 2 1 0
4. Board participates in in-service programs at regional, state, and national levels.
4 2 1 0
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
4 3 1 0
6. Board leadership makes sure that all members have the same information on important issues.
4 3 1 0
7. I read through the board’s policies, procedures, and employee contracts.
3 2 1 0
8. Board has discussions about the effectiveness of its performance.
4 3 1 0
DIMENSION II SCORE: 21/32
66%
GRADE:
D
GWYNETTA S. GITTENS – MAY/2020 Page 4 of 8
DIMENSION III: INTERPERSONAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board’s split decisions do not result in a split board.
3 2 1 0
2. Board members are able to hold confidential items in confidence.
4 2 1 0
3. Board member and superintendent confer so that differences of opinion are identified.
4 3 2 0
4. Board members are able to be open and honest without fear of being ostracized.
4 3 2 0
5.1 have discussed with fellow members common interests we share outside the boardroom.
4 3 1 0
6. Once a decision is made, the board works together to see that it is accepted and carried out.
4 3 1 0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
4 3 1 0
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
4 3 1 0
9. Board provides biographical information that helps members get to know one another better.
4 3 2 0
10. Board handles conflict openly and constructively.
4 3 2 0
11. Board Members demonstrate flexibility when dealing with educational issues.
4 3 1 0
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
4 3 1 0
DIMENSION III SCORE:
23/48
48%
GRADE:
U
GWYNETTA S. GITTENS – MAY/2020 Page 5 of 8
DIMENSION IV: ANALYTICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. I have been in board meetings where subtleties of issues dealt with escaped the board.
4 3 1 0
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
4 3 1 0
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
4 2 1 0
4. Board is attentive to how it reaches conclusions.
4 3 1 0
5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
4 3 1 0
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
4 3 2 1
7. Board seeks outside assistance from consultants or other districts when considering its work.
4 3 2 0
8. Board does not present new issues of a complex nature for immediate action.
4 3 1 0
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
4 3 1 0
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
4 3 1 0
DIMENSION IV SCORE:
18/40
45%
GRADE:
U
GWYNETTA S. GITTENS – MAY/2020 Page 6 of 8
DIMENSION V: POLITICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board shows an awareness of the impact its decisions will have on the community.
4 3 1 0
2. Board encourages the public to attend board meetings.
4 3 1 0
3. Board actively cooperates with the news media to spread information about schools programs.
4 3 1 0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
3 2 1 0
5. Board offers committees referenced in #4 opportunities to report at meetings.
3 2 1 0
6. Board and its members maintain channels of communication with key community leaders.
4 2 1 0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
4 3 2 0
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
4 3 2 0
9. Board withstands the pressure of special interest groups.
4 3 1 0
10. Board is actively involved in state and federal education legislation.
4 2 1 0
DIMENSION V SCORE:
24/40
60%
GRADE:
D
GWYNETTA S. GITTENS – MAY/2020 Page 7 of 8
Never
1. 6 7 8 9 10
2. 10 9 8 7 6 5 4 3 2 1 0
3. 10 9 8 7 6 5 4 3 2 1 0
DIMENSION VI: STRATEGIC
This action occurs: Always Frequently Occasionally Rarely Never 1. Board devotes more time in preparing for the future than in putting out fires.
4 3 1 0
2. Board sets clear organizational priorities for the year ahead.
4 2 1 0
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
4 2 1 0
4. Board discusses where the school district will be five years from now.
4 2 1 0
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
4 3 1 0
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
4 3 1 0
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
4 3 1 0
8. Board compares reports on schools’ progress with the district's long-term goals.
3 2 1 0
9. Board has a procedure in place for conducting superintendent evaluations.
4 3 1 0
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
4 2 1 0
DIMENSION VI SCORE:
26/40
65%
GRADE:
D
GWYNETTA S. GITTENS – MAY/2020 Page 8 of 8
OVERALL GRADE:
140/240 _______________58% GRADE: U
COMMENTS:
GOALS:
BETSY VAUGHN – MAY/2020 Page 1 of 8
SCHOOL BOARD SELF-EVALUATION
This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade.
DIMENSION I: CONTEXTUAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
3 2 1 0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
4 2 1 0
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
4 2 1 0
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
3 2 1 0
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
4 2 1 0
6. Board communicates its decisions to all affected by them.
4 2 1 0
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
4 2 1 0
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
4 3 1 0
BETSY VAUGHN – MAY/2020 Page 2 of 8
9. Board is kept informed about student
growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
4 3 1 0
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
4 2 1 0
DIMENSION I SCORE:
30/40
75%
* GRADE:
C
* Use one of your school’s grading scales to determine this.
BETSY VAUGHN – MAY/2020 Page 3 of 8
DIMENSION II: EDUCATIONAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board requests a decision be postponed until further information can be obtained.
4 2 1 0
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
4 3 1 0
3. Board is given and reads the agenda and background materials well in advance of meeting.
3 2 1 0
4. Board participates in in-service programs at regional, state, and national levels.
4 2 1 0
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
4 3 1 0
6. Board leadership makes sure that all members have the same information on important issues.
4 3 1 0
7. I read through the board’s policies, procedures, and employee contracts.
3 2 1 0
8. Board has discussions about the effectiveness of its performance.
4 3 1 0
DIMENSION II SCORE: 22/32
69%
GRADE:
D
BETSY VAUGHN – MAY/2020 Page 4 of 8
DIMENSION III: INTERPERSONAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board’s split decisions do not result in a split board.
4 3 1 0
2. Board members are able to hold confidential items in confidence.
3 2 1 0
3. Board member and superintendent confer so that differences of opinion are identified.
4 2 1 0
4. Board members are able to be open and honest without fear of being ostracized.
4 3 1 0
5.1 have discussed with fellow members common interests we share outside the boardroom.
4 3 2 1
6. Once a decision is made, the board works together to see that it is accepted and carried out.
4 3 1 0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
4 2 1 0
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
4 2 1 0
9. Board provides biographical information that helps members get to know one another better.
4 3 2 0
10. Board handles conflict openly and constructively.
4 3 1 0
11. Board Members demonstrate flexibility when dealing with educational issues.
4 3 1 0
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
4 3 1 0
DIMENSION III SCORE:
28/48
58%
GRADE:
U
BETSY VAUGHN – MAY/2020 Page 5 of 8
DIMENSION IV: ANALYTICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. I have been in board meetings where subtleties of issues dealt with escaped the board.
4 3 1 0
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
4 3 1 0
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
4 3 1 0
4. Board is attentive to how it reaches conclusions.
4 2 1 0
5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
4 2 1 0
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
4 3 2 0
7. Board seeks outside assistance from consultants or other districts when considering its work.
4 3 1 0
8. Board does not present new issues of a complex nature for immediate action.
4 2 1 0
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
4 2 1 0
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
4 3 1 0
DIMENSION IV SCORE:
23/40
58%
GRADE:
U
BETSY VAUGHN – MAY/2020 Page 6 of 8
DIMENSION V: POLITICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board shows an awareness of the impact its decisions will have on the community.
4 2 1 0
2. Board encourages the public to attend board meetings.
3 2 1 0
3. Board actively cooperates with the news media to spread information about schools programs.
3 2 1 0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
4 3 1 0
5. Board offers committees referenced in #4 opportunities to report at meetings.
3 2 1 0
6. Board and its members maintain channels of communication with key community leaders.
3 2 1 0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
4 2 1 0
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
4 3 1 0
9. Board withstands the pressure of special interest groups.
4 2 1 0
10. Board is actively involved in state and federal education legislation.
4 2 1 0
DIMENSION V SCORE:
32/40
80%
GRADE:
B
BETSY VAUGHN – MAY/2020 Page 7 of 8
Never
1. 6 7 8 9 10
2. 10 9 8 7 6 5 4 3 2 1 0
3. 10 9 8 7 6 5 4 3 2 1 0
DIMENSION VI: STRATEGIC
This action occurs: Always Frequently Occasionally Rarely Never 1. Board devotes more time in preparing for the future than in putting out fires.
4 3 1 0
2. Board sets clear organizational priorities for the year ahead.
4 3 1 0
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
3 2 1 0
4. Board discusses where the school district will be five years from now.
3 2 1 0
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
4 2 1 0
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
4 3 1 0
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
4 2 1 0
8. Board compares reports on schools’ progress with the district's long-term goals.
3 2 1 0
9. Board has a procedure in place for conducting superintendent evaluations.
3 2 1 0
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
4 3 1 0
DIMENSION VI SCORE:
30/40
75%
GRADE:
C
BETSY VAUGHN – MAY/2020 Page 8 of 8
OVERALL GRADE:
165/240 ________________69% GRADE: D
COMMENTS:
Are we Board Members because we feel a calling to serve our community via helping to forge strong public education or are we Board Members because we crave feelings of importance and recognition?
GOALS:
Mutual respect. Openness and honesty
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 1 of 10
SCHOOL BOARD SELF-EVALUATION
This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade.
DIMENSION I: CONTEXTUAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
3 2 1 0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
4 3 1 0
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
3 2 1 0
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
4 3 2 0
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
4 3 1 0
6. Board communicates its decisions to all affected by them.
3 2 1 0
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
4 2 1 0
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
4 3 1 0
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 2 of 10
9. Board is kept informed about student
growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
3 2 1 0
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
3 2 1 0
DIMENSION I SCORE:
30/40
75%
* GRADE:
C
* Use one of your school’s grading scales to determine this.
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 3 of 10
DIMENSION II: EDUCATIONAL
This action occurs: Always Frequently Occasionally Rarely Never
1. Board requests a decision be postponed until further information can be obtained.
4 2 1 0
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
4 3 1 0
3. Board is given and reads the agenda and background materials well in advance of meeting.
3 2 1 0
4. Board participates in in-service programs at regional, state, and national levels.
3 2 1 0
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
4 3 2 0
6. Board leadership makes sure that all members have the same information on important issues.
3 2 1 0
7. I read through the board’s policies, procedures, and employee contracts.
3 2 1 0
8. Board has discussions about the effectiveness of its performance.
4 3 1 0
DIMENSION II SCORE: 24/32
75%
GRADE:
C
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 4 of 10
DIMENSION III: INTERPERSONAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board’s split decisions do not result in a split board.
4 3 1 0
2. Board members are able to hold confidential items in confidence.
4 3 2 0
3. Board member and superintendent confer so that differences of opinion are identified.
3 2 1 0
4. Board members are able to be open and honest without fear of being ostracized.
4 3 2 1
5.1 have discussed with fellow members common interests we share outside the boardroom.
4 3 2 0
6. Once a decision is made, the board works together to see that it is accepted and carried out.
4 2 1 0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
3 2 1 0
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
4 3 2 0
9. Board provides biographical information that helps members get to know one another better.
3 2 1 0
10. Board handles conflict openly and constructively.
4 3 2 0
11. Board Members demonstrate flexibility when dealing with educational issues.
3 2 1 0
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
3 2 1 0
DIMENSION III SCORE:
29/48
60%
GRADE:
D
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 5 of 10
DIMENSION IV: ANALYTICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. I have been in board meetings where subtleties of issues dealt with escaped the board.
4 3 1 0
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
4 2 1 0
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
3 2 1 0
4. Board is attentive to how it reaches conclusions.
4 3 1 0
5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
4 3 1 0
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
4 2 1 0
7. Board seeks outside assistance from consultants or other districts when considering its work.
4 3 1 0
8. Board does not present new issues of a complex nature for immediate action.
4 3 1 0
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
4 3 1 0
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
4 2 1 0
DIMENSION IV SCORE:
25/40
63%
GRADE:
D
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 6 of 10
DIMENSION V: POLITICAL
This action occurs: Always Frequently Occasionally Rarely Never 1. Board shows an awareness of the impact its decisions will have on the community.
4 2 1 0
2. Board encourages the public to attend board meetings.
3 2 1 0
3. Board actively cooperates with the news media to spread information about schools programs.
3 2 1 0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
3 2 1 0
5. Board offers committees referenced in #4 opportunities to report at meetings.
3 2 1 0
6. Board and its members maintain channels of communication with key community leaders.
4 3 1 0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
4 3 1 0
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
3 2 1 0
9. Board withstands the pressure of special interest groups.
4 3 1 0
10. Board is actively involved in state and federal education legislation.
4 2 1 0
DIMENSION V SCORE:
32/40
80%
GRADE:
B
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 7 of 10
Never
1. 6 7 8 9 10
2. 10 9 8 7 6 5 4 3 2 1 0
3. 10 9 8 7 6 5 4 3 2 1 0
DIMENSION VI: STRATEGIC
This action occurs: Always Frequently Occasionally Rarely Never 1. Board devotes more time in preparing for the future than in putting out fires.
4 3 1 0
2. Board sets clear organizational priorities for the year ahead.
4 3 2 0
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
3 2 1 0
4. Board discusses where the school district will be five years from now.
3 2 1 0
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
4 2 1 0
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
4 2 1 0
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
4 3 2 0
8. Board compares reports on schools’ progress with the district's long-term goals.
4 2 1 0
9. Board has a procedure in place for conducting superintendent evaluations.
3 2 1 0
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
3 2 1 0
DIMENSION VI SCORE:
30/40
75%
GRADE:
C
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 8 of 10
OVERALL GRADE:
170/240 _______________71% GRADE: C I. Contextual 1. (4). The Board provides public comment opportunities at Briefing and Regular Board Meetings. We receive and respond to emails from members of the public. School Board Student Advisory provides monthly input and feedback as part of their meeting process. 2. (2). The Board discusses research and larger trend statewide and nationally in DSP Workshops led by staff. We do not discuss events and trends - for example, business trends and the work of local governments that in the Lee County and greater SWFL area. (Horizon Council and Foundation) 3. (4). Annually, at the Board pre-Reorganization Meeting, the Board reviews the Mission and Vision statements. Components of the DSP are evaluated for consistency with the statements. 4. (1). On occasion, the Superintendent is not treated with respect in both written and verbal comments. He is well regarded as the educational leader, but undermined as Chief Executive Officer. 5. (2). I think staff is deliberate in their reference to district values when presenting to the Board. Board members often use ‘value’ words in meetings - for example, transparent, ethical, honest equitable, fair, respectful - but do not always exhibit those values. 6. (4). All Board decisions are communicated publicly and available in draft and final form on the District website. 7. (3). Communications from FSBA and from the Superintendent keep us abreast of state and national policies, court decisions, etc. We send Board Member representatives to state and national meetings about public education policies and laws. The Board Attorney should be a more active participant 8. (2) Board Protocol specifies staggered policy reviews, in addition to policies amended in response to new legislation. Two years ago, the Board Attorney did not act on a Board direction to reflect review dates in policy. For the past year, staff has had primary responsibility for policy development and review, so a return to systematic process is needed. 9. (4). Regular DSP reports document student achievement. Student achievement in extracurricular and non-academic programs is recognized regularly at School Board Meetings. 10. (4) We are fortunate to have very a competent CFO and financial advisors on contract. We receive monthly budget reports and periodic updates on financial assets and reserves II. Educational 1. (3) Typically, we postpone Board decisions until all Board Members obtain the information they seek. Requests need to be submitted on a more timely basis so all Board Members are prepared to discuss. 2. (2) During the Pre-Reorganization Meeting, facilitated workshops, and Master Board Training, the Board has explored its responsibilities and role in District management. Unfortunately, we have difficulty sustaining that understanding on a regular basis. 3. (4). I read the agenda and all materials in advance of meetings and seek to gain understanding of materials not understood by giving adequate notice to the Superintendent so that staff may provide an explanation. 4. (4). We assign Board Members to represent us at state and national education association meetings. Most Board Members attend FSBA workshops. 5. (1). Board Members have difficulty discussing mistakes and talking about appropriate steps to avoid future mistakes. 6. (4). The Superintendent makes great effort to provide the same information on important issues to each Board Member. 7. (4) 8. (2). Annually, the Board engages in a self-evaluation process and workshop.
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 9 of 10
III. Interpersonal 1. (2). Although the Board maintains a public posture of moving on, its way of work reflects deep divisions. 2. (1). I am aware that confidential items are not held in confidence. 3. (4) Although our perspectives don’t always align initially, I enjoy exploratory conversations with the Superintendent. 4. (0). A Board meeting observer can easily see the absence of respect that underlies Board discussions. 5. (1) Given my answers in 1 and 4 above. 6. (3) Particularly when under the influence of special interests, we are unable to finalize an outcome and move on. 7. (4) 8. (1). During the Pre-Reorganization Meeting and the Self-Evaluation Workshop, we hammer out goals. We do not periodically reflect on our progress. 9. (4) 10. (1). Constructive handling of conflict necessitates respect and trust which frequently is absent. 11. (4) 12. (4) IV. Analytical 1. (2). We sometimes allow confusion about our roles and responsibilities to cloud discussion about issues. 2. (3). Staff is very capable of presenting the pros and cons of any issues before the Board for discussion. Again, sometimes the Board has difficulty agreeing on the weight or value to be assigned to elements of a decision. 3. (4). 4. (2) I think we struggle to make difficult decisions because we do not have a way of work that provides confidence in outcomes. 5. (2). We are too focused on short-term drivers. 6. (3). We are good at brainstorming. 7. (2). We have done a lot of work this year with consultants to improve our communications and interpersonal relations. Regrettably, considerable effort and commitment did not lead to meaningful cultural change. We contracted for our School Board Attorney, Internal Auditor and Investment Advisor. 8. (2) We continue to have a problem with requests for action without ample forewarning and opportunity to explore the issue. 9. (2) COVID-19 exposed our lack of framework for soliciting input in crisis situations. Our Student Advisory Committee is effective for providing input on strategic changes. 10. (3). We ask Board Advisory Committees to conduct research and/or provide input on strategic developments and action plans that would benefit from additional vetting. Again, we know that we lack the flexibility to address time sensitive matters in those committees. V. Political 1. (3) The information presented by District staff for Board deliberations is usually multidimensional. Sometimes the interests of a group are over-valued. 2. (4) 3. (4) The Superintendent has built a very competent communication team and we are fortunate to have a local media who are eager to share District information. 4. (4) The Board has Advisory Committees with community members, staff and Board Member liaisons. 5. (4) 6. (2). Informal lines of communication are maintained with key community leaders. The nature of communications and outcomes are shared inconsistently with the Board. 7. (2) We have been too undisciplined in our way of work to appropriately structure opportunities for community input on controversial issues. 8. (4) 9. (2) We need to acknowledge the input of special interest groups and move on instead of allowing their issues to dominate our work time. 10. (3). Our local lobbyist has helped us to more effectively engage with members of our state delegation.
CATHLEEN O’DANIEL MORGAN – MAY/2020 Page 10 of 10
IV. Strategic 1. (2). Matters of management and administration process, responsibility, and accountability are micromanaged without cause. Considerable Board work time is spent on current administration. Consequently, we don’t workshop our strategic and action plans with an eye to the impact on budget and student achievement intermediate and long term. 2. (1). We set organizational priorities, but we don’t use them for efficiently and effectively managing our work plans. 3. (4) 4. (4). The Superintendent and District and School Leadership regular update the Board regarding the DSP – short-term action plans, intermediate and long-term strategies and projected outcomes. 5. (3). The Superintendent recommends changes to the DSP for Board discussion. 6. (3) 7. (1). We prefer to focus on the trees. 8. (3). The Superintendent and members of the administration regularly report on schools’ progress compared to DSP goals. Schools from different levels presented SIP action plans and progress. 9. (4) 10. (4) COMMENTS We do not have a way of work or work plans that support timely and effective decision-making. We delegate the responsibility for organizing our work and setting our priorities to the Superintendent and his staff. We need to agree on goals and work plans, then direct the Board Chair to develop appropriate schedules with the Superintendent. We spend too much time micromanaging the Superintendent and his staff in our public meeting space, instead of focusing on student achievement, the budget, DSP and educational research, and DSP and the District’s educational alignment with local economic trends and stakeholder expectations. Consequently, the Superintendent and staff are over scheduled and overworked by the demands of this Board. And we are underdelivering on our responsibilities and individual abilities. GOALS 1. Commit to improving interpersonal communications and regularly discuss the commitment. 2. Set goals and priorities and examine progress quarterly. 3. Put Board Members requests for topics to discuss in a ‘parking lot’ to review at the completion of each
workshop. Board members should agree on the need to discuss the topic and direct the Board Chair to coordinate agenda development with the Superintendent.
4. Commit to decisions and discussion outcomes and agree not to revisit without the Board’s agreement.
COMPOSITE – MAY 2020 Page 1 of 12
SCHOOL BOARD SELF-EVALUATION This evaluation is based on the six dimensions of board competency, a description of successful board practices uncovered during the Trustee Demonstration Project. This five-year study involved trustee boards from more than 20 colleges, schools, and non-profit organizations in the United States. Listed under each of the six major headings are statements describing a variety of related board actions. You will score each action according to how frequently it occurs. At the end of each section, you will tabulate the scores and assign a grade for each of the six dimensions of competency. At the end of the evaluation, you will assign your board an overall grade. This action occurs: Always-4 Frequently-3 Occasionally-2 Rarely-1 Never-0
DIMENSION I: CONTEXTUAL
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
1. Board takes the time to learn about important issues facing schools through actions such as allowing teachers, students, and administrators to report at meetings.
3 3 3 3 3 4 4 3.3 3.0
2. Board effectively discusses the research about events and trends in the larger community that may affect schools.
2 2 1 3 3 3 2 2.3 2.3
3. Board reviews district’s mission statement and finds it to be aligned with the vision statement.
4 3 1 3 3 3 4 3.0 2.7
4. Board recognizes the superintendent as chief executive officer and educational leader of the district.
3 4 1 2 3 4 1 2.6 2.3
5. I have been present at board meetings where discussions about values of the district were key factors in reaching a conclusion to a problem.
3 2 1 1 2 3 2 2.0 2.1
6. Board communicates its decisions to all affected by them.
3 2 1 3 2 3 4 2.6 2.9
7. Board keeps abreast of policies mandated by state and federal law, Department of Education, attorney general opinions, and the courts.
4 2 3 2 3 3 3 2.9 2.7
8. Board establishes and maintains a systematic plan for feedback on policies to determine effectiveness, their worth, and whether they need to be amended, modified, or canceled.
3 2 1 3 3 2 2 2.3 2.7
COMPOSITE – MAY 2020 Page 2 of 12
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
9. Board is kept informed about student growth through reports on scholastic achievement, vocational programs, and the impact of extracurricular activities.
4 3 3 4 3 2 4 3.3 3.3
10. Board stays aware of its debt limitations and sets priorities based on total Financial needs of the system and maintaining an adequate financial reserve.
3 2 1 4 3 3 4 2.9 2.7
DIMENSION I SCORE: 32/40
80%
25/40
63%
16/40
40%
28/40
70%
28/40
70%
30/40
75%
30/40
75%
189/280
68%
222/280
79% * GRADE:
B
D
U
C
C
C
C
D
C
* Use one of your school’s grading scales to determine this.
COMPOSITE – MAY 2020 Page 3 of 12
DIMENSION II: EDUCATIONAL
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
1. Board requests a decision be postponed until further information can be obtained.
3 1 2 2 2 3 3 2.3 2.1
2. Board conducts an explicit examination of its responsibilities, discussing its role in district management.
2 2 1 2 2 2 2 1.9 2.0
3. Board is given and reads the agenda and background materials well in advance of meeting.
3 3 2 3 4 4 4 3.3 3.0
4. Board participates in in-service programs at regional, state, and national levels.
3 2 3 4 3 3 4 3.1 2.9
5. I have participated in board discussions about what the board should do differently as a result of the mistakes made.
3 3 1 3 2 2 1 2.1 3.0
6. Board leadership makes sure that all members have the same information on important issues.
3 2 4 4 2 2 4 3.0 3.0
7. I read through the board’s policies, procedures, and employee contracts.
3 3 4 4 4 4 4 3.7 3.3
8. Board has discussions about the effectiveness of its performance.
3 1 1 2 2 2 2 1.9 2.3
DIMENSION II SCORE: 23/32
72%
17/32
53%
18/32
56%
24/32
75%
21/32
66%
22/32
69%
24/32
75%
149/224
67%
182/224
81% * GRADE:
C
U
U
C
D
D
C
D
B
COMPOSITE – MAY 2020 Page 4 of 12
DIMENSION III: INTERPERSONAL
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
1. Board’s split decisions do not result in a split board. 3 3 1 1 4 2 2 2.3 1.6
2. Board members are able to hold confidential items in confidence.
3 3 1 2 3 4 1 2.4 2.0
3. Board member and superintendent confer so that differences of opinion are identified.
2 2 4 2 1 3 4 2.6 2.4
4. Board members are able to be open and honest without fear of being ostracized.
3 2 1 3 1 2 0 1.7 1.6
5.1 have discussed with fellow members common interests we share outside the boardroom.
3 1 3 2 2 0 1 1.7 1.7
6. Once a decision is made, the board works together to see that it is accepted and carried out.
2 2 1 3 2 2 3 2.1 2.0
7. At our board meetings, there is at least as much dialogue among members as there is among members and staff.
3 3 3 3 2 3 4 3.0 2.7
8. Board has established annual priorities and/or goals for itself, in alignment with procedures manual.
3 3 1 2 2 3 1 2.1 1.7
9. Board provides biographical information that helps members get to know one another better.
2 2 2 1 1 1 4 1.9 2.3
10. Board handles conflict openly and constructively. 2 3 1 2 1 2 1 1.7 1.3
11. Board Members demonstrate flexibility when dealing with educational issues.
3 3 1 3 2 2 4 2.6 2.3
COMPOSITE – MAY 2020 Page 5 of 12
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
12. Board Members are encouraged to model respect towards students, parents, community members, staff and each other.
3 2 2 4 2 2 4 2.7 2.6
DIMENSION III SCORE: 32/48
67%
29/48
60%
21/48
44%
28/48
58%
23/48
48%
28/48
58%
29/48
60%
190/336
57%
248/336
74% * GRADE:
D
D
U
U
U
U
D
U
C
COMPOSITE – MAY 2020 Page 6 of 12
DIMENSION IV: ANALYTICAL
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
1. I have been in board meetings where subtleties of issues dealt with escaped the board.
3 3 3 2 2 2 2 2.4 2.4
2. Board explicitly examines the “downside” or possible pitfalls of any important decision it is about to make.
3 3 3 3 2 2 3 2.7 2.6
3. Board questions administrative proposals, requiring the superintendent to defend or reconsider his/her recommendations.
3 3 4 3 3 2 4 3.1 2.9
4. Board is attentive to how it reaches conclusions. 3 3 1 3 2 3 2 2.4 2.4 5. The Board is mindful of how its decisions on one issue influences and impacts future decisions.
2 3 1 3 2 3 2 2.3 2.1
6. When faced with an important issue, the board often “brainstorms,” generating a list of creative approaches or solutions to the problem.
3 3 1 3 0 1 3 2.0 2.4
7. Board seeks outside assistance from consultants or other districts when considering its work.
2 3 2 2 1 2 2 2.0 2.6
8. Board does not present new issues of a complex nature for immediate action.
3 2 2 2 2 3 2 2.3 2.6
9. Before reaching a decision on important issues, board requests input from students or staff likely to be affected by the decision.
3 1 2 3 2 3 2 2.3 2.1
10. Board handles issues that are ambiguous and complicated by directing to advisory committees and/or Superintendent to conduct in-depth research.
2 2 2 3 2 2 3 2.3 2.6
COMPOSITE – MAY 2020 Page 7 of 12
DIMENSION IV SCORE: Board Members: Fischer
Dist. 1 Giovannelli
Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
27/40
68%
26/40
65%
21/40
53%
27/40
68%
18/40
45%
23/40
58%
25/40
63%
167/280
60%
196/280
70% * GRADE:
D
D
U
D
U
U
D
D
C
COMPOSITE – MAY 2020 Page 8 of 12
DIMENSION V: POLITICAL
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
1. Board shows an awareness of the impact its decisions will have on the community.
2 2 1 4 2 3 3 2.4 2.6
2. Board encourages the public to attend board meetings. 3 2 3 4 2 4 4 3.1 3.1
3. Board actively cooperates with the news media to spread information about schools programs.
3 3 2 4 2 4 4 3.1 3.0
4. Board has formed ad hoc committees/task forces that include staff and community representatives as well as board members.
3 3 4 4 4 2 4 3.4 3.3
5. Board offers committees referenced in #4 opportunities to report at meetings.
3 4 4 4 4 4 4 3.9 3.6
6. Board and its members maintain channels of communication with key community leaders.
3 3 3 4 3 4 2 3.1 3.0
7. If the board thinks a group of constituents is likely to disagree with an action it’s considering, it makes sure to learn how the public feels before rendering the decision.
2 2 2 2 1 3 2 2.0 2.1
8. Board has adopted a policy on parent and public relations/involvement, which it references and reviews.
3 3 2 3 1 2 4 2.6 2.9
9. Board withstands the pressure of special interest groups.
3 3 0 2 2 3 2 2.1 1.6
10. Board is actively involved in state and federal education legislation.
3 4 2 4 3 3 3 3.1 3.3
COMPOSITE – MAY 2020 Page 9 of 12
DIMENSION V SCORE: Board Members: Fischer
Dist. 1 Giovannelli
Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
28/40
70%
29/40
73%
23/40
58%
35/40
88%
24/40
60%
32/40
80%
32/40
80%
203/280
73%
223/280
80% * GRADE:
C
C
U
B
D
B
B
C
B
COMPOSITE – MAY 2020 Page 10 of 12
DIMENSION VI: STRATEGIC
Board Members: Fischer Dist. 1
Giovannelli Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
1. Board devotes more time in preparing for the future than in putting out fires.
2 3 2 3 2 2 3 2.4 2.1
2. Board sets clear organizational priorities for the year ahead.
2 3 2 2 3 2 1 2.1 2.3
3. At least once a year, board asks the superintendent to articulate his/her vision for the school district’s future and offer strategies to realize that vision.
3 3 4 4 3 4 4 3.6 3.3
4. Board discusses where the school district will be five years from now.
3 2 1 3 3 4 4 2.9 2.4
5. Within the past year, board has reviewed school district strategies for attaining long-term goals, made a determination as to whether they were effective and made necessary modifications.
2 2 1 3 2 3 3 2.3 2.9
6. I have been at board meetings where discussion focused on identifying or overcoming school district opportunities for improvement.
3 2 1 3 2 2 3 2.3 2.9
7. Board makes explicit use of long-term priorities of the school district in dealing with current issues.
3 3 1 3 2 3 1 2.3 2.4
8. Board compares reports on schools’ progress with the district's long-term goals.
3 3 4 3 4 4 3 3.4 3.0
9. Board has a procedure in place for conducting superintendent evaluations.
3 3 4 4 2 4 4 3.4 3.7
10. Board is periodically advised of availability of outside funds, such as state and federal grants, special programs, community resources, research programs and special construction funds.
4 2 4 3 3 2 4 3.1 3.1
COMPOSITE – MAY 2020 Page 11 of 12
DIMENSION VI SCORE: Board Members: Fischer
Dist. 1 Giovannelli
Dist. 2
Patricca Dist. 3
Jordan Dist. 4
Gittens Dist. 5
Vaughn Dist. 6
Morgan Dist. 7
Average
05/2019 Average
28/40
70%
26/40
65%
24/40
60%
31/40
78%
26/40
65%
30/40
75%
30/40
75%
195/280
70%
219/280
78% * GRADE:
C
D
D
C
D
C
C
C
C
COMPOSITE – MAY 2020 Page 12 of 12
Overall Grade
*Grading Scale
A – 90 - 100
B – 80 - 89
C – 70 - 79
D – 60 - 69
U – 0 - 59
Mary Fischer District 1
170/240 71%
* GRADE:
C
Melisa W. Giovannelli District 2
152/240 63%
* GRADE:
D
Chris N. Patricca District 3
123/240 51%
* GRADE:
U
Debbie Jordan District 4
173/240 72%
* GRADE:
C
Gwynetta S. Gittens District 5
140/240 58%
* GRADE:
U
Betsy Vaughn District 6
165/240 69%
* GRADE:
D
Cathleen O’Daniel Morgan District 7
170/240 71%
* GRADE:
C
