Appendix A. End-of-Cycle Summative Evaluation Report: Superintendent Laws that Alfect the Superintendent Evaluation Process? ‘January 2012 Page tolEnd-of-Cycle Summative Evaluation Report: Superintendent M, Martin O'Shea __Longmeadaw School Committee Name U Signature G//ie Date Step 1: Assess Progress Toward Goals (Complete pages 4-5 first; circle one for each set of goal[s}.) ProlesionalPracce Goals) Did Not Meet Some Progress Sloifeant Progress Distt Improvement Goals) Dis Not Meet Some Progress Signticant Progress Student Leasing Goats) Dit Not Mest Some Progress ence Mat Excoesed Exceeded Step 2: Assess Performance on Standards (Complete pages 1, 7, 13, and 16 on Rubric Worksheet first; then check one box for each standard) Indicators = Unt = ess na crt span ge ep ptomic = Sily Ee wadenct dooce wal oases oh 5 = thats ngormnerciph Pekan ens sur ols eens easel st ced ote Hees itatisieyatc tn: towtncis roasy enteqeel Form sqemons oomnctocntiocmnyacocjeanmeews || al |B) | 3) || ‘Proficient = Proficient practice i understood tobe fy satstacory. This isthe rigorous expected lve ol prformance a\/#is amply tn pty nah pc ct nt Pe ol can andl pc gaye 2) 3\2 [Standart nena Laden ofolx]|o | Standard tk Management and Operations xlolofo | Sanna nian orm Engen ox TEE a [eecreneenes a |x EE = 2012 Page2ol2End-of-Cycle Summative Evaluation Report: Superintendent Tees Step 9: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; circle one.) Unsatisfactory Proficient Exemplary low Moderate Stop-4:Rate-Impact.on Student Learning (Check only-one,) a Step 5: Add Evaluator Comments Comments and analysis are recommenced for any rating bul are required for an overall summative rating of Exemplary, Nes Improvement or Unsatsactory or Impact on Student Leamingraling ot high o low. Ms. Michelle Grodsky - Professional Practice Goal 1: Family and Community Engagement Indeators met portions of indicator 3 (wittan communication, social mada engagement, pubic appearances), Active pateipation in CLOSE Community, regular appearances al exra-curcular and alte events Inceators not mat or ncomplote:K-8 Sksent and fam handbook, Superintendent's Comer (4 out ofthe 24 sessions you had anticipated), portions of indicator 8 (forums, elements of school safely and ferentiation) “This goal was connected to Standard Il indicators AD and Standard IV Indicators G and E of Elfectve Administrative Leadership. See performance rating and corresponding comments below. ‘Some Progress ‘Student Learning Goal 2: Inclusive Practice Indicators met Professional development for administrative teem, portions of tc. wide communication, portions of disaggregated studont perormance dat, ‘some portions of cist wide SEL framework Indicators not met or incomplete: Potions o disict- wide communication, portions of disaggregated student performance d [ramework, RADAR grant, K-8 handbook potions of cite wide SEL “This goal was connected fo Standards I Indicators A and B, Standard ILD and Standard Il C of Elfecve Administrative Leadership. See performance rating and corresponding comments below. ‘Laws that Alfect the Superintendent Evaluation Procoss? ‘lanuary 2012 Page StSSome Progress Distriet improvement Goal 3: Indiesors met Clear and requent articulation of DIP, some development of DIP objectives, some agree of DIP goals wih SIP Indleators not met or incomplete: Porions o DIP geal alignment, some development of DIP objectives “This goal was connected to Standards IV. See pedormanceralings and cortesponding comments below, Some Progress Cutined below are the circumstances that ld fo the ratings I elvered on your Evaluation, You dd many things wel, and | commend you fr these, but your perormance and elecinoness was overshadowed by the personnel mates thal oceucted over he couree of he schoo year, which alected al areas of leadership, and standards in the Superintendents Evaluation. Standard F Instructional Leadership You area leader who engages his sta by lacking o them for guidance and diection, You appreciate ther knowledge base and inoive them in your decsion- making process. You are present throughout the dst on the feds, nthe classrooms, on our emails and in our newspapers. Ina shod pevod of te, you have inspired our staff and alowed them to express thor unique educational talents by giving them the prolossionallredem they have eamed. ‘Your stall is overwhelmingly pleased with your loadership. They see you asa tend and a valued colleague, They rly behind you, stand up fr you, anc tus in your honesty, integrity, and ethics without question ‘This standard focuses on promoting the learning and growth of al students trough a shared vsion (te lay, the student, and the instructor. An aaa in need ‘ot improvements placing an equal amount ol value on each of these slakehclders- sacking cu and gathenng mote feedback rem parenis andthe students AND taking actons based on what you learn from tha laadback. Relevant to the curiculum and instruction inicator in this standard iste arg salting decrease you proposed forthe 2017-18 School year, where you failed to ‘acten an agreement you had made wih th School Cammmite (topos! a parttime cried poston in order til a gap that resulted from your new stating ‘lan. Not posting this position was aris othe curriculum and instruction of our etdents and fing to inform the Commies ofa change tothe agreement compromised ts Many of your ations over the cours ofthis yor hurt ou dict and allected the education of al our students for several months, ciminishing your perfomance {and etlecveness in each indeator ofthis standard ‘Standard t- Management and Operations sy {ws that Alfect the Superintendent Evaluation Process? ‘ianuay 201 Page sol‘You presented a balanced budget and elleively gained te suppor af Key slakeholors. Fiscal ayatoms wor Improvement ating in the ether indcators are the folowing crcumstances: cmplary. FelavaniTo Unealtacioy and Neds 1. Inearly November, various Committee members were approached by several concerned parents about an LPS employee who had exhibited behavior towards LPS students categorized by sexual abuse experts as “grooming”. Additionally, we earned from these parents that the same employee had also been bullying students. While the employee was immediately dismissed, these parents contacted Committee ‘members because the district did not effectively determine whether or not the employee of 6 years had victimized other LPS students, nor had we communicated to parents that these incidents had occurred. | immediately contacted you ( alert you ofthe concems so that you could address them and was fully confident that you would do everything within your power to protect our students, past and present. This, ‘was one of many points where instances of untruthfulness occurred. ‘You informed the Committee Chair and Vice-Chair that noone had told you about the employee"s grooming behavior and shunning (of students, However, you received an anonymous leter wit this information in it, which you failed to provide tothe Committee, tnd you received this information from parents who also informed you ofthese coneems, Furthermore, you initially contacted ‘counsel on September 12" about the employee and bullying but didnot disclose to counsel the grooming behavior during this consultation. ‘You lied to keep the Commitee inlormed about a bullying ining agains! the employwe even though the school principal had fies a pote report You indicated othe Chair andthe Vie-Cha that you could not send alter parents were requesting based upon counters advice, but that sponse conficis wih other evidence. Ultimately, you were directed by the Chair and the Vice-Chair to send ths letter out to parents. This letter was writen by counsel and sent to you for immediate distribution. You failed to notify the Chair and Vice-Chair that you had received the letter, tied repeatedly to avoid sending it, and then were untruthful about when you received the letter (you maintained that it was received on 12/21 when the facts show that it was received on 12/18). You claimed you did not know that Longmeadow students attended an outplacement setting where the employee was working ‘Once informed by a Committee member, you delayed notifying the outplacement setting about the employee and ensuring thatthe ‘employee did not have unsupervised access to our students for several weeks after a Committee member reminded you that Longmeadow students attended the school. 2. Our Vice-Chair asked you directly if you had told Administrators about the raises you were proposing for them inthe 2018-19 school year. You told the Committee that you had not. Later, we earned that you liad told Administrators about the proposed raises prior tothe ‘negotiation taking place. This disclosure compromised the Town's negotiating position and also uncovered an instance of untruhfulness ‘Standard I: Family and Community Engagement Elective parinerships require a two-way respect and rust, wilh both parties valuing the olhers feedback and perspective. The incredible amount of suppot that you received from our community was indcative of exemplary Engagement. Areas for growth are the ther indicators: sharing responsibil, communications, Tavs that Aloct the Superintendent Evaksaton Process? ‘January 2012 Pago Sof 5however many ofthe ofCumstances refered tin Sardar aro algo relevant tHe ‘and family concems, You have incredible strength standard (ver the course ofthe year, multiple cases have occurred where feedback was given lo you by a Comittee member or a Communty member. Examples of lssues addressed: alts, lacy safaty, administrative matters, personnel matters and poley matters. Conceming lo mein flow ups fo these conversations & fan immediate defense of sal, and a escogard or clemigeal of he feedback andor the person dalvering it. For example, in clscuseing tho inl creumstances wih our thetic program, you informed me thal hese concers were really just coming from paren who ware unhzppy abou the playing tne of thei chen, Most importantly, elective partnerships wih all stakeholders would include the School Commitee, with whom you lost the rust of ently. Standard IV: Professional Culture Please see comments Standard I, and Il a5 wel a the folowing relevent information |. Inaan Executive Session meeting with the full School Commitee on June 27°, 2017, you exhibited immense frustration, had an outburst, slammed the door on the Committee and left the meeting and the building without informing us and before our meeting Was concluded. 2. In September of 2017, we leaned that you knew in advance that the LEA President was going to attend an Open Meeting to make a ‘complaint during public comments but withheld that information from the Committee. Subsequently you claimed that you had informed our Vice-Chair ofthis information ahead of time, and then claimed you had informed me (our Chair ofthis ahead of time, when in fact you had 3. The circumstances outlined above were addressed with you by way of Executive Sessions, so that your character or reputation would not be affected. Each time, and on multiple occasions, | offered you the opportunity to hold these sessions in an Open Meeting format. You were ‘well aware that this Choice was given to you, that you were the one who decided to have them in Executive Sessions, but despite al of the ‘equests for transparency by our community and your stuff, you did nat disclose the fact that it was your decision to keep the public from Viewing the proceedings. 4. You were given many opportunities to discuss the identified areas of concern with individual committee members. However, after Committee members became overwhelmed and uncomfortable with the amount of contact you were requesting and the unprofessional information and behavior you were including in these conversations, the Commitee decided as a body that you were not to contact individual members about your employment status. Instead of honoring this request and directive, you continued to contact individual members. You contacted one member through their personal email, and others when they were inthe building for different purposes. Language reported in some ofthese unwanted conversations was extremely disturbing ("end badly and get messy for both of us") This was invasive, insubordinate, unprofessional, and at times threatening. '5. You had the opportunity to acknowledge, ake ownership, and be truthful with the Committee about all ofthe issues outlined above, Instead, you were more untruthful, blamed others, chose to resign in lieu of being evaluated, and then after tendering your resignation informed some members of the community thatthe School Committee had forced you to resign, when in Fac it was your decision to tender your resignation. ‘This action disrupted the education of almost 3,000 students and caused a tremendous amount of unrest in the commit. | Your actions, inactions, and lack of openness and honesty at times have hurt our district. You have made mistakes, as most people do, What has been [ wosing,nonever i your sooming abit o unwingnss ear hse mts adap and tneove. Tha Commie ha ghon you ample spd and Laws that Affect he Superntendent Evaluation Process? anuayy2012 Page 6of6‘opporunities to correct your mistakes and improve Tor the Ture, However, you have shown a pater of coninuing to make the same mistakes over and over) again { | Itis my sincere hope and belie that hi year has boon a loaning experiance, thal your werk withthe menor wil be successtutin making the necessary changes, ta your performance, and that ths wil be the last eveluationrtlecting so much need fr growth Fespecttully submited, Michelle Grodsky ‘Mr, Russ Dupere - Standard I (Overall, you have moved the District forward in this area. It is clear that we did not have certain basic structures in place, and you have made great strides to fx these issues. The next step will be to use the data to improve educational outcomes. This should be a ‘goal for next year. In regard to standard I(D), | am aware that you recently had a training for administrators regarding how to conduct cffective teacher evaluations. | have been discussing this issue with you for a while, and feel that this area deserves more aitention, Effective evaluation provides constructive feedback to teachers, provides assistance to help teachers grow, and helps determine which teachers are not meeting standards, Based upon prior data, it appears the evaluation tool has not been used to is full potential. seme |e ys, gous been recive ied of sate epacracoel nen amrce manager btze you. thes eee ae ag taal ee eng Ramin Be onuaton anton tn levees mee ora aon ne Chto pone had tom sors ofr anmon, Even an, Pe emda youproots oth rasan e Se a a ee eee econ fy aut ater anon ou Se oeNa manta rar tears” hc ta antes ve acannon ea your ening cre wh rao yoo wh ed vce Umno aisseuyidet hy oar dace bol cree eck. Seven ND) yer eckes ate, Never tines the your the bean aprent at icalgdlnes have ot boon met (have Se ee eae aa ete es oe TTS and pao on oreee Gono WT eae ea a Saar GaN ear EOE SaseoSTaN/ PeoaaE TG Satine Vo i ee aed tia eae esata tan ban eta Re arect yeu vacua besone toby tei he roman, Whe tie Conntivercuaced neo arose Se eres Contin ia ealaesrel tide te wa oe oer ecooeed are Pee |e cre acre Tae ne cee eats ISTP RETgr al nas chos ess eopeu nT tal a a a eee ec thaaa nie or InaEnT on Wem euastnete veal air Tar ( [Laws that Allect the Supesiniendent Evaluation Process? ‘January 2012 Page 7ol7‘one agreed upon by the Commifiee at the previous meeting. During the course of the administrator’ presentation, the administrator | indicated that you had informed the administrator of the raise you proposed. ! was extremely disturbed by this admission, because you had told the Committee that you had not told the administrators what you were proposing for raises. You later informed us that you had only informed that one administrator regarding the raise. However, | am aware that you also told other administrators. Your Conduct in this matter undermined the Committee, and created an us versus them environment. You should not have told the administrators what you were proposing for raises prior to discussing the raises with the Committee. AS | have said numerous times to ‘you, operating as a team is important. Itis clear that your behavior in the frst meeting was due to your promising raises that you ‘thought would be rubber stamped by the Committee. If you had stayed within the budgeted amount for raises, you would not have had to come to us at all. However, if you go over the budgeted amount, you shuld have understood that the answer may be no. Especially, as we informed you, we did nat have the money to provided equivalent raises to other lower paid staff members. Further, in my mind, the worst part of the scenario is that you told us you hadn't told the administrators. We would not have known that the statement was false, but for the other administrator inadvertently informing the Commitee, Your actions resulted in a lack of confidence in your leadership, and our abilty to rely on information you provide to us. If you had simply told us that you had informed administrators oftheir raises, did not understand the process, and requested that the Committee vote for the raises this one time, | for ‘one would have voted for the raises. However, | did not realize that you had done so and therefore | thought we were just voting on whether the transfer was reasonable. ‘Throughout the year, there have been numerous circumstances where you have misled, misinformed, or withheld information from the Committee. The Committee has addressed these other issues with you throughout the year, and yet they continued to happen, Some of these instances have been about minor issues and some have been more major. However, each occurrence has resulted in a further erosion of my confidence in your abilty to lead the school system. ! would rather have you tell me all of the facts and be straightforward with us regarding difficult issues. Contrary to what was stated and relayed to the public, my eoncems all relate to your performance in these areas, and not the education philosophy of the district andlor micromanagement issues. | completely agree with the your educational philosophy and the direction you are moving the school system, however, | cannot overlook the ethical issues that keep reouring. Standard Ill: In some ways this Standard is a strong suit. You are extremely effective at communicating the positive things happening in the schoo! system. You engage parents and students, and you are able to involve the community in ways that have not happened in the recent ast. However, when complaints are lodged, it appears you instinctively become defensive. It often appears that you spend more time determining how to counter the allegations, instead of actually investigating whether the allegations are true. In my opinion, ia parent ‘oF student makes a complaint, the first step should be to gather information to make an informed decision. You cannot make an informed decision if you immediately dismiss complaints as being frivolous, Over time, | believe if this area dees not improve it will severely limit your abilty to lead effectively. Being able to show parents and students that you are listening to their concems without awe that llc he Superintendent Evaluation Process? anwar 20re Page Bolmediately rushing to judgment is an important qual, and something that takes patience and understanding. Even if you ultimately | 4o not find their complaints tobe valid, the process ise wil often lead toa better outcome for all involved. Standard IV: This section highlights your divergent performance. In four of the areas, | believe your performance is exemplary. However, in two areas your performance was unsatisfactory. In essence, your performance when the issues involve positive topics and/or the overall direction of the school system is what | want to see from an educational leader. However, your performance when there is an issue has been exaclly What | do not want to see from a leader. There will always be issues and concerns in any school system, How you deal with those issues is erucial to your abilty to lead the system. Often times, | believe you are trying to make everyone happy. In my opinion, it would be better to investigate thoroughly, and then take a stand based upon what you believe isthe right thing to do. Be transparent about your decision, and defend it. If you do so, | believe the Committee would fully support you. ‘Step 5 In regard to your professional practice goal, Family and Community Engagement is strong suit. However, the K-8 student and family handbooks were still only in daft form. Last year the Committee requested thatthe handbooks be provided earl so that we could thoroughly review them. note that you consistently provide us with important documents a the last minute. This issue hes been addressed numerous times over the last two years, but continues to be an issue. You did not meet your goal of airing two Superintendent's Comers per month, | believe thal goal may have been too ambitious. I suggest that one per month may be sufficient. In regard to Standard |, | have again been very pleased with your instructional leadership. You have moved the school system in a positive direction Standard II has been a major disappoint this year. 1 provide further elaboration in the rubric section of the evaluation. You have to treat the Committee as part of your team since a disagreement over administrative raises. Further, you have provided inaccurate, misleading, and/or false information to the Committee on numerous occasions this year. Standard Ill needs improvement due to your failure to appropriately manage several situations this year. Your misinforming the ‘Committee regarding these issues further compounded the problems. ‘Standard IV also needs improvement, You do not manage conflict well, and your interpersonal skils when a conflict exists have been poor. ‘You have made it clear that you believe that the issues this year were the result of a couple committee members. However, | hope that the evaluation process makes it clear that the issues that have arisen were the result of your actions and behavior toward the Committee as a whole. | try todo the best I can to improve the school system, and have done so since | was elected. | would not eee [Laws that lect the Supodendant Evaksaton Process? ‘lanuary 2012 Page gotohhave addressed these issues if | believed they were simply about educational philosophy or as you often put t"micromanagement.” | ‘As | believe you are well aware, the real issues have never been either of those matters. Instead, there has been a complete breakdown in the relationship between you and the Committee due to your actions throughout the year. | am hopeful that with the assistance of the mentor, you and the Committee can begin to rebuild the trust that has been lost this year. However, if another instance such as some of the ones that | describe in the rubrics section occur again, if| were serving on the Committee again next year ! would not recommend your renewal. No matter how well you run certain aspects of the school system, you have an obligation to be straightforward and truthful with the Committee and the school community. ‘Ms. Melanie Rothstein - May 9, 2018 PERFORMANCE GOALS Goal 1: Professional Practice- MET ‘Comments: ‘The degree and attention to family and community engagement is one of your greatest strengths and is highly commendable. You have very strong interpersonal, written and verbal skills and use a multitude of venues to communicate wih stakeholders in the district including social media, (Facebook, local tv (Superintendent's Corner), newsletters, updates, tho district website, telephone messages, handbooks and surveys. ‘Continuously engaging in good communication and being present in the community lts its members feel asi itis a valuable stakeholder inthe ‘education of its children. This has not gone unnoticed by the community. Some ofthe many comments we received from the community this year Include descriptions such as," great communicator, responsive; postive presence in schools, avents and spor; compassionate; warm; dedicated; ‘engaging: and professional." 1am amazed not only by your constant presence during day time houts, but also by your attendance at evening ‘events ESPECIALLY given that you are a parent and have to balance your evenings with your own family. You have made many tough decisions this year regarding student personal family sues and have approached them with thoughtfulness, empathy, patience and grace. | am particularly very excited about having received the CLOSE grant, as the opiate criss is enveloping the nation, unsparingly. This is an Important tie tothe community, as it will greatly impact our ablity to not only entity students at risk and intervene, but also, to stave off drug use through education. & sta member praised your “suppor of the partnership withthe Drug Free Community Coalition, active participation in CLOSE, and championing of the goal to decrease youth substance use.” Considerations: 4, While you encourage and welcome parents sharing concems where athletics is concemed, it cannot be overlooked that parents have very real fear of retaliation against ther child should they bing issues to the administration. | commend your dedication to overseeing a transparent and thorough public evaluation of athatcs his year. That could net have been easy. Through collaboration withthe entre team. an avenue has been Laws that Alfet the Superintendent Evaluation Process? ‘anuay2012 Page 100110,Created thal allows for student athietes and parents to provide feedback without fear of retaliation. We need tobe steacdlast in ensuring that information gleaned inthe surveys is given careful consideration and if necessary, appropriate actions be taken to improve the experience for student athletes. Most importanly, we need to ensure @ welcoming and attentive presence when parents do provide feedback. 2, Some aditional oversight is needed in coordinating imely involvement of the school committee in the annul review of the high school handbook. The committee needs to have adequate time for review and for recommendations (tt $0 chooses) prior to it being presented to the ‘school committee for approval. It appears that in the past two review cycies, the school committee has had to advocate strongly that this be ‘coordinated more timely and efficiently. Goal 2: Inclusive practice - MET “There has been a real effort to incorporate a social-emotional framework (SEL), culturally responsive teaching and inclusive practice measures throughout the district, most notably through effective professional development and goals planning. Staff comments received this year emphasize the meaningful shift and elevation of professional development. SEL goals have been integrated ino the School Improvement Plans, the District Improvement Pian and School Commitee Goals. A sta member praised the “exceptional degree to which you have increased suppor for SEL, ‘school adjustment counselling and staf, to better meet the mental health needs ofthe students". LPS joined an inclusive practice network to collaborate with an organization whose goal isto promote equitable access to excellent educators for al students. Data collected trom the MCAS 2.0 aseessment, RADAR grant application process, Aimeweb and Star 360 assessment tools was disaggregated and enabled us to beter identity (2p in individual learning needs and direct goals for improvement Goal $ District Improvement Plan (DIP) FY18-20- MET |lam very excited that the district has a three year improvement plan to guide growth and improvement, as this had been a void inthe distict prior to your arval. This was a very coordinated efor in collaboration with the admin and schoo! committee. Much attention has been focused on aligning the DIP tothe various schoo! improvement plans, school comrmitlee goals, and across grade levels at the middle and elementary schoots The DIP goals have been articulated clearly and consistently to ALL. stakeholders. Admin describes the DIP as the most comprehensive strategic tendeavor in our town's history” Lastly, you successfully advocated for curiculum needs va the budgot process. STANDARDS STANDARD I: INSTRUCTIONAL LEADERSHIP OVERALL RATING- PROFICIENT You have sot the bar high in torms of instruction, and bring instructional leadership to the administrative team and staff. Staf has described you as “bringing intellect through research; looks to experts around him to inform decisions; encourages deeper thinking; and, made us better educators.” The evidence of effective team collaboration between you and the administrators is abundant and overwhelming (evidenced by team meetings, shared goal development and alignment ofcstict and school improvement plan, shared tear drive folders, admin goal development, admin ining, and new curriculum council and planning too). As the MCAS 2.0 isin ite beginning stages of implementation, wo are cautious to nol over Laws that Atfect the Superintendent Evaluation Procoss? ‘January 202 Page tof 11‘emphasize Scores, However, wilh clsaggregation ofthe data the team was better able fo address decreased performance in special education and | ‘explore ways to improve outcomes. Consideration: Indicator LD: Provides Effective Evaluation of Staff 1-0-2 Observation and Feedback FD-3 Ratings “Provides constructive feedback and exercises soundieliabe judgement in assigning ratings for performance and impact on student learning" “There was disparity between you and the School Commitee regarding administrative salary and contract renewal recommendations. This ttimately resulted inthe school committee intervening and rewriting a job description. STANDARD II: MANAGEMENT AND OPERATIONS. ‘OVERALL RATING: NEEDS IMPROVEMENT ‘Your retaionship wth admin and statis truly remarkable, We witnessed overwhelming support for you as we navigated through some very éficult izeues this year. Your acmin staff gave the following accolades, “his commitment to excellence is a habit of ming he has reenergized the district ‘and team; the team experiences new found success; and he leads with vision, inteligence, humilty and profound commitment o students” Statt ‘emphasizes that "morale has never beer higher; thal you “changed the school climate for the better; set the tone for responsibilty, accountabilty, ‘comradery and motivation to excel; created a healthy work environment; builds bridges collaboratively, brings out the best in the stall, made us better educators; created a dream team to work with; and lead with grace, passion, humilly, protessionalism, respect and self deprecation". Your financial management has been sound both in your development ofa budget that aligns withthe district's vision, mission and goals, and in the SOL reapplication in pursuit of funding for a new middle school, We had several, weather related emergencies that caused damage to several school buildings. While ere were a few glitches and setbacks, and in hindsight some things that could have been done diferenly, overall | think you did ‘a good jab in assessing the needs, and ensuring the safety, of ou students. You assisted inthe updating of many very significant and relevant | ‘school policies (over 20 to date! thet will better guide and inform decision making with clarity and eqully. Your guidance in negotiating Unit A ‘contracts has been consistent and reflective of puting the needs ofthe students, fit Despite this very commendable managerial relationship with staff and admin, there are elements of your leadership that undermine the quality of ‘your work asi relates to your interactions withthe school committee. You have not alvays acted in concer, as a team player in shared ‘governance, which has led to an “us vs them” environment or school committe vs you, administration and sta. Components of shared ‘governance include “aligning the stakehokiers in common directions and shared responsibilty to identity @ set of mission driven, sustainable ‘outcomes and protes, utilizing a system of checks and balances." Al issue: 1. Michandling ofa personne! issue atthe start ofthe school year involving athletic that resulted inthe dismissal ofa coach, Failure to ‘adequately and fully inform and update the school committee ofthe details regarding the investigation contributed to the mismanagement of the investigation and subsequent unfavorable outcomes. These failures inclu a Laws that Alec the Superintendent Evaluation Process? ‘January 2012 Page 120112-failue to inform the school committe ofa letter you recelved by a parent outining actions and behavior of said coach -failure to adequately inform our attorney of pertinent information wiile in consultation with attore -ailure to not the committee ofa bullying complaint, even though a police report had bean filed out; failure to natty DESE of the complaint ina timely manner; -ailure to noiy affected parents in a timely manner; and failure to otherwise widen the investigation so as to ensure careful and complete thoughts and actions. ‘Considerations: IL-A-3 Student Safety, Health and Social/Emotional Needs: NEEDS IMPROVEMENT Failure to timely identify and notify another school dstrict of the situation, jeopardized the safety and emotional well being of Longmeadow’s most ‘vulnerable students in atendance at that school district. Had the school committee been afforded adequate, sulfciont and suitable communication of the situation, some of these failures would have been voided and/or mitigated, "Not wanting to burden the committee or not knowing what could be shared withthe committee,” are no excuses for these failures. Cher incidonts of not acting in concert withthe school committe include: 2. Undermining salary inctease and contract negotiations of administrators by informing members ofthe admin team that you were not in ‘agreement with the school committees recommendations. ‘This action represents a breach of trust thal undermines the credibility and integrity ofthe school committee and its ability to effectively carry out ts duties. 8, Having knowledge of, and falling to inform the committee ahead, that complaints would be publically lodged against them by the head of the LEA regarding 2 personne! mater. Not sharing this information withthe school committee denied us the opportunity to prepare @ response and adequately explain our position ‘Addtionally, you missed an opportunity to show leadership in conflict resolution by not attempting o seek alternala solutions or de-escalate the situation for ALL the stakeholders, This incident led tothe fronipage headine “School Committee Actions Unconscionable’’, when, in fact, vay ‘was given to our actions a the folowing public meeting. In this situation, you failed to exhibit fair team play, faiod to recognize the negative repercussion this would have inthe community, failed to show leadership by not intervening in an attempt lo slave off the confrontation anct | undermined the credibility ofthe school committee in performance of its duties. I-D-2 Ethical Guidelines: NEEDS IMPROVEMENT jenerally demonstrates sound judgement reflecting integriy and faimess with occasional lapses in judgement": | T ‘Laws that Affect the Superintendent Evaluation Process? January 2012 Page 1313,‘Some incidents in which you showed lapses in judgement include: 1. Incidents in which, during times of confict, school committee members described your behavior toward them as “unprofessional, clsrespectt Unapologetic, volatile and demeaning; or, likened to "a child being reprimanded inthe principal's otic.” Despite these unfortunate displays of disrespect and insubordination with school committee members, your interactions with me have always been ‘welcoming, cespectiul in dialogue and responsive to my concerns. 22, Some statements mace with regard tothe investigation surrounding the coaches thing were found to be misleading and inconsistent with the facts; for example, the Umeline of events and actions taken, and your statoment of nol being aware of some ofthe coaches actions even though ‘you had received a letter rom a parent stating such. 3. Contidential information protected by executive privilege, was shared with administrators (salary and contract determinations made by school ‘committee members) STANDARD Il: FAMILY AND COMMUNITY ENGAGEMENT OVERALL RATING- PROFICIENT For clay, in assigning a rating to this standard, | defined myself as a community (parent) stakeholder rather than @ school commitiae stakeholder. For comments relovant to Standard Il, se Comments made under Goal 1- Professional Practice. [STANDARD IV: PROFESSIONAL CULTURE ‘OVERALL RATING- NEEDS IMPROVEMENT ‘As previously mentioned, Marty has established an excellent professional cuture wih admin and staff insiling a shared commitment to excellence in education through his vsion, practices, learning and communication IV-F-1 & 2 Response to Disagreement’Conflict Resolution: Needs Improvement ‘Other important components of professional culture, and perhaps the mos aificul, include response to disagreement, confit resolution and consensus building. Conflicts involving diferences with the echool committe are not always addressed in an appropriate, solution oriented, non confrontational, or respectful mannar. During conflict itis most important to ask ones, “how am | istening?” Every member of the committee brings a diferent personality, style, passion, voice, ski set, and experiences. Its incumbent upon a great leader lo have awareness of where ‘Someone else is coming rom s0 as to not lose sight ofthe big picture. [As previously noted, during ies of confit, school committee members described your behavior oward them as “unprofessional, disrespect, unapologetic, volatilo and demeaning SEU EEUU EEE eerrery tery e-seenreeerer=-ereerse ese a ‘Laws that Affect the Superintendent Evaluaton Process? ‘anuary 2012 Page 14014| Another aspect of great leadership isthe abiliy to foresee situations that may impact negatively onthe district and communily. T leadership in managing the almosphere during the many, very ficult meetings in which we deliberated the issues surrounding your relationship with the committee. Though well within the rights of ALL stakeholders tobe in attendance during these public meetings and while clearly a display ‘of tremendous support and admiration for you, you did not intervene in an attempt to manage or mitigate the effects of having hundreds of quests in attendance. These guests, most of whom wore red union shirts were permitted to cram into a very small conference room, Because there was not adequate seating, scores of visitors were sprawied across the floor and packed up against the walls including behind the chairs of school ‘committee members. This wes DESPITE the fact that an overtiow room with lve audio of the meeting was provided and attendees were afforded ‘every opportunity to speak on your behall. Additionally, at every subsequent meeting in which the school committee showed good fat ‘commitment fo reaching a favorable oulcame, a number of your supporters wore wailing outside doors and windows or upwards of 7 hours at a time, into the wee hours ol the morning. Again, have to ask, did you show the leadership and professionalism called upon in these situations that | could have altered the discomfort and intimidation felt by school committee members to foster an enviconment conducive to successful conversation and outcome? ‘The health ofthe district is hight rellectve of the relationship between its leader and the school committee. The repercussions ofthe two not being in concer, are devastating. This cannot, be overstated Ms. Beth Baron - STANDARD I: Instructional leadership ‘This is the most difficult standard ¢o assess, as most of this work oceurs among Marty and his administration team and staff, and is not directly witnessed on a day-to day basts by the school committee. However, the District Improvement Plan (DIP) voted and approved on 1/31/18 is a vital document to the success of the district and serves to demonstrate that the three principle goals of SEL, differentiation of | curriculum instruction, and curriculum alignment, are at the forefront of what the superintendent promotes daily. In order to take this instructional leadership to the next level, I would prefer that SC be provided with twice yearly goals progress reports so satisfactory | progress of the various subsets can be determined. While I believe Marty to be proficient at accumulating and disaggregating data from various sources, the true leadership comes in the next step practices and how he uses the data to collaborate with and direct staff to move the district forward. I have no real data, in terms of surveys or assessments, o determine if personnel are making adjustments to their practices when students aren't learning. While much of this work is trusted to the educators, Ihave no way to determine whether Marty's role in their success as teachers is major or minor. STANDARD II: Management and operations | This eategory of five subsets held three subsets of needs improvement scores, and {wo subsets of proficient scores so I opted to mark this off as needs improvement because improvement is necessary and expected. I would say that in (erms of environment, Marty effectively handled | ee Laws that Affect the Superintendent Evaluation Process? ‘January 2012 Page 15015,[a comvanicate the winter sues wil both Center and Walt Swamp schools a egards Yo Whe water damage and eating ues Marly tso effectively communicates Schoo safety drils, inquires about school safely requests and what the district i exploring to improve safely. He also etectively worked with SC policy sub comamitte to review andor revise 25 pois to addres the safely and socal emational needs of students would like tobe given the opportunity to have analysis of staff feedback to asess whether or not staf feels that they have Adequate time for teaching and collaboration. In regards to fiscal systems, Marty succesfully works with Tom Mazza to put forth a budget aligned with both SC and district improvement goals with a concentrated effort to maintain class ies se evidence that Marty partners ‘vell with ta who have secured grant funding fr the district (RADAR and drug free communities grant) but would lik to see more evidence of hisknowledge of available resoures forthe district and actionable ways we can reduce costs or improve spending. Area of improvement would be HR management and development in terms of doing better in consistently recognizing effective educators ouside of the yearly notification of PV Excellence in Teaching Awards and initiating tools fo continue to develop newer teachers in the dstit In terms of HR management, I would fke to see more leadership in making dificult personnel decisions in amore timely manner examples specific to several staff members this year. Profesional development does ser tobe offered in alignment with DIP and SIP goals. The | greatest shortcomings were inthe lw, ethics, and policies subset. I believe this to be Marty's weakest area and unsatisfactory for a superintendent. This should bea high foes area forthe upcoming year. While Marty demonstrates the ably to asemble strong teams to ‘various goals, Ihave witnessed on several occasions that Marty has failed to ask the proper questions ofthe fam, or sek Out the answers himself to gain sufficient and honest answers to questions involving personnel issues and student safely. By his own admission , he “missed the gravity” ofan athletics situation despite being given several clear warnings from SC members thatthe situation ‘vasn't being handled adequately, and thatthe community was upset. He failed to pursue and ask the proper questions regarding several | students who were in an out of district placement with a former LES employe terminated for bullying and exhibiting grooming behaviors Marty failed to noiy the committee of the bullying charge brought against the LPS employee and it was susequenty only determined months ater by a FOTA request In these dealings, there was along delay in notifying the out of dstit School currently emplaying the {erminated staff member, and an even greater delay in notifying the parents ofthese affected students. Marty claimed to have no knowledge of LPS students at that out of district placement, despite the fat that the tuition is costly, and as superintendent he should be aware of where our students are placed outside the district He delayed contact with bath the school and parents ofthe students despite being reminded by a $C member that we have students placed there. Marty admitted to missing the boat on this and not opening the investigation toa wider scope. “These situations have resulted in lack of trust and mutual respect. Additionally, Marty was involved in dishonest tacts with SC members in regards to salary increases for some staff members. Marty informed the staff members of what he recommended for ther raises before SC had approved or recommended the ralses (which were subject to SC approval per contact). He negatively impacted the relationship between SC and several staff because of undermining the committee. Marty claimed he hadn't gone to Staff with the recommended raises, but then a staff member came back and revealed he had indeed recommended certain raise percentages, pulting the committee in an awkward and uncocforable poston, and undermining negotiations. When confronted with this information, Marty displayed inappropriate frusiration and anger and left the meeting, Furthermore, Mary filed to notly the cometie when the [LEA member was coming to SC mecting to level a complaint nd make comments, when he had prior knowledge that she would be tending. He was dishonest in claiming he had notified two members ofthe school committe when he in fact di not. He later apologized ‘awe that Alert, lendent Evaluation Process? Tanuay 20 Page 1eor 16{or failing to notify the committee. These issues regarding ethics and policies have been addressed and its with the hope of the installation | of mento that these sues an bin oe ety eat wth However, Marts demonstration oa ak of sod judgment these | ‘matters regarding integrity leave him with an unsatisfactory classification in this subset of ethical behavior. STANDARD Ill: Family and Community Engagement ‘The largest impact on engagement has been Marty's success in starting to encourage discussions on sexual abuse prevention with various notices to families and special programs speakers. Working collaboratively with a parent professional, he has made strides in engagement with the community and employee training in regards to sexual misconduct. I feel Marty needs to show improvement on leading these types of initiatives and programming, instead of addressing them after "the horse is already out of the gate" or a dire situation has presented ltself and the district is reacting. Marty has been on an upward trend in strengthening communication with families and SC members in particular, which previously had been poor. He has been receptive to meetings, exts, phone calls with members, but needs to remember to ‘exercise certain professional boundaries. Marty does well in engaging community members and organizations, but could improve ‘engagement in terms of cultural diversity. Once again, Marty is proficient at collecting data from parentstudent surveys but needs to take ita step further and make decisions about what to do withthe collected dat, ie. athletics programs, and school climate surveys. The approach to now sharing the information gathered from the YR behavior / school climate survey publicly is appreciated, but we need to hhave consistent follow through with bringing the information to committee and what future steps and goals willbe outlined from the data ‘now that we have it. With past examples in athletics and dealings with families involved in sensitive matters, Marty needs to show {improvement in communicating dificult outcomes or information to families in a timelier manner, and then sharing pertinent information ‘with the committee. I am beginning to see some progress being made in this area. STANDARD IV: Professional Culture e achievement Commitment ohh standards is being exhibited through development of standards based report cards. There hasbeen imealurl proficiency i ers of tal PD and administration trlning (culturally responsive teaching) there shouldbe an ongoing feu having cultural verity remain inportan tothe dsr. Communication with staff and famils Seems tobe productive, but Marty strugles with making sure the narrative tld toSC members remains he same narrative lld to staf and admiration, 5 sot 0 ‘ppenr to be undermining the commie or plying bath side, He needs improvement a making sure be proves a ea, consistent mesg staf, communty and commie members strengthen ur working relatlonshis and bull on he successes of the | Marty doe struggle with managing confit Hes hesitant in making a decison, tn school commie’ presence at eas hat he wl have lo | defend later (athletics, poy salaries). le has "inappropriately exited frustration * and ean be easy fasrated and angered a sed | meetings with SC for which be has later apologize. I would encourage Marty to make more ofan effort o work callboratiely with ll types of personales inthe various sitaatlon he finds hinelf nas the leader ofthe dre. ee er Laws that Affect the Superniondent Evaluation Process? ‘January 2012 Page 17 0117believe Marty has met both his professfonal practice and student learning goals, however because the district improvement goal isso new aiven the recent adoption of the district improvement plan only a few months ago, I would say that significant progress has been made, but too early to state that the goal has been met General comments: At the beginning of the year, Marty was receptive and easy to communicate with-always accessible personal visits, ete to discuss situations, share and collaborate on goals, or just listen to my objectives in terms of serving on the committee. I acknowledge the initiatives that were either started or continued this school year, and Marty's role in assisting with their development. It isa strong Indication of what our distriet has accomplished and where we are headed. Marty is engaging with the community , likeable, and ‘charismatic with staff, i articulate when he speaks, and a strong presence in the classrooms and playing fields in the district, but I'd im build on those admirable qualities to transform into more of a leader. The goals and objectives achieved this school year prove at managing his team- the work is being accomplished. However, to be a proficient/exemplary superintendent Marty is already in evidence by the staff, it shouldn't be that difficult a transition | | to make it evident to committee members and parents, Marty has had a tendency to produce work at the last minute, or right before a | meeting starts (4:85 email sent with documents prior to a Spm meeting ) rendering the SC unable to sufficiently read and prepare an | opinion on the material. He also needs to immerse himself in policy and personnel isues to ask the hard questions and take responsibility | that the knowledge is something he needs to possess to be successful. believe the test ofa true leader is determined in the quiet decisions he makes when no one is watching ..the integrity you show when the ‘cameras are off and you consistently do the right thing and make the right choice because itis inherently the right thing to do. A leader doesn't follow the popular opinion or “ride the fence” on issues, but draws a ine inthe sand and defends his posi ‘recognizes there is no shame in admitting you were wrong or stumbled along the way, but recognizes that you will oly be stronger from, correcting your mistakes and publicly acknowledging them. 1A true leader also T have concluded the year disappointed in behaviors displayed and small achievements made in what I believe is one of the most | ‘academically talented pool of students and teachers in Massachusetts. I would expect Marty, who I would characterize this year as needing improvement in most areas, while also being proficient in some , to benefit from this evaluation , take the Information and use it to define measurable goals for himself for the upeoming school year. Ms, Jess Hutchins ~ Laws at Allect he Superintendent Evaluation Process? January 2012 Page 18of 18FAMILY AND COMMUNITY ENGAGEMENT GOAL EVALUATOR NOTES: (1) The superintendent's corner produced in collaboration with LCTV is good. While the viewership is relatively low (approximately 70 views for most airings), the effort to get information to the public is positive and helpful. Using various forms of media helps information to reach more people. (2) K-8 handbook has been discussed for 2 years. It has been started and is incomplete and an incomplete indicator. We just received the draft copy of this for the first time during the meeting when the superintendent made his evaluation presentation. INCLUSIVE PRACTICE GOAL EVALUATOR NOTES: (1) There have been few initiatives brought by the superintendent to school committee in the areas of inclusive practice and social emotional learning. In his draft of his annual goals while asking for feedback, | provided the superintendent with substantive feedback on these issues because he appeared to have a lack of knowledge. There has been no district wide SEL framework developed. There is little evidence of district-wide leadership and initiative on behalf of the superintendent in his area. (2) The “RADAR grant” is new information to the school committee as of this evaluation. The superintendent first introduced this topic for the purpose of his. evaluation. When school committee members asked the superintendent questions about the grant, he could not answer the questions and he asked the assistant superintendent to answer them. (3) | have not seen substantive evidence of "summative student performance data,” generated or developed by the superintendent. We have only seen a “review” of MCAS data and DESE data (which is compiled by the state]. (4) K-8 handbook was already used as evidence in the above category and is being repeated here. See notes above. DISTRICT IMPROVEMENT EVALUATOR NOTES: The superintendent did a good job completing the district improvement recently. It was an initiative he has been promising since he started in Longmeadow in June of 2016. My best understanding is that is was ‘anus 2012 Page 190119