The Board believes that the greatest possible impact which can be made in a school district begins
at the top of the structure. The quality of leadership provided by the school Board and
superintendent make a profound impact upon all other personnel in the school district. Therefore,
it is natural and desirable to evaluate the performance of the Board which, in turn, will provide
an opportunity for positive growth among the leadership of the district and, consequently, improve
the quality of the total district program.
In accordance with a system of management by objectives, the Board will periodically establish
realistic objectives related to Board procedures and relationships and will, at the end of a specified
length of time, measure its performance against the stated objectives.
The following areas of Board operations and relationships are representative of those in which
objectives may be set and progress appraised:
1. Board meetings
2. Policy development
3. Fiscal management
4. Board role in educational program development
5. Board member orientation
6. Board member development
7. Board officer performance
8. Board-Superintendent relationships
9. Board-Staff relationships
10. Board-Community relationships
11. Legislative and governmental relationships
The superintendent and others who regularly work with the Board will be asked to participate in
establishing objectives and reviewing progress.
An effective program of evaluation contains many essential features. The following conditions
are crucial to an evaluation that has as its primary purpose the improvement of school Board
1. Board members should know the standards against which they will evaluate themselves.
They should be involved in the development of the standards.
2. Evaluation should be conducted at a special work session for the Board, held solely for this
purpose, with all Board members present.
3. The evaluation should be a composite of the individual Board members' opinions, but the
Board as a whole should meet to discuss the results.
4. The evaluation should include a discussion of strengths as well as weaknesses.
5. The evaluation should be conducted annually.
6. The Board should not limit itself to those items which appear on the evaluation form. No
form or set of guidelines could encompass the totality of a school board's responsibilities.
7. Each judgment should be supported by as much rational and objective evidence as possible.
* * * * * * *
Note: The reader is encouraged to check the index located at the beginning of this
section for other pertinent policies and to review administrative procedures
and/or forms for related information.
St. Charles School District, St. Charles, Missouri
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