BBAB-MSAD #11 SCHOOL BOARD SELF-EVALUATION
File: BBAB
MSAD #11 SCHOOL BOARD SELF-EVALUATION
As an elected body, the MSAD #11 Board is accountable to the public for the education of its children and the stewardship of the school district’s resources. The MSAD #11 Board recognizes that in order to be most effective in its governance role, it should continuously monitor and evaluate its own performance, processes, and practices. The MSAD #11 Board believes that periodic self-evaluation is essential to improved leadership, support of student achievement, and the attainment of the school district’s vision and goals.
The MSAD #11 Board will annually conduct a self-evaluation at a scheduled time and place. The MSAD #11 Board encourages all of its members to attend. MSAD #11 Board will strive to not take up any other business at this session. Consistent with the Freedom of Access Act, the MSAD #11 Board’s self-evaluation will be held in open session. The Superintendent is expected to participate in the process.
During self-evaluation, the MSAD #11 Board will evaluate itself as a whole. The self-evaluation should emphasize areas of strength as well as those identified for improvement. MSAD #11 Board members are encouraged to use the evaluation process as an opportunity to assess their own personal performance.
The MSAD #11 Board will determine the areas of competence and/or MSAD #11 Board responsibilities and relationships that will be used as the basis for the self-evaluation. The MSAD #11 Board will select an evaluation method or instrument that will include a reasonable number of criteria or performance indicators by which to appraise the MSAD #11 Board’s functioning and effectiveness. The MSAD #11 Board may also identify specific topics for discussion that are related to its meeting processes, communications, MSAD #11 Board-Superintendent relations, and “boardsmanship” skills.
The MSAD #11 Board may seek the assistance of the Superintendent in identifying standards for assessment and topics for discussion and/or in selecting an evaluation method or instrument that meets its needs.
If a self-evaluation instrument/form is used, a composite profile of responses may be tabulated to provide a more detailed analysis of MSAD #11 Board performance. As no single instrument or form may encompass all of the MSAD #11 Board’s responsibility or sufficiently address the relationship between responsibilities, the MSAD #11 Board need not limit itself to those items that appear on the instrument or form, but should use it as means of structuring and stimulating MSAD #11 Board discussion.
A different method or instrument may be used from year to year, but must be agreed upon by a majority of the MSAD #11 Board.
The areas of MSAD #11 Board responsibility and relationships that may be appropriate to consider during the self-evaluation may include but are not limited to:
A. MSAD #11 Board “visioning,” strategic planning, and long-range planning skills and processes;
B. MSAD #11 Board meeting management, conduct, and decision-making processes;
C. Policy development and implementation;
D. Fiscal oversight and resource allocation;
E. Oversight of curriculum and instruction;
F. Monitoring of student achievement;
G. MSAD #11 Board subcommittee structure, responsibilities, and processes;
H. MSAD #11 Board member development;
I. New MSAD #11Board member orientation;
J. MSAD #11 Board-Superintendent relations;
K. MSAD #11 Board-community relations and communications;
L. MSAD #11 Board relations with the media; and
M. MSAD #11 Board legislative involvement and advocacy.
Following a discussion of the evaluation results [OR: discussion of identified topics], the MSAD #11 Board will establish priorities and objectives for the following year’s self-evaluation.
The MSAD #11 Board may, as desired, schedule interim self-evaluation sessions to assess progress toward achieving identified priorities and objectives.
Adopted: April 2, 2009