300 ADMINISTRATION

300 STATEMENT OF GUIDING PRINCIPLES FOR ADMINISTRATION

The administration of the District shall provide the educational leadership to implement the District's educational philosophy. It is the responsibility of the administration to implement and enforce policies developed by the Board.

The Board and administrators mutually endorse the management team concept. The Board and administrators shall work together in making decisions and setting goals for the District to obtain, share and use information to solve problems, make decisions and formulate policies and regulations concerning the District.

 

*Reviewed:  08/12/02
*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 09/12/16
*Revised: 09/13/21

 

 

301 SUPERINTENDENT OF SCHOOLS

The Superintendent of schools shall be the chief executive officer of the Board, and shall be directly responsible for the execution of the Board's policies, the faithful and efficient observance of the Board's rules by all employees, and the enforcement of all provisions of the law relating to the operation of the schools.

 
*Reviewed:  08/12/02
*Reviewed:  12/11/06
*Reviewed:  12/13/10
*Revised:  12/12/11
*Reviewed: 09/12/16
*Revised: 09/13/21

301.1 SUPERINTENDENT OF SCHOOLS - QUALIFICATIONS

The Superintendent of schools shall meet the certification requirements as designated by the Department of Education.

 

*Revised: 12/10/90
*Reviewed: 08/12/02
*Reviewed: 12/11/06
*Reviewed: 12/13/10
*Revised:  12/12/11
*Reviewed: 09/12/16
*Reviewed: 09/13/21

301.2 SUPERINTENDENT OF SCHOOLS – APPOINTMENT, CONTRACT AND CONTRACT NONRENEWAL

The Board shall appoint a Superintendent of schools for a term not to exceed three (3) years.

If a Superintendent's contract is being renewed by the Board, the contract will be extended automatically for additional one-year periods beyond the end of its term until it is modified or terminated as mutually agreed to by the parties or until the Superintendent's contract is terminated consistent with statutory termination procedures.

If the Superintendent wishes to resign, to be released from a contract, or to retire, the Superintendent must comply with Board policies dealing with retirement, release or resignation.

 

*Reviewed:  08/12/02
*Revised:  01/15/07
*Revised:  12/13/10
*Revised:  12/12/11
*Revised: 09/12/16
*Revised: 09/13/21

301.3 SUPERINTENDENT OF SCHOOL - FUNCTIONS

The overall responsibility for the administration of the school system shall be delegated to the Superintendent, who shall perform the various administrative functions in accord with the policies and actions of the Board. The Superintendent shall be vested with the necessary authority and be provided the appropriate personnel to carry out the broad responsibilities of the position.

The Superintendent shall be authorized to organize the administration in such a manner as to facilitate the most efficient and effective operation of the District. The Superintendent shall have the discretion to delegate to other school personnel the exercise of any authority and the discharge of any responsibilities imposed upon the Superintendent by law, agency regulations or Board action. The delegation of power or duty, however, shall not relieve the Superintendent of accountability for the results of such delegation.

In addition to serving as chief administrator, the Superintendent shall function as professional advisor to and chief executive officer of the Board. As such, he shall be directly responsible to the Board for the execution of its policies and decisions, consistent with legal requirements and with ethical standards of the profession. The Superintendent shall have the power to make rules and render decisions, not in conflict with law or with Board policies or actions.

The Superintendent shall be permitted to attend all meetings of the Board, except those concerned with his own contractual status. He shall be granted the privilege of taking part in all the deliberations, but shall not vote.

The responsibilities of the Superintendent shall be enumerated more specifically in a job description which, however, shall not act to limit the broad authority and responsibilities of the office.

 

*Reviewed:  08/12/02
*Reviewed:  12/11/06
*Reviewed: 12/13/10
*Revised:  12/12/11
*Reviewed: 09/12/16
*Revised: 09/13/21

301.4 SUPERINTENDENT EVALUATION

The Board will conduct an ongoing evaluation of the Superintendent on the Superintendent's skills, abilities, and competence. Annually, the Board will formally evaluate the Superintendent.  The goal of the Superintendent's formal evaluation is to ensure the education program for the students is carried out, promote growth in effective administrative leadership, clarify the Superintendent's role, clarify the immediate priorities of the Board, and develop a working relationship between the Board and the Superintendent.

The formal evaluation will be based on the following principles:

  • The evaluation criteria shall be in writing, clearly stated and mutually agreed upon by the Board and the Superintendent.  The criteria will be related to the job description and the District's goals;

  • The evaluation process will be conducted annually at a time previously agreed upon;

  • Each Board member shall have an opportunity to individually evaluate the Superintendent, and these individual evaluations will be compiled into overall evaluation by the entire Board;

  • The Superintendent shall conduct a self‑evaluation prior to discussing the Board's evaluation, and the Board as a whole shall discuss their evaluation with the Superintendent;

  • The Board may discuss their evaluation of the Superintendent. This discussion may take place in closed session upon a request from the Superintendent;

  • The individual evaluation of each Board member, if individual Board members so desire, will not be reviewed by the Superintendent. However, Board members are urged to communicate their criticisms and concerns with the Superintendent in the closed session.  The President will develop a written summary of the individual evaluations, including both the strengths and the weaknesses of the Superintendent, and place it in the Superintendent's personnel file to be incorporated into the next cycle of evaluations.

  • The written summary of the individual Board members’ evaluations will be kept by both the Superintendent and the  President.

  • It is the responsibility of the President to ensure that the Superintendent’s evaluation is completed by May 15 of each year.

This policy supports and does not preclude the ongoing informal evaluation of the Superintendent's skills, abilities and competence.

 

*Reviewed:  08/12/02
*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 09/12/16
*Revised: 09/13/21

 

301.5 SUPERINTENDENT CIVIC ACTIVITIES

The Board encourages the Superintendent to be involved in the District community by belonging to District community organizations and attending and participating in District community activities.

It is the responsibility of the Superintendent to become involved in District community activities and events. The Board may include a lump sum amount as part of the Superintendent's compensation to be used specifically for paying the annual fees of the Superintendent for District community activities and events if, in the Board's judgment, the Superintendent's participation will further the public purpose of promoting and deriving support for the District and public education in general. It is within the discretion of the Board to pay annual fees for professional organizations and activities.

 

*Adopted:  01/15/07
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 09/12/16
*Revised: 09/13/21

302 BUILDING PRINCIPALS

*Revised: 09/16/02
*Reviewed: 12/13/10
*Reviewed: 12/12/11
*Reviewed: 10/10/16
*Reviewed: 10/11/21

302.1 BUILDING PRINCIPALS - QUALIFICATIONS

All candidates shall have earned a minimum of the appropriate master's degree from an accredited college or university. They must hold a valid certificate covering the area of service from the Iowa Department of Education.

 

*Revised: 09/16/02
*Reviewed: 12/11/06
*Reviewed: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Reviewed: 10/11/21

 

302.2 BUILDING PRINCIPALS - APPOINTMENTS

Elementary and secondary school Principals shall be appointed by the Board upon the recommendation of the Superintendent of schools for a term not to exceed two (2) years, which term may be renewed annually.

 

*Revised: 09/16/02
*Reviewed: 12/11/06
*Revised: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Reviewed: 10/11/21

302.3 BUILDING PRINCIPALS - FUNCTIONS

General Functions

Subject to the policies of the Board and to the directives issued by the Superintendent, the Principal shall have charge of their building and grounds, all pupils, teachers, operating personnel and all activities carried on therein or thereon.  They shall be directly responsible to the Superintendent of schools or the Superintendent’s designee.

The primary function of the building Principal is to provide leadership that will develop a quality learning environment and program.  The building Principal’s other responsibilities includes discipline measures, student records, teacher evaluation and supervision, faculty meetings, arranging for substitute teachers, establishing building schedules, submitting to the Superintendent a budget estimate for their building, supervising and directing the expenditure of the finalized building budget, and other duties as assigned.

 

Specific Functions

The Principal's Role in School Management

As key administrator of the building, the principal:

  • Knows and consistently adheres to the state legal code and local District policies.
  • Exercises full responsibility for the organization and administration of all activities, personnel, physical  facilities, and supplementary services within the assigned building.
  • Serves as liaison between the school, staff, students, and community.
  • Shares responsibility for the recruitment and selection of all staff members.
  • Determines appropriate schedules for students and teachers.
  • Recognizes and supports the educational value of team management.
  • Implements negotiated contracts, which have been agreed upon by the Board of directors and the employee units.
  • Administers the safety and security procedures for the building, equipment, grounds, and transportation.
  • Assumes responsibility for administering the instructional budget.

 

The Principal's Role in Leadership

As instructional leader, the Principal:

  • Demonstrates a student centered philosophy of education and considers the welfare of students as a paramount responsibility.
  • Assumes the leadership role in developing philosophy, teaching strategies, and techniques.
  • Demonstrates knowledge of curriculum; shows balanced concern for all subject matter areas and activity programs.
  • Assists in creating a favorable working atmosphere within the building that is conducive to optimum growth and learning.
  • Works with the staff in designing and providing effective in‑service programs.
  • Promotes student and staff feelings of personal worth.
  • Promotes high staff morale and high commitment to professional growth.
  • Maintains professional growth through workshops, seminars, conferences, and personal reading.
  • Studies and evaluates current programs in education and works with the instructional staff to implement those programs consistent with the goals and objectives of the District.
  • Contributes to the profession through active participation in professional organization activities.

 

The Principal's Role in Supervision

As supervisor of the facilities, staff, and program the Principal

  • Establishes and administers rules and regulations pertaining to the welfare and management of students.
  • Maintains accurate records and prepares reports.
  • Organizes and administers all student activity programs.
  • Works with instructional staff in recommending promotion/retention/graduation policies.
  • Coordinates budget development and makes recommendations for programs, staff, and building needs.

 

The Principal's Role in Evaluation

As the person who is ultimately accountable for the effectiveness of the overall program, the Principal:

  • Conducts a continuous evaluation procedure for all building personnel and recommends to the Superintendent their assignments, promotion, transfer or dismissal.
  • Evaluates curriculum programs through testing, observation, and analysis.
  • Develops programs for evaluating student progress towards stated instructional objectives.                                                             

The Principal's Role in Communication

As an effective communicator, the Principal:

  • Interprets learning programs and Board policies to the community.
  • Provides information to students and parents about school programs and services.
  • Provides opportunity for parents' and residents' involvement in advisory and volunteer groups.
  • Serves as intermediary between staff and other administrators.
  • Is aware of resources of the community, which could serve as a laboratory for learning.
  • Maintains an awareness of factors outside the school, which affect the school structure.
  • Maintains an open line of communication with staff.

 

 

*Revised: 09/16/02
*Reviewed: 12/11/06
*Reviewed: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Revised: 10/11/21

302.4 BUILDING PRINCIPALS - EVALUATION

The Superintendent shall conduct an ongoing process of evaluating the Principals on their skills, abilities, and competence.  Annually, the Superintendent will formally evaluate the Principals. The goal of the formal evaluation process is to ensure the education program for the students is carried out, promote growth in effective administrative leadership for the District, clarify the building Principal's role as the Board and the Superintendent see it, ascertain areas in need of improvement, clarify the immediate priorities of the responsibilities listed in the job description, and develop a working relationship between the Superintendent and the Principal.

The formal evaluation shall include written criteria related to the job description. The Superintendent, after receiving input from the building Principals, shall present the formal evaluation instrument to the Board for approval.

The formal evaluation shall also include an opportunity for the building Principal and the Superintendent to discuss the written criteria, the past year's performance and the future areas of growth. The evaluation shall be completed by the Superintendent, signed by the building Principal and filed in the building Principal's personnel file.

It shall be the responsibility of the Superintendent to conduct formal evaluation of the probationary building Principals and non‑probationary building principals prior to June 15 at a time mutually agreeable to the building principals and the Superintendent.

This policy supports and does not preclude the ongoing informal evaluation of the principal's skills, abilities and competence.

 

 

*Revised: 09/16/02
*Revised: 01/15/07
*Revised: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Revised: 10/11/21
 

303 ASSISTANTS TO THE PRINCIPALS

*Reviewed: 12/13/10
*Reviewed: 12/12/11
*Reviewed: 10/10/16
*Reviewed: 10/11/21

303.1 ASSISTANT TO THE PRINCIPAL - POSITION

In order to assist the building Principal carrying out the responsibilities of thier office, the Board may appoint, on recommendation of the Superintendent, as need is established, one or more assistants to the Principal.

 

 
*Revised: 12/10/90
*Revised: 09/16/02
*Reviewed: 12/11/06
*Revised: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Revised: 10/11/21

 

303.2 ASSISTANTS TO THE PRINCIPALS - APPOINTMENT

Assistants to the Principals shall be appointed by the Board, upon the recommendation of the Superintendent of schools for a period not to exceed two (2) years.

 

*Revised: 09/16/02
*Reviewed: 12/11/06
*Revised: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Revised: 10/11/21

303.3 ASSISTANTS TO THE PRINCIPALS - QUALIFICATIONS

The assistant(s) to the Principal shall meet the certification requirements designated by the Iowa Department of Education.

 

*Revised: 09/16/02
*Reviewed: 12/11/06
*Reviewed: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Reviewed: 10/11/21
 

303.4 ASSISTANTS TO THE PRINCIPALS - EVALUATION

The Superintendent shall conduct an ongoing process of evaluating the assistants to the Principals on their skills, abilities, and competence. Annually, the Superintendent will formally evaluate the assistants to the Principals. The goal of the formal evaluation process is to ensure the education program for the students is carried out, promote growth in effective administrative leadership for the District, clarify the assistant building Principal's role as the Board and the Superintendent see it, ascertain areas in need of improvement, clarify the immediate priorities of the responsibilities listed in the job description, and develop a working relationship between the Superintendent and the Principal.

The formal evaluation shall include written criteria related to the job description. The Superintendent, after receiving input from the building Principals, shall present the formal evaluation instrument to the Board for approval.

The formal evaluation shall also include an opportunity for the assistant building principal and the Superintendent to discuss the written criteria, the past year's performance and the future areas of growth. The evaluation shall be completed by the Superintendent, signed by the assistant building Principal and filed in the assistant building Principal's personnel file.

It shall be the responsibility of the Superintendent to conduct formal evaluation of the probationary assistant building Principals and non‑probationary assistant building Principals prior to May 15 at a time mutually agreeable to the assistant building Principals and the Superintendent.

This policy supports and does not preclude the ongoing informal evaluation of the assistant Principal's skills, abilities and competence.

 

*Revised: 12/10/90
*Revised: 09/16/02
*Revised: 01/15/07
*Reviewed: 12/13/10
*Revised: 12/12/11
*Reviewed: 10/10/16
*Revised: 10/11/21
 

304 OTHER ADMINISTRATIVE PERSONNEL

*Adopted: 09/16/02
*Reviewed:  12/13/10
*Reviewed:  12/12/11
*Reviewed: 11/14/16
*Reviewed: 11/08/21
 

304.1 OTHER ADMINISTRATIVE PERSONNEL – POSITIONS

The Board may appoint upon the recommendation of the Superintendent such other administrative personnel as may be required. Other administrative positions may include but not be limited to Assistant to the Superintendent, Administrator of Special Education, Administrator of School Improvement, Director of Technology, Director of Building/Grounds/Transportation, and Director of Food Service.

 
 
Adopted:  09/16/02
Revised:  06/12/06
*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Revised: 11/14/16
*Revised:  11/08/21
 

304.2 OTHER ADMINISTRATIVE PERSONNEL – QUALIFICATIONS

Other administrative personnel shall meet the certification requirements as designated by the Iowa Department of Education.

 

*Adopted:  09/16/02
*Reviewed:  12/11/06
*Reviewed:  12/13/10
*Revised:  12/12/11
*Reviewed: 11/14/16
*Reviewed:  11/08/21
 

304.3 OTHER ADMINISTRATIVE PERSONNEL – APPOINTMENT

Other administrative personnel shall be appointed by the Board, upon recommendation of the Superintendent for a period not to exceed a two (2) year contract period.

 

*Adopted:  09/16/02
*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 11/14/16
*Revised:  11/08/21
 

304.4 OTHER ADMINISTRATIVE PERSONNEL – FUNCTIONS

Other administrative personnel shall be directly responsible to the Superintendent and shall fulfill such functions as listed in the individual position’s job description.

 

*Adopted:  09/16/02
*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 11/14/16
*Reviewed:  11/08/21
 

304.5 OTHER ADMINISTRATIVE PERSONNEL – EVALUATION

The Superintendent shall conduct an ongoing process of evaluating the administrators on their skills, abilities, and competence.  Annually, the Superintendent will formally evaluate the administrators.  The goal of the formal evaluation process is to ensure the education program for the students is carried out, promote growth in effective administrative leadership for the District, clarify the administrator’s role as the Board and Superintendent see it, ascertain areas in need of improvement, clarify the immediate priorities of the responsibilities listed in the job description, and develop a working relationship between the Superintendent and the administrator.
 
The formal evaluation shall include written criteria related to the job description.  The Superintendent, after receiving input from the administrator, shall present the formal evaluation instrument to the Board for approval.
 
The formal evaluation shall also include an opportunity for the administrator and the Superintendent to discuss the written criteria, the past year’s performance and the future areas of growth.  The evaluation shall be completed by the Superintendent, signed by the administrator and filed in the administrator’s personnel file.
 
It shall be the responsibility of the Superintendent to conduct formal evaluation of the probationary administrators and non-probationary administrators prior to May 15 at a time mutually agreeable to the administrators and the Superintendent.
 
This policy supports and does not preclude the ongoing informal evaluation of the administrator’s skills, abilities and competence.

 

 
*Adopted:  09/16/02
*Revised:  01/15/07
*Reviewed:  12/13/10
*Revised:  12/12/11
*Reviewed: 11/14/16
*Revised:  11/08/21
 

305 ADMINISTRATIVE CABINET

In order to facilitate and coordinate the District administration, the Superintendent may create an administrative cabinet that will serve in a consulting and advisory capacity to the Superintendent.

The members of the administrative cabinet shall be appointed by the Superintendent. The cabinet may be composed of assistant Superintendents, directors, business managers, building Principals, or other administrators, depending on need.
 
The administrative cabinet shall meet at regularly scheduled times to consider an agenda prepared by the Superintendent. The agenda shall include items suggested by cabinet members. Members required to be present at particular meetings may sometimes vary, according to the topic of the meeting and the degree of involvement of the members concerned; those members who are required to be present at a particular meeting will be so notified by the Superintendent.
 

 

*Reviewed:  08/12/02
*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 11/14/16
*Revised:  11/08/21

306 ADMINISTRATIVE ORGANIZATION PLAN

*Reviewed:  08/12/02

*Reviewed:  12/13/10

*Reviewed:  12/12/11

*Reviewed: 11/14/16

*Reviewed: 11/08/21

 

306.1 ADMINISTRATIVE TEAM

Successful administration is best attained through a team effort by all administrators under the leadership of the Superintendent. The team approach to administration can contribute to better management decisions and a healthier, more productive organization by facilitating communication, encouraging input and the utilization of varied expertise, reinforcing productive behavior, reducing the amount of counterproductive behavior, and inspiring greater commitment to the organization.

If the administrative team concept is to succeed, all the participation must take place in an open and trusting context. It requires, too, a strong commitment at the behavioral level by all team members. Recognizing and respecting qualifications, expertise, roles, and responsibilities, as well as supporting all decisions reached, will permit appropriate decision‑making at each level with positive and mutual support at all levels.
 
Fundamental to the success of the administrative team concept is a clearly developed structure in which to communicate, interact, and make decisions. Accordingly, roles, relationships, and expectations should be delineated through a carefully designed organizational plan and well‑devised job descriptions. In addition, the structure should include an orderly network of interlocking teams (the Board, all levels of administrators, and administrative cabinets and committees).
 
It should be recognized that the role of administrative team members in the decision‑making process must vary with the nature and complexity of the decision and the circumstances surrounding it. Thus, when participation is appropriate, it may range from rendering advice to direct involvement in determining a decision.

 

*Revised:  12/13/10
*Reviewed:  12/12/11
*Reviewed: 11/14/16
*Reviewed:  11/08/21

306.2 ADMINISTRATIVE STRUCTURE

It is the Superintendent's responsibility, upon Board approval, to organize, reorganize and arrange the administrative and supervisory staff of the District in a fashion, which in their judgment, best serves the interests of the District.

 

*Reviewed:  08/12/02
*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 11/14/16
*Revised:  11/08/21
 

306.3 MANAGEMENT'S NEGOTIATING

The composition of the District's bargaining team shall be determined by the Superintendent, subject to Board approval. Factors to be considered in selecting team members shall include:

  • the individual's familiarity with or expertise in the area represented by the employee groups; and

  • team continuity and consistency.

 

*Reviewed:  12/11/06
*Revised:  12/13/10
*Revised:  12/12/11
*Reviewed: 11/14/16
*Reviewed:  11/08/21
 

307 ADMINISTRATIVE PERSONNEL EMPLOYMENT

*Reviewed:  08/12/02

*Reviewed:  12/13/10

*Reviewed:  12/12/11

*Reviewed: 12/12/16

*Revised: 12/13/21

 

307.1 ADMINISTRATIVE PERSONNEL EMPLOYMENT - INDIVIDUAL CONTRACTS

Contracts with administrators shall be in writing and shall state the number of contract days, the annual compensation to be paid, the compensation per month of four consecutive weeks, and any other matters as may be mutually agreed upon.

Such contracts shall be approved by the Board, signed by the President and filed with the Secretary.

 

 

*Reviewed:  08/12/02

*Reviewed:  12/11/06

*Revised:  12/13/10

*Revised:  12/12/11

*Reviewed: 12/12/16

*Revised: 12/13/21

308 COMMUNICATION CHANNELS

Questions and problems are resolved at the lowest organizational level nearest to the complaint.  School employees are responsible for conferring with their immediate supervisor on questions and concerns.  Students and other members of the District community will confer with a licensed employee and then with the Principal on questions and concerns.

If resolution is not possible by any of the above, individuals may bring it to the attention of the Superintendent within ten (10) school days of their discussion with the Principal.  If there is no resolution or plan for resolution by the Superintendent within ten (10) school days of the individual's discussion with the Superintendent, the individual may ask to have the question or problem placed on the Board agenda.  It is within the Board’s discretion whether to hear the concern.

It will first be the responsibility of the administrators to resolve questions and problems raised by the employees and the students they supervise and by other members of the District community.

 

 

*Adopted:  01/15/07

*Revised:  12/13/10

*Revised:  12/12/11

*Reviewed: 12/12/16

*Revised: 12/13/21