The board and the administrators shall work together in making decisions and setting goals for the school district.  This effort is designed to obtain, share, and use information to solve problems, make decisions, and formulate school district policies and regulations.

It is the responsibility of each administrator to fully participate in the management of the school district by investigating, analyzing, and expressing their views on issues.  Those board members or administrators with special expertise or knowledge of an issue may be called upon to provide information.  Each board member and administrator shall support the decisions reached on the issues confronting the school district.

The board is responsible for making the final decision in matters pertaining to the school district.

It is the responsibility of the superintendent to develop guidelines for cooperative decision-making.

 

 

Legal Reference:           Iowa Code § 279.8

Cross Reference:          301       Administrative Structure

Approved:     1-27-97

Reviewed:      11-1-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:            

 

 

 

 

 

 

The management team shall consist of the superintendent, principals, directors and business manager.  The management team is headed by the superintendent.  The superintendent will convene meetings to discuss school district policies, administrative procedures and other business brought to the superintendent's attention.

The management team will meet with the board upon the board's request or superintendent's recommendation to review overall operations of the school district and conditions affecting the management team.  The management team will have no relationship to the formal negotiating unit.

 

 

 

Legal Reference:          Iowa Code § 279.8 

                                    281 I.A.C. 12.3(3).

Cross Reference:         301      Administrative Structure

Approved:   1-27-97

Reviewed:   11-12-01, 2-28-11, 1-11-16, 3-28-2022

Revised:      8-9-04

 

 

 

 

 

 

 

 

 

 

 

The board will employ a superintendent to serve as the chief executive officer of the board, to conduct the daily operations of the school district, and to implement board policy with the power and duties prescribed by the board and the law.

The board will consider applicants that meet or exceed the standards set by the Iowa Department of Education and the qualifications established in the job description for the superintendent position.  In employing a superintendent, the board will consider the qualifications, credentials and records of the applicants without regard to race, creed, marital status, gender, color, religion, gender identity, sexual orientation, national origin, age, or disability.  In keeping with the law, however, the board will consider the veteran status of the applicants.  The board will look closely at the training, experience, skill and demonstrated competence of qualified applicants in making its final decision.

In choosing a superintendent, the board will also consider the school district's educational philosophy, financial situation, organizational structure, education programs, and other factors deemed relevant by the board.

The board may contract for assistance in the search for a superintendent.

 

 

 

 

Legal Reference:          29 U.S.C. §§ 621-634 

                                    42 U.S.C. §§ 2000e et seq. 

                                    Iowa Code §§ 21.5(1)(i); 35C; 216; 279.8, .20 

                                    281 I.A.C. 12.4(4).

                                    1980 Op. Att'y Gen. 367.

Cross Reference:         200.2   Powers of the Board of Directors

                                    200.3   Responsibilities of the Board of Directors

                                    301      Administrative Structure

                                    302      Superintendent

Approved:  1-10-83

Reviewed:  5-10-93, 11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:     2-10-97

 

 

 

 

The length of the contract for employment between the superintendent and the board is determined by the board.  The contract shall begin on July 1 and end on June 30.  The contract shall state the terms of employment.

The first two years of a contract issued to a newly employed superintendent is considered a probationary period.  The board may waive this period or the probationary period may be extended for an additional year upon the consent of the superintendent.  In the event of termination of a probationary or nonprobationary contract, the board shall afford the superintendent appropriate due process, including notice by May 15.  The superintendent and board may mutually agree to terminate the superintendent's contract at any time.

If a superintendent's contract is not being renewed by the board, the contract shall 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.

It is the responsibility of the board to provide the contract for the superintendent.

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.

 

 

 

 

Legal Reference:          Martin v. Waterloo Community School District, 518 N.W. 2d 381 (Iowa 1994).

                                    Cook v Plainfield Community School District, 301 N.W.2d 771 (Iowa App. 1980).

                                    Board of Education of Fort Madison Community School District v. Youel, 282 N.W.2d 677 (Iowa 1979).

                                    Briggs v Board of Directors of Hinton Community School District, 282 N.W.2d 740 (Iowa 1979).

                                    Luse v. Waco Community School District of Henry Co., 258 Iowa 1087, 141 N.W.2d 607 (1966).

                                    Iowa Code §§ 21.5(1)(i); 279.20, .22-.25 (2013).

                                    281 I.A.C. 12.4(4).

Cross Reference:         302      Superintendent

Approved:                   1-27-97

Reviewed:                    11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:          

 

 

 

The board has complete discretion to set the salary of the superintendent.  It is the responsibility of the board to set the salary and benefits of the superintendent at a level that shall include consideration of, but not be limited to, the economic condition of the school district and the training, experience, skill, and demonstrated competence of the superintendent.  The salary is set at the beginning of each contract term.

In addition to the salary and benefits, the superintendent's actual and necessary expenses are paid by the school district when the superintendent is performing work-related duties.  It is within the discretion of the board to pay dues to professional organizations for the superintendent.

The board may approve the payment of dues and other benefits or compensation over and above the superintendent's contract.  Approval of dues and other benefits or compensation shall be included in the records of the board in accordance with board policy.

 

 

 

Legal Reference:          Iowa Code §§ 279.8, .20

                                    1984 Op. Att'y Gen. 47.

Cross Reference:         302      Superintendent

Approved:    1-27-97

Reviewed:     11-12-01, 4-8-02, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:

 

 

 

 

 

 

 

 

 

 

 

The quality of the Mid-Prairie Community School District depends to a significant extent on the effectiveness of its Superintendent.  The Superintendent must be a leader in creating learning opportunities that enable and inspire our children to become successful, caring and contributing citizens of our nation and the world. 

Toward that end, the Mid-Prairie Board of Directors has adapted and adopted, as the basis for its Superintendent’s job description and annual performance evaluation, the ten performance standards developed by the Iowa Standards for Superintendents.  The Superintendent must demonstrate competencies, skills and achievements related to each of the ten standards.

Standard 1—Mission, Vision and Core Values

Educational leaders develop, advocate and enact a shared mission, vision and core values of high-quality education and academic success and well-being of each student.  The superintendent needs to:

• Make decisions that align with the established mission and vision of the district.
• Involve a variety of district stakeholders in reviewing and, if needed, revising the district’s mission, vision and core values.
• Supports and ensures a shared understanding of and commitment to mission, vision, and core values within the district and the community.
• Reviews the district’s mission and vision and adjusts in response to changing expectation and opportunities for the district, and changing needs and situations of students.
• Follows current processes to ensure that the district’s vision, mission and goals establish priorities, drive decision and allocation of resources, and reflect student achievement expectations. 

Reaches and maintains the Developing Level, and

• Works in conjunction with the school board and other stakeholders to advance or, if necessary, develop the mission for the district that promotes the academic success and well-being of each student. 
• Routinely engages the school board, administrators, staff, students, families, and community members in enacting a shared educational vision focused on student preparation for college and career readiness, civic engagement, community contributions, and responsible citizenship. 
• In collaboration with members of the district and the community, using relevant data takes action leading to the successful learning and development of each child by improving instructional and organizational practices that align with the vision. 
• Continuously reviews and adjusts current processes to ensure that the district’s vision, mission and goals establish priorities, drive decisions and allocation of resources, and reflect student achievement expectations.
• Models and pursues the district’s mission, vision, and core values in all aspects of leadership.

Reaches and maintains the Effective Level, and

• Articulates, advocates, and cultivates core values that define the district’s culture and stress the imperative of student-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement. 
• Strategically develops, implements, and evaluates actions to achieve the vision for the district. 
• Creates processes to ensure that the district’s vision, mission and goals establish priorities, drive decisions and allocation of resources, and reflect student achievement expectations.

Standard 2—Ethics and Professional Norms

Educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.  The superintendent needs to:

• Act ethically and professionally.
• Act with integrity, fairness, and transparency; promoting trust, collaboration, and continuous improvement.
• Consider each student’s academic success when making educational decisions.

• Demonstrate professional interpersonal and communication skills. 
• Acts ethically and professionally in personal conduct, relationships with others, decision-making, and stewardship of the district’s resources, and all aspects of school leadership. 
• Acts according to the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.
• Places each student’s academic success and well-being at the center of educational decision-making.
• Assures the values of democracy, individual freedom and responsibility, equity, social justice, and diversity are maintained within the district’s environment.
• Demonstrates professional interpersonal and communication skills. 

Reaches and maintains the Developing Level, and

• Models and holds others to expectations of professional norms, including integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement. 
• Collaborates with other staff to promote each student’s academic success and well-being. 
• Safeguards and promotes the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity. 
• Leads with professional interpersonal and communication skills, social-emotional insight, and understanding each student’s and staff member’s background and culture. 
• Communicates guidelines and expectations for ethical and professional school board behavior.

Reaches and maintains the Effective Level, and

• Guides members of the district and the school board in operating with the highest degree of integrity, fairness, transparency, and trust.
• Serves as a resource for and model of highly ethical and professional practices.

Standard 3—Equity and Cultural Responsiveness

Educational leaders strive for equity for educational opportunity and culturally responsive practices to promote each students academic success and well-being.  The superintendent needs to

• Demonstrate equitable and culturally responsive practices.
• Provide student access to learning experiences that promote equity and cultural responsiveness.
• Demonstrate an understanding of data related to course enrollment, educator effectiveness, student achievement, and school climate as it pertains to equity.
• Demonstrate an understanding of local, state, and federal laws, regulations, or policies that foster equitable practices.

• Communicates equity and cultural responsiveness as a priority.
• Examines district practices and policies for institutional bias.
• Ensures district policies and handbooks reflect equitable practices and processes.
• Demonstrates understanding of data related to equity such as school climate, educator effectiveness, course enrollment, and student achievement.
• Uses data to identify opportunity and achievement gaps among student groups.
• Expects school leader’s work with staff to provide students with accommodations and services in accordance with local, state, and federal laws, regulations, or policies.
• Follows equitable and culturally responsive practices and expects that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context. 

Reaches and maintains the Developing Level, and

• Guides the school board in making decisions that align with the district’s core values as they pertain to equity of opportunity and culturally responsive practices.
• Engages in regular policy review with the school board in the development or revision of district policies that promote equitable and culturally responsive practices. 
• Aligns and allocates resources to foster equitable student learning environments (this includes but is not limited to access to high-quality instructional materials, effective educators, rigorous courses, and extracurricular experiences). 
• Challenges low expectations and confronts behavior that perpetuates inequities.
• Ensures the use of a collaborative goal setting process; including analyzing data, setting goals, developing action steps and monitoring progress for the purpose of addressing equity based issues (e.g. opportunity and achievement gaps, culture, climate, disproportionality, biases.) 
• Partners with the staff and school board to prioritize learning experiences that prepare students to live productively in and contribute to the diverse cultural contexts of a global society.

Reaches and maintains the Effective Level, and

• Serves as a model for other educational leaders or state/professional organizations on matters related to equity and/or cultural responsiveness. 
• Serves as a coach or mentor for other educational leaders to support the implementation of equitable leadership practices.

• Initiates and navigates courageous conversations about diversity and culture and the impact on student learning; corrects intolerant statements and behaviors. Builds capacity of staff to engage in courageous conversations.

Standard 4—Curriculum, Instruction, and Assessment

Educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being. The superintendent needs to:

• Discuss student learning expectations, assessments, instructional practices and available resources with school and district leaders.
• Utilize accountability practices and district data to make curriculum, instruction, and assessment decisions.
• Allocate resources based on a careful examination of student needs.
• Communicate curriculum, instruction, and assessment decisions to the school board and keep them informed of student academic success and well-being.
• Communicates rigorous student learning expectations, assessment information, and instructional practices to the school board, parents, students, teachers, and other stakeholder groups.
• Collaborates with school and district leaders to coordinate resources throughout the system. 
• Identifies the resources that exist within the district and community and allocates in a manner to ensure that all students have access to the tools necessary to promote their academic growth.
• Ensures consistent monitoring of curriculum, instruction and assessment using established accountability practices and district data.

Reaches and maintains the Developing Level, and

• Orients each school board member on basic knowledge about curriculum, instruction and assessment and how the current policies support this work.
• Regularly engages the school board in discussions about curriculum, instruction, and assessment to ensure that policy is aligned with current practices.
• Routinely dialogues with the School Improvement Advisory Committee, families and other stakeholders to inform decisions regarding curriculum, instruction, and assessment.
• Reviews system resources in collaboration with school and district leaders to ensure equitable allocation based upon student needs.
• Builds the capacity of the leadership team to support staff in developing and adopting rigorous, culturally responsive learning expectations and curriculum, instruction, and assessments. Coordinates and supports an integrated, tiered system of supports that meets the diverse needs of student learners. 
• Creates systems for consistent monitoring and frequent collection of data to ensure accountability and data-informed decisions for the district. 
• Promotes and expects the effective use of technology and other resources in the service of teaching and learning to ensure each and every child has opportunities and access to academic growth.

Reaches and maintains the Effective Level, and

• Identifies and pursues innovative and promising practice/s that advance teaching and learning in the district.  
• Aligns all aspects of the system (e.g. finances, human resources, professional growth model, instructional resources, social and emotional resources, community resources, time allotments, etc.) to ensure continuous improvement that builds upon successes and challenges in curriculum, assessment and instruction with a relentless focus on results.

• Creates and ensures conditions for intellectually challenging and authentic student learning experiences that are differentiated and personalized.
• Serves as a model for other educational leaders or state/professional organizations on matters related to curriculum, instruction and assessment.

Standard 5—Community of Care and Support for Students

Educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. The superintendent needs to:

• Apply policies and procedures that build a safe, caring, and healthy district environment.
• Use data to monitor and evaluate the effectiveness of academic and socioemotional supports for students.
• Pursue school-community relationships that provide opportunities for increased student learning experiences.
• Seek to learn about the various cultures and languages of the district’s community.
• Ensures policies and procedures are in place to build and maintain a safe, caring, and healthy district environment that meets the academic, social, emotional, and physical needs of each student.
• Creates and sustains a district environment that supports the use of multiple sources of data to monitor and evaluate the effectiveness of academic and socioemotional supports for students.
• Models adult-adult, adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development.
• Knowledgeable of available community resources to support student academic success and well-being.
• Understands the district’s learning environment and the cultures and languages of the community.

Reaches and maintains the Developing Level, and

• Ensures accountability systems are implemented to build and maintain a safe, caring, and healthy school environment that meets the academic, social, emotional, and physical needs of each student. 
• Empowers and expects staff to make adjustments to academic and emotional supports based upon evaluation of multiple sources of data.
• Utilizes available resources, including community resources, to provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student. 
• Promotes the development of adult-adult, adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development. 

• Infuses the district’s learning environment with the cultures and languages of the community.

Reaches and maintains the Effective Level, and

• Works in conjunction with the board of education to advocate publicly for an inclusive, caring, and supportive learning community that embraces the learning potential for each student.
• Pursues additional resources to increase support for coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student.
• Partners with community organizations to increase support for positive student engagement and social and emotional development.

Standard 6:  Professional Capacity of School Personnel

Educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.  The superintendent needs to:

• Demonstrate hiring practices that are effective in maximizing human resources.
• Conduct evaluation of educational leaders.
• Provide feedback to educational leaders that inform improvement of their professional practice.
• Participate in professional learning opportunities to enhance personal professional practice.
• Supports the hiring processes at all levels of the school system in accordance with district practices and policies.
• Encourages and ensures data-informed professional learning experiences related to district/building student learning goals for school leaders and teachers.
• Conducts evaluation of administrators in accordance with state and district policies.
• Identifies and participates in personal professional learning opportunities to enhance professional practice.

Reaches and maintains the Developing Level, and

• Develops and operationalizes hiring practices and human capital structures that enable the district to recruit, hire, support, develop, and retain effective and caring school personnel. 
• Creates conditions, provides resources, ensures access to job-embedded professional learning, and gives opportunities to connect with outside organizations and/or individuals. 
• Fosters continuous improvement of individual and collective instructional capacity to achieve academic and social-emotional outcomes envisioned for each student. 
• Leads the implementation of an evaluation and feedback system that supports reflective practice and continuous growth of each educational leader's knowledge, skills, and practice. 
• Leads the professional growth of school board members.
• Develops the capacity, opportunities, and support for teacher leadership and leadership of school personnel. 

• Promotes the personal and professional health, well-being, and leadership-life fit of school personnel. 
• Models a passion for learning by engaging in professional development, personal reflection, study, and improvement.

Reaches and maintains the Effective Level, and

• Engages in professional learning experiences beyond the local district that expand the capacity of others.

• Develops innovative recruitment and retention practices to attract and retain highly qualified personnel.
• Promotes professional growth of others through mentoring and coaching.

Standard 7: Professional Community for Teachers and Staff

Educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.  The superintendent needs to:

• Include staff input to inform district decisions.
• Obtain and review staff perception data.
• Understand the purpose and function of teacher leadership within the district. 
• Collaborate with district leaders and staff in a way that reflects trust, transparency, and positive intention which improves professional practice. 
• Act in accordance with ethical, equitable, and culturally responsive policies and practices.
• Provides opportunities for collaborative examination of practice, collegial feedback, and collective learning.
• Encourages staff-initiated improvement of programs and practices.
• Obtains data on staff perceptions of school practices and procedures.
• Supports a system of teacher leadership within the district. 
• Interacts with staff in a way that reflects trust, transparency, and positive intention which improves professional practice. 
• Establishes and models behavioral norms that reinforce a supportive team culture, and consistently evaluates the collective effectiveness of the administrative team.

Reaches and maintains the Developing Level, and

• Develops and supports open, productive, caring, and trusting professional relationships among leaders and staff to promote professional capacity and the improvement of practice. 
• Empowers, entrusts, and expects all staff to act with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school. 
• Sets high expectations for ethical and equitable professional practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. 
• Analyzes data on staff perceptions of school practices and procedures to identify areas of concern, sustainability, and growth.

• Delegates leadership responsibilities for the purpose of advancing student learning and social-emotional well-being.

Reaches and maintains the Effective Level, and

• Establishes mutual accountability and responsibility among teachers and staff to promote professional capacity and the improvement of practice.  
• Leverages staff expertise to design and implement job-embedded professional learning opportunities in alignment with district goals.
• Distributes leadership opportunities to staff for the purpose of advancing student learning and social-emotional well-being.
• Empowers administrators and staff to engage regularly in deliberations about important district matters.

Standard 8:  Meaningful Engagement of Families and Community

Educational leaders engage families and the community in meaningful, reciprocal and mutually beneficial ways to promote each student’s academic success and well-being.  The superintendent needs to:

• Communicate and engage with families and members of the community.
• Utilize knowledge of the community’s cultural and social resources to support student learning.
• Advocate for the district and its children.
• Partner with community groups.
• Is approachable, accessible, and welcoming to families and all members of the community. 
• Establishes and maintains positive, collaborative, and productive relationships with families and members of the community.
• Communicates effectively on an as needed basis with families and members of the community.
• Engages with the community to understand its strengths, needs and resources.
• Is knowledgeable of the community’s cultural and social resources and employs them as needed.
• Publicly promotes the needs of the district and the importance of education. 
• Pursues partnerships with community groups on behalf of students.

Reaches and maintains the Developing Level, and

• Engages in relevant, frequent and open bi-directional communication with families and the community. 
• Creates partnerships between the district, community and families to support academic and social emotional learning. 
• Understands, values, and leverages the community’s cultural, social, intellectual, and political resources to support student learning and school improvement. 
• Provides the district as a resource for families and the community.
• Advocates publicly for the needs and priorities of students, families, and the community. 
• Builds and sustains productive partnerships with public and private sectors to promote school improvement and student learning.

Reaches and maintains the Effective Level, and

• Serves as a resource to others throughout the state regarding effective, impactful family and community engagement strategies and programs.
• Realizes district improvement goals related to productive and sustained partnerships.
• Enlists the support of families and the community in advocacy efforts that lead to policy changes and/or improved outcomes for students.
• Envisions and initiates highly effective systemic processes for meaningful feedback from families and community members.
• Educates, encourages, and provides opportunities for members of the school board to engage in meaningful dialogue with a wide variety of school community members.

Standard 9:  Operations and Management

Educational leaders manage school operations and resources to promote each student’s academic success and well-being.  The superintendent needs to:

• Monitor and manage operations and administrative systems.
• Manage staff resources.
• Ensure monetary and nonmonetary resources are allocated and utilized in a responsible and equitable manner.
• Employ technology to optimize efficiency.
• Demonstrate fair and equitable management of conflict.
• Utilize data and communication systems to deliver information to district stakeholders.
• Manages operations and administrative systems that promote the mission and vision of the district.
• Strategically allocates staff resources and supports building leadership and district directors to meet students’ needs, program goals, and services.
• Allocates monetary and nonmonetary resources to support students’ needs, program goals, and services.
• Manages budgeting and accounting practices to ensure responsible, ethical, and accountable stewardship of the district’s monetary and nonmonetary resources.
• Complies with local, state, and federal laws.
• Consistently demonstrates fair and equitable management of conflict.

Reaches and maintains the Developing Level, and

• Monitors, assesses, and adjusts operations and administrative systems that promote the mission and vision of the district. 
• Explores innovative ways to improve strategic allocation of resources to impact programs and services to meet students’ needs and ensure their safety. 
• Seeks and acquires additional resources to support students’ needs, program goals and services.
• Builds capacity of school board to ground resource allocations and decisions in the best interests of each student’s academic success, safety, and well-being.
• Employs technology to improve the quality, effectiveness, and efficiency of operations and management. 
• Develops and maintains data and communication systems to deliver pertinent information throughout the district. 

• Facilitates the understanding of local, state, and federal laws and rights, policies, and regulations among the district community.
• Supports processes among building and district leadership for enrollment management and curricular and instructional articulation.
• Develops and administers systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community. 
• Creates governance processes and influences internal and external politics with the goal of achieving the district’s mission and vision.

Reaches and maintains the Effective Level, and

• Serves as a resource to others throughout the state in the allocation of resources and effective management procedures.
• Empowers and encourages staff to seek increased efficiencies within and across the system.

Standard 10:  School Improvement

Educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.  The superintendent needs to:

• Use research to inform goal-setting process.
• Include stakeholder groups in the development of goals and priorities.
• Implement district goals and priorities.
• Review data to monitor goal progress.
• Communicate with stakeholders on school improvement progress.
• Understands the context of current practices within the school and community to inform decision-making.
• Uses data to identify district priorities and goals to inform organizational improvement and decision-making.
• Stays current on research to inform improvement strategies.
• Communicates district priorities and goals to stakeholders.
• Establishes coherence across priorities in support of district goals and priorities.
• Reviews data to monitor district goals and priorities progress.

Reaches and maintains the Developing Level, and

• In conjunction with the school board establishes priorities and takes action to make the school organization more effective for each student, staff members, families, and the community. 
• Engages stakeholders in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation. 
• Develops systems of data collection, management, analysis to support planning, implementation, monitoring, feedback, and evaluation. 
• Develops the capacity of the system to assess the applicability of emerging educational trends, changing district needs, and the findings of research for continuous improvement. 
• Promotes coherence among systemic improvement efforts and all aspects of school organization, programs, and services. 

• Manages uncertainty, risk, competing initiatives, and the politics of change with courage and perseverance; provides support and encouragement, and openly communicates the importance of outcomes of improvement efforts. 
• Promotes curiosity, experimentation, and innovation, and the willingness to initiate and implement improvement throughout the organization.
• Achieves meaningful and sustained gains in school improvement.
• Utilizes risk, competing initiatives, and conflict to improve the academic success and well-being of students. 
• Serves as a resource to others throughout the state in school improvement efforts. 

 

Legal Reference:           Iowa Code §§ 279.8, .20, 23A.

                                    281 I.A.C. 12.4(4).

Cross Reference:           209       Board of Directors' Management Procedures

                                    301       Administrative Structure

                                    302       Superintendent

Approved:     2-5-68

Reviewed:     5-10-93, 8-9-04, 2-28-11, 1-11-16

Revised:        1-27-97, 10-8-01, 6-10-02, 3-28-2022

The board encourages the superintendent to continue professional growth by being involved in professional organizations, attending conferences, continuing education, and participating in other professional activities.

It is the responsibility of the superintendent to arrange the superintendent's schedule in order to enable attendance at various conferences and events.  If a conference or event requires the superintendent to be absent from the office for more than three days, requires overnight travel, or involves unusual expense, the superintendent shall bring it to the attention of the board president prior to attending the event.

The superintendent shall report to the board after an event.

 

 

 

 

Legal Reference:          Iowa Code § 279.8 

                                    281 I.A.C. 12.7.

Cross Reference:         303.7   Administrator Professional Development

                                    401.7   Employee Travel Compensation

Approved:    1-27-97

Reviewed:    11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:

The board encourages the superintendent to be involved in the school district community by belonging to school district community organizations and attending and participating in school district community activities.

It is the responsibility of the superintendent to become involved in school 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 school district community activities and events if, in the board's judgment, the superintendent's participation shall further the public purpose of promoting and deriving support for the school district and public education in general.  It is within the discretion of the board to pay annual fees for professional organizations and activities.

 

 

 

Legal Reference:          Iowa Code § 279.8 

                                    1990 Op. Att'y Gen. 79.

Cross Reference:         302.3   Superintendent Salary and Other Compensation

                                    303.8   Administrator Civic Activities

Approved:     1-27-97

Reviewed:      11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

   Revised:

 

 

The superintendent's position is considered full-time employment.  The board expects the superintendent to give the responsibilities of the position precedence over other employment.  The superintendent may accept consulting or outside employment for pay as long as, in the judgment of the board, the work is conducted on the superintendent's personal time and it does not interfere with the performance of the superintendent's duties.

The board reserves the right, however, to request that the superintendent cease the outside employment as a condition of continued employment.  The board shall give the superintendent thirty days notice to cease outside employment.

 

 

 

 

Legal Reference:          Iowa Code §§ 279.8, .20 

Cross Reference:         302.2   Superintendent Contract and Contract Nonrenewal

                                    302.4   Superintendent Duties

Approved:     1-27-97

Reviewed:     11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:

 

 

 

 

The school district shall have, in addition to the superintendent, the following administrative positions:  building principals, finance, activities, technology, nutrition director, HSAP Director, Virtual Academy Principal and transportation directors.

The administrators shall work closely with the superintendent in the day-to-day operations of the school district.

It is the responsibility of these administrators to uphold board policy, to instill a positive, cooperative environment with employees, and to share their expertise with each other and the board under the management team concept.

 

Legal Reference:        Iowa Code §§ 279.8, .20, .21, .23-.24

                                    281 I.A.C. 12.4.

Cross Reference:        301       Administrative Structure

                                    303       Administrative Employees

Approved:    1-10-83

Reviewed:    5-10-93, 11-12-01, 8-9-04, 2-28-11

Revised:       1-27-97, 1-11-16, 3-28-2022

The board shall employ building principals and other administrators, in addition to the superintendent, to assist in the daily operations of the school district.

The board shall consider applicants who meet or exceed the standards set by the Iowa Department of Education and the qualifications established in the job description for the position.  In employing an administrator, the board shall consider the qualifications, credentials and records of the applicants without regard to creed, marital status, race, color, religion, gender, sexual orientation, national origin, gender identity, age, or disability.  In keeping with the law, however, the board shall consider the veteran status of the applicants.  The board shall look closely at the training, experience, skill and demonstrated competence of qualified applicants in making its final decision.

In choosing an administrator, the board shall also consider the school district's educational philosophy, financial condition, organizational structure, education programs, and other factors deemed relevant by the board.

It is the responsibility of the superintendent to make a recommendation to the board for filling an administrative position, based on the requirements stated in this policy.  The board shall act only on the superintendent's recommendation.

The board may contract for assistance in the search for administrators.

 

 

 

 

Legal Reference:          Iowa Code §§ 279.8, .21 

                                    281 I.A.C. 12.4.

                                    1980 Op. Att'y Gen. 367.

Cross Reference:         303      Administrative Employees

Approved:     2-5-68

Reviewed:     5-10-93, 4-8-02, 6-10-02, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:        1-27-97            

 

 

 

The length of the contract for employment between an administrator and the board shall be determined by the board and stated in the contract.  The contract shall also state the terms of the employment.

The first three years of a contract issued to a newly employed administrator shall be considered a probationary period.  The board may waive this period.  The probationary period may be extended for an additional year upon the consent of the administrator.  In the event of termination of a probationary or non-probationary contract, the board shall afford the administrator appropriate due process, including notice by May 15.  The administrator and board may mutually agree to terminate the administrator's contract.

If an administrator's contract is not being renewed by the board, the contract shall 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 administrator's contract is terminated consistent with statutory termination procedures.

It is the responsibility of the superintendent to create a contract for each administrative position.

Administrators, who wish to resign, to be released from a contract, or to retire, must comply with board policies regarding the areas of resignation, release or retirement.

 

 

 

Legal Reference:           Martin v. Waterloo Community School District, 518 N.W. 2d 381 (Iowa 1994).

                                    Cook v Plainfield Community School District, 301 N.W. 2d 771 (Iowa App. 1980).

                                    Board of Education of Fort Madison Community School District v Youel, 282 N.W. 2d 677 (Iowa 1979).

                                    Briggs v Board of Education of Hinton Community School District, 282 N.W. 2d 740 (Iowa 1979).

                                    Iowa Code §§ 279.20, .22-.25 

                                    281 I.A.C. 12.4(4), .4(7).

Cross Reference:           303       Administrative Employees

Approved:        2-10-97

Reviewed:        6-10-02, 8-9-04, 2-28-11, 1-11-16

Revised:           3-28-2022

 

 

 

 

 

 

The board has complete discretion to set the salary of the administrators.  It is the responsibility of the board to set the salary and benefits of the administrators at a level that shall include consideration of, but not be limited to, the economic condition of the school district and the training, experience, skill, and demonstrated competence of the administrators.  The salary shall be set at the beginning of each contract period.

In addition to the salary and benefits agreed upon, the administrator's actual and necessary expenses shall be paid by the school district when the administrator is performing work-related duties.  The board shall approve the payment of other benefits or compensation over and above the administrator's contract.  Approval of other benefits or items of an administrator's compensation shall be included in the records of the board in accordance with board policy.

 

 

 

Legal Reference:         Iowa Code § 279.21 

                                    1984 Op. Att'y Gen. 47.

Cross Reference:         303      Administrative Employees

Approved:                   2-10-97

Reviewed:                  11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:            

 

 

Administrators shall be hired by the board to assist the superintendent in the day-to-day operations of the school district.

Each attendance center shall have a building principal responsible for the administration and operation of the attendance center.  Each building principal, as chief administrator of the assigned attendance center, shall be responsible for the building and grounds, for the students and employees assigned to the attendance center, for school activities at the attendance center, for the education program offered in the attendance center, and the budget for the attendance center.  The principal shall be considered the professional advisor to the superintendent in matters pertaining to the attendance center supervised by the principal.  Although the principals serve under the direction of the superintendent, duties of the principal may include, but not be limited to the following:

83.10(1) STANDARD 1 -- Shared vision.  An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.  The administrator:

a.   In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context of student achievement and instructional programs.

b.   Uses research and best practice in improving the educational program.

c.   Articulates and promotes high expectations for teaching and learning.

d.   Aligns and implements the educational program, plans, actions, and resources with the district’s vision and goals.

e.   Provides leadership for major initiatives and efforts to effectuate change.

f.    Communicates effectively with various stakeholders regarding progress with school improvement plan goals.

83.10(2) STANDARD 2 -- Culture of learning.  An educational leader promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development.  The administrator:

a.   Provides leadership for assessing, developing, and improving the climate and culture of learning.

b.   Systematically and fairly recognizes and celebrates accomplishments of staff and students.

c.   Provides leadership, encouragement, opportunities, and structure for staff to continually design more effective teaching and learning experiences for all students.

d.   Monitors and evaluates the effectiveness of curriculum, instruction, and assessment.

e.   Evaluates staff and provides ongoing coaching for improvement.

f.    Ensures that staff members have professional development that directly enhances their performance and improves student learning.

g.   Uses current research and theory about effective schools and leadership to develop and revise the administrator’s professional growth plan.

h.   Promotes collaboration with all stakeholders.

i.    Is easily accessible and approachable to all stakeholders.

j.    Is highly visible and engaged in the school community.

k.   Articulates the desired school culture and shows evidence about how it is reinforced.

 

83.10(3) STANDARD 3 -- Management.  An educational leader promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.  The administrator:

a.   Complies with state and federal mandates and local school board policies.

b.   Recruits, selects, inducts, and retains staff to support quality instruction.

c.   Addresses current and potential issues in a timely manner.

d.   Manages fiscal and physical resources responsibly, efficiently, and effectively.

e.   Protects instructional time by designing and managing operational procedures to maximize learning.

f.    Communicates effectively with both internal and external audiences about the operations of the school.

83.10(4) STANDARD 4 -- Family and community.  An educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.  The administrator:

a.   Engages family and community by promoting shared responsibility for student learning and support of the educational system.

b.   Promotes and supports a structure for family and community involvement in the educational system.

c.   Facilitates the connections of students and families to the health and social services that support a focus on learning.

d.   Collaboratively establishes a culture that welcomes and honors families and community and seeks ways to engage them in student learning.

83.10(5) STANDARD 5 -- Ethics.  An educational leader promotes the success of all students by acting with integrity and fairness and in an ethical manner.  The administrator:

a.   Demonstrates ethical and professional behavior.

b.   Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.

c.   Fosters and maintains caring professional relationships with staff.

d.   Demonstrates appreciation for and sensitivity to diversity in the school community.

e.   Is respectful of divergent opinions.

83.10(6) STANDARD 6 -- Societal context.  An educational leader promotes the success of all students by understanding the profile of the community and by responding to and influencing the larger political, social, economic, legal, and cultural context.  The administrator:

a.   Collaborates with service providers and other decision makers to improve teaching and learning.

b.   Advocates for the welfare of all members of the learning community.

c.   Designs and implements appropriate strategies to reach desired goals.

Additionally, other duties may be assigned by the superintendent of schools.

 

This list of duties shall not act to limit the authority of the board and responsibility over the position of the administrators.  In executing these duties and others the board may delegate, the administrators shall consider the financial condition of the district as well as the needs of the students in the school district.

 

 

Legal Reference:          Iowa Code §§ 279.8, .21, .23A 

                                    281 I.A.C. 12.4(5), .4(6), .4(7).

Cross Reference:         301      Administrative Structure

                                    303      Administrative Employees

Approved:       1-10-83

Reviewed:        10-24-88, 5-10-93, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:           11-14-88, 4-10-00, 6-10-02

The superintendent shall conduct an ongoing process of evaluating the administrators on their skills, abilities, and competence.  At a minimum, the superintendent shall formally evaluate the administrators annually.  The goal of the formal evaluation process is to ensure that the educational program for the students is carried out, student learning goals of the school district are met, promote growth in effective administrative leadership for the school district, clarify the administrator's role as defined by the board and the superintendent, 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 superintendent is responsible for designing an administrator evaluation instrument.  The formal evaluation shall include written criteria related to the job description.  The superintendent, after receiving input from the administrators, 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 is completed by the superintendent, signed by the administrator and filed in the administrator's personnel file.

The principal will be an educational leader who promotes the success of all students by:

• Mission, Vision and Core Values:  Develop, advocate and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
• Ethics and Professional Norms:  Act ethically and according to professional norms to promote each student’s academic success and well-being.
• Equity and Cultural Responsiveness:  Strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
• Curriculum, Instruction and Assessment:  Develop and support intellectually rigorous and coherent systems o curriculum, instruction and assessment to promote each student’s academic success and well-being.
• Community Care and Support for Students:  Cultivate an inclusive, caring and supportive school community that promotes the academic success and well-being of each student.
• Professional Capacity of School Personnel:  Develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
• Professional community for Teachers and Staff:  Foster a professional community of teachers and professional staff to promote each student’s academic success and well-being.
• Meaningful Engagement of Families and Community:  Engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
• Operations and Management:  Manage school operations and resources to promote each student’s academic success and well-being. 
• School Improvement:  Act as an agent of continuous improvement to promote each student’s academic success and well-being.

It is the responsibility of the superintendent to conduct a formal evaluation of the probationary administrators and non-probationary administrators prior to June 30.  This policy supports and does not preclude the ongoing informal evaluation of the administrator's skills, abilities and competence.

 

Legal Reference:           Iowa Code §§ 279.8, .21-.23A

                                    281 I.A.C. 12.3(3); ch 83.

Cross Reference:           303       Administrative Employees

Approved:         9-17-90

Reviewed:         5-10-93, 11-12-01, 8-9-04, 2-28-11, 1-11-16

Revised:           2-10-97, 3-28-2022

 

The board encourages the administrators to continue their professional growth by becoming involved in professional organizations, attending conferences, continuing their education, and participating in other professional activities.

It shall be the responsibility of the administrators to arrange their schedules in order to attend various conferences and events in which they are involved.  Prior to attendance at an event, the administrator must receive approval from the superintendent. It shall be within the discretion of the board to pay annual fees for professional organizations and activities.

The administrator shall report to the superintendent after an event.

 

 

 

Legal Reference:          Iowa Code § 279.8 

                                    281 I.A.C. 12.7.

Cross Reference:         302.6   Superintendent Professional Development

                                    401.7   Employee Travel Compensation

Approved:       2-10-97

Reviewed:        11-12-01, 2-28-11, 3-28-2022

Revised:           8-9-04, 1-11-16

 

 

 

 

 

The board encourages the administrators to be involved in the school district community by belonging to community organizations, and by attending and participating in school district community activities.

It is the responsibility of the administrators to become involved in school district community activities and events.  The board may include a lump sum amount for one civic organization per building as part of the administrator's compensation to be used specifically for paying the annual fees of the administrator for school district community activities and events if, in the board's judgment, the administrator's participation shall further the public purpose of promoting and deriving support for the school district and public education in general.  It is within the discretion of the board to pay annual fees for professional organizations and activities.

 

 

Legal Reference:          Iowa Code § 279.8 

                                    1990 Op. Att'y Gen. 79.

Cross Reference:         302.7   Superintendent Civic Activities

Approved:       2-10-97

Reviewed:        6-10-02, 2-28-11, 1-11-16, 3-28-2022

Revised:           8-9-04

An administrative position is considered full-time employment.  The board expects administrators to give the responsibilities of their positions in the school district precedence over other employment.  An administrator may accept consulting or outside employment for pay as long as, in the judgment of the board and the superintendent, the work is conducted on the administrator's personal time and it does not interfere with the performance of the administrative duties contracted by the board.

The board reserves the right, however, to request the administrator cease the outside employment as a condition of continued employment.  The board shall give the administrator thirty days notice to cease outside employment.

 

 

 

 

Legal Reference:          Iowa Code §§ 279.8, .21 

Cross Reference:         303.3   Administrator Contract and Contract Nonrenewal

                                    303.5   Administrator Duties

Approved:       2-10-97

Reviewed:        11-12-0, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:

 

 

 

 

 

 

Administrative regulations may be necessary to implement board policy.  It is the responsibility of the superintendent to develop administrative regulations.

In developing the administrative regulations, the superintendent may consult with administrators or others likely to be affected by the regulations.  Once the regulations are developed, employees, students and other members of the school district community shall be informed in a manner determined by the superintendent.

The board shall be kept informed of the administrative regulations utilized and their revisions.  The board may review and recommend change of administrative regulations prior to their use in the school district if they are contrary to the intent of board policy.

It is the responsibility of the superintendent to enforce administrative regulations.

 

 

 

 

Legal Reference:          Iowa Code § 279.8 

Cross Reference:         209      Board of Directors' Management Procedures

                                    304.2   Monitoring of Administrative Regulations

Approved:       2-10-97

Reviewed:        11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised:

 

 

 

The administrative regulations shall be monitored and revised when necessary.  It is the responsibility of the superintendent to monitor and revise the administrative regulations.

The superintendent may rely on the board, administrators, employees, students, and other members of the school district community to inform the superintendent about the effect of and possible changes in the administrative regulations.

 

 

 

 

Legal Reference:          Iowa Code §§ 279.8, .20 

Cross Reference:         209      Board of Directors' Management Procedures

                                    304.1   Development and Enforcement of Administrative Regulations

Approved:       2-10-97

Reviewed:        11-12-01, 8-9-04, 2-28-11, 1-11-16, 3-28-2022

Revised: