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2015-2016 Superintendent Geryk Evaluation Document Packet

Amherst-Pelham Regional School Committee and Union #26


Attached to this document are all the original individual evaluations submitted by previous and
current school committee members in the year 2015-2016, not including new members (as per
SC policy). These individuals include Kip Fonsh, Katherine Appy, Phoebe Hazzard, Richard
Hood, Daniel Robb, Emily Marriott, Darius Modestow, Trevor Baptiste, Tara Luce and Vira
Douangmany Cage. One committee member supplemented their original comments within the
requested time frame to the chair for compilation of a compliant evaluation. They are attached at
the end of their individual evaluation.
Also included in this document packet is a summative chart that was used in preparation for the
public evaluation. The scores highlighted did not included any comments to provide rationale,
evidence and feedback for improvement for exemplary, needs improvement or unsatisfactory
scores. This is a state education guideline advised by both the Department of Elementary and
Secondary Education (DESE) and the Massachusetts Association of School Committee (MASC).

Furthermore, two different overall scores are presented. The first set of scores is an overall score
including all committee members evaluations. The average was determined by adding all the
individual scores and dividing by the number of individual evaluations. The rating scale below
was used to calculate and identify which number complimented the level of performance
identified by the DESE Superintendent Evaluation guidelines.
4= Exemplary

3= Proficient

2= Needs Improvement

1= Unsatisfactory

The last calculation was computed to not include the highlighted scores on the chart. This is
presented as an Adjusted Overall and Adjusted Average. The scores did not change from the
Overall Average to the Adjusted Average in every standard category. Please reference The
Massachusetts Model System for Educator Evaluation from the MA Department of Elementary
and Secondary Education (can be found on their website) about this process.
Lastly, it is important to note, since it directly relates the evaluations and the Superintendents
contract, that the only formal official complaint presented to Superintendent Geryk in the 20152016 school year was heard by the Pelham School Committee.
Here is the clause in the Superintendents Contract:
o

The Committees, individually and collectively, shall, in their discretion, refer all criticisms,
complaints and suggestions called to their attention to the Superintendent for study and
recommendation. If the Committees do not bring such a criticism, complaint or suggestion to the
Superintendent, then that criticism, complaint or suggestion may not be included in or referred to
in the evaluation of the Superintendent. The Superintendent or her designee will attend all
Committees meetings and all Committees and citizen Committee meetings relating to school
matters and serve as a nonvoting ex-officio member of all Committees.

K. Fonsh
K. Appy
R. Hood
P. Hazzard
D. Robb
E. Marriott
D. Modestow
T. Baptiste
T. Luce
V. Douangmany Cage

Standards:

I
4
4
4
4
2
3
3
2
3
1

II
4
4
3
3
1
3
3
2
3
1

III
4
3
3
3
1
3
3
2
3
1

IV
4
3
3
3
2
3
3
2
3
1

Student Learning
Met
Significant Progress
Some Progress
Met
Significant Progress
Met
Met
Some Progress
SIgnificant Progress
Did Not Meet

Professional Practice
Exceeded
Exceeded
Exceeded
Significant Progress
Some Progress
Met
Met
Some Progress
Some Progress
Did Not Meet

DI Goal
Exceeded
Met
Significant Progress
Significant Progress
Some Progress
Significant Progress
Significant Progress
Significant Progress
Met
Did Not Meet

Professional Culture
Met
Met
Significant Progress
Significant Progress
Some Progress
Significant Progress
Met
Significant Progress
Met
Did Not Meet

Overall
Exemplary
Exemplary
Proficient
Proficient
Needs Improvement
Proficient
Proficient
Needs Improvement
Proficient
Unsatisfactory

OVERALL:
AVERAGE (ALL)

30
3

27
3

26
3

27
3

28
3

Adjusted
Adjusted Average

30
3

27
3

23/8
3

24/8
3

23/8
3

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#10

SurveyMonkey

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PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Darius Modestow

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Proficient

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Proficient

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Proficient

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Proficient

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Proficient

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Proficient

54 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The Co-teaching model has been rolled out to teachers involved and I await formal feedback on the effectiveness and
efficiency of this year's study in the final June report.
The addition of Chromebooks for upper elementary, there was no evidence/confirmation on the usage level by the
students. Would like a follow-up by the administration on curricular impact of the student access to these devices.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Proficient

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Proficient

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Exemplary

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Proficient

55 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
This performance standard IIA & IID, has been under public scrutiny by individuals and groups around a single one
sided publicized issue involving the Superintendents decision to "ensure a safe, efficient and effective learning
environment,..." in the issuance of a Stay Away order. While the sound bites on this issue were upsetting to the school
community, the Superintendent made decisions and stood by those decisions based on review by legal counsel, police
and school committee. This showed strength in leadership and in decision making amidst political and community
pressure.
While I do not have the answer as to how given legal constraints on some of the issues, I would like to see greater
communication to the school community on actions the school has done to address parent concerns. Example, at the
last school committee information was shared about the progress taken on complaints about lower grade classroom
issues and bullying. It was unfortunate this information was not given months earlier as in the "information void"
parents/community members were left with assumptions of how (or not) the school was addressing these issues.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Exemplary

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Proficient

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Proficient

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Needs Improvement

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Proficient

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Pelham School is very open and welcoming to it's parents for feedback and ideas for areas of improvement.
See comments from Standard II for IIID concerns. While the Superintendent listens to concerns and makes corrective
plans with the principal, these plans and actions could be shared more effectively in Pelham, so that the parents and
community see they are being heard.

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

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Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Proficient

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Proficient

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Proficient

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Proficient

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Proficient

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Proficient

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
IV-A. Commitment to High Standards: The Superintendent in her leadership has shown a commitment to high
standards for the Pelham Elementary School. Through the multi-year improvement plan that includes public
engagement. Weekly communcation via newsletter that goes to all families is excellent and something not done in
other area districts.
IV-F Managing Conflict: Because there was conflict in the community for the first time in years at the School Committee
level one could criticize that it could be managed better. Hindsight is 20/20 on issues of conflict. Upon close reflection I
ask that the Superintendent review procedures with the administrative team for quicker resolutions of issues when
possible.

PAGE 6: Assess Performance on Standards (summary of above)

57 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Proficient

Standard II: Management and Operations

Proficient

Standard III: Family and Community Engagement

Proficient

Standard IV: Professional Culture

Proficient

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Met

Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Met

Comments (optional)
Not Pelham Elementary Goal N/A
Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Significant Progress

Comments (optional)
#2. In a small school like Pelham the contact points are very easy, teacher and principal. Open house, school events,
and grade level parent meetings provided #3 School committee heard some concerns about school communication
about when and why the school would contact them with a behavior issue or child concern in some grades. This goal
should be continued to be developed more thoroughly.
Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Met

Comments (optional)
Would like to see the faculty and staff input from Pelham from the June survey on their ideas for direction of
visioning, PLN work, and our current school needs. Is it possible to pull Pelham info separately for a small report to
help guide local direction.

PAGE 8: Rate Overall Summative Performance

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Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q19: Overall Summative Performance


(no label)

Proficient

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Overall the Superintendent's Performance is Proficient. The Pelham District is meeting its goals and making progress
towards improvement which should always be the goal. This year many of the evaluation standards get may get
clouded by one situation that took so much of the School Committee and Superintendents time. I ask the
Superintendent take the constructive criticism on this one issue and move forward. The Superintendent has an
immense amount of other responsibilities, plans and work to do make our school the best possible place for our children
to learn and grow.

59 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#6

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PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Daniel Robb

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Proficient

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Needs Improvement

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Needs Improvement

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Proficient

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Needs Improvement

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Needs Improvement

32 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
While there are artifacts and data points provided by the Superintendent that would seem to support a higher rating,
there is in fact limited transparency in the process by which the School Committee is able to assess whether these
standards are being met. We are not able to talk with educators and administrators without permission, and certainly not
within an atmosphere of candor, trust, and transparency about how instructional leadership is practiced within the
schools. The administrative atmosphere within which the School Committee is asked to operate obviates the possibility
for a full and frank assessment of this criterium. In my opinion, the policy forbidding School Committee members from
consulting at will with staff and faculty in the schools must change, as at present we are only able to assess the
condition of the schools through information provided by the Superintendent, or with her permission.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Unsatisfactory

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Unsatisfactory

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Needs Improvement

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Proficient

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Unsatisfactory

33 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
I wish I were able to write more positively here, but the improvement in school climate (as it affects all students, faculty,
and staff) region-wide which I hoped to see over the last year has not occurred. Rather, staff turnover, particularly
among principals, but also among a number of other staff and faculty, has been ominously frequent, and with specific
regard to the Pelham School, there have been more than a few families and students who have felt that their very
serious concerns regarding their emotional safety, sense of belonging, and welcome in the school have been poorly
addressed by the upper-level administration. I look to the Superintendent to ensure that all of the schools in the district
operate with a climate promoting equity and emotional safety within the schools, and that has not been the case for far
too many families this year. Our former extremely successful anti-bullying curriculum in Pelham seems to have been
abandoned in favor of a largely ineffective replacement, and the school has seen a marked downturn in the sense that
all feel welcomed, safe, and free from harassment or bullying within the school's bounds.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Unsatisfactory

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Needs Improvement

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Needs Improvement

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Unsatisfactory

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Unsatisfactory

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The role of the Superintendent is a complicated one, and not easy, to be sure. However, there are certain benchmarks
that I look for in any such leader, which are indispensable in the discharge of the duties of a Superintendent as he or
she seeks to lead an entire educational community as it strives to educate every kid, and to make every kid feel
welcome, safe, and equally a part of the school community.
This Superintendent, in my experience, when confronted with difficult issues around race, equity, and inclusion - which
are admittedly the toughest issues - has consistently tended to say that the problem was with the complainant, that the
issue couldn't be discussed because of legal issues, or has tried through various means to quiet debate and silence
those who opposed her.
These are all valid forms of leadership, but they are not the forms which I judge to be best suited to the creation of an
outstanding and inclusive school system.

34 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Needs Improvement

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Unsatisfactory

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Needs Improvement

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Needs Improvement

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Unsatisfactory

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Needs Improvement

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
In my experience, this Superintendent, rather than approach difficult situations with open arms and real commitment to
conflict resolution that works for everyone, tends to lawyer-up and negotiate (with those who feel the schools are not
working for them) from a position of great power and limited transparency. I have waited now three years for this to
change, and it hasn't, either on the Regional level, or with regard to matters arising at the Pelham School. Families are
leaving our school system because, for some, at least, the climate within the buildings is no longer tolerable. This is
certainly the case presently at the Pelham School for some, and this was not the case three or five years ago.

PAGE 6: Assess Performance on Standards (summary of above)

35 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Needs Improvement

Standard II: Management and Operations

Unsatisfactory

Standard III: Family and Community Engagement

Unsatisfactory

Standard IV: Professional Culture

Needs Improvement

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Significant Progress

Comments (optional)
Co-teaching is a proven way to improve classroom performance, whether in one grade or two grade classrooms. It is
a good strategy.
Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Some Progress

Comments (optional)
My sense is that there is not much attention being paid to those in the community who feel that, though smaller
schools may be less efficient in some ways, there can be great benefits to smaller, more welcoming school
environments that, in some cases, outweigh the material cost savings that can result from consolidation.
Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Some Progress

Comments (optional)
It has not been the experience of some Pelham families with whom I have spoken that they were kept well informed
of their childrens' interactions and records within the building regarding meetings with guidance counsellors and staff
with regard to academic and behavioral performance.
Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Some Progress

PAGE 8: Rate Overall Summative Performance

36 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q19: Overall Summative Performance


(no label)

Needs Improvement

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
19. Based on questions 14-18:
Co-teaching is a proven way to improve classroom performance, whether in one grade or two grade classrooms. It is a
good strategy.
My sense is that there is not much attention being paid to those in the community who feel that, though smaller schools
may be less efficient in some ways, there can be great benefits to smaller, more welcoming school environments that, in
some cases, outweigh the material cost savings that can result from consolidation.
Also,
It has not been the experience of some Pelham families with whom I have spoken that they were kept well informed of
their childrens' interactions and records within the building regarding meetings with guidance counsellors and staff with
regard to academic and behavioral performance.
20. Comments:
Our present Superintendent is extremely intelligent, hard-working, and talented. However, I do not see a willingness in
her (which I have waited for three years to see) truly to grapple with the extremely difficult questions arising around
equity and school climate in our (admittedly) hyper-articulate community. I have not yet seen a real willingness to meet
aggrieved parties half-way, with a shared sense both of vulnerability and the love it takes to reach true reconciliation and
truly mediated outcomes...I haven't seen that yet. Rather, I see a leader far too quick to seek shelter in the ranks of the
lawyers who so ably cloud the waters, and lead us farther from the real inclusion from which our community would
benefit most.

37 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#9

SurveyMonkey

COMPLETE
Collector: Web Link 1 (Web Link)
Started: Thursday, June 16, 2016 11:38:02 PM
Last Modified: Friday, June 17, 2016 11:57:49 AM
Time Spent: 12:19:47
IP Address: 24.34.192.130

PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Emily Marriott

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Proficient

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Exemplary

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Proficient

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Proficient

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Proficient

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Proficient

48 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
There is evidence of continued improvement in areas of curriculum and instruction, in particular the strong growth in
early reading assessments with new Superkids curriculum and expansion of arts integration and co-teaching (with
positive student and family feedback). Superintendent promotes research-based practices. I see and appreciate an
increase in efforts to evaluate these instructional changes through the use of student and family surveys. I hope the
curricular support given to the Amherst school garden project is extended to Pelham. The efforts to build PD capacity
internally seem to be successful and provide good opportunities for faculty and staff to progress in their careers.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Needs Improvement

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Needs Improvement

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Exemplary

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Proficient

49 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
There is some great work being done across districts in the areas of management and operations. I'm particularly
impressed with the after action review structure, implementation of restorative practices, the comprehensiveness of the
ARMS/ARHS revisioning. But although this work shows the superintendent is committed to providing a safe, nurturing
environment for all students, I think it has to be acknowledged that when put to the test this year, the Pelham district fell
short for many families, indicating the need for additional work in the area of environment, bullying prevention and
response and potential need to augment existing curriculum. I appreciate the additional time and resources that were
devoted to school climate and anti-bullying work this spring and recognize that staff were able to employ new strategies
(restorative practices) and hope to see it continue next year.
In the area of II-D, I was disappointed that a difficult situation at Pelham was made worse by aggressive and threatening
communication from the superintendent and her agents to a member of the school committee and little effort put
forward to repair relationships. Such communication inhibits productive collaboration between the superintendent and
school committee and distracts from the actual work that is needed or in progress. It is hard to hold high expectations
for student behavior when those behaviors aren't modeled by adults, particularly our school leaders.
Superintendent and her administration provided great leadership this year in the budget process, in particular with
navigating the disagreement over assessment methods for the Region and eventually finding a workable solution for all
towns. Additionally they provided great support to Pelham in a particularly tough budget year in working with the town's
finance committee.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Proficient

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Proficient

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Proficient

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Needs Improvement

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Proficient

50 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The superintendent continues to put considerable effort into family and community engagement with the Family Center,
and GCC and UChicago partnerships among others. The ombudsperson position has proven to be very helpful.
Communication from the superintendent has been strengthened with the weekly updates. However, I feel there is still
work to be done, particularly in Pelham to engage families with respect to school climate/culture and to hearing their
concerns.

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Proficient

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Proficient

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Exemplary

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Proficient

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Unsatisfactory

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Proficient

51 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The vision being crafted in the DIP for 21st century learning and the future of our schools is powerful. I commend the
superintendent on the comprehensive efforts to involve the community in creating this vision. There is considerable time
and energy going into equity work. I appreciate the administration's continued focus on equity and inclusion as
evidenced by the systematic approach taken in this work, including equity walks, use of anti-bias framework, coteaching. I believe there is room to involve families in this work to a greater extent and I would like to know more about
how the districts are tracking the effectiveness of the equity work and if/how it has affected the experiences of students
and families in a meaningful way.
Similar to my comments under operations and management, the very public conflict that arose between the
superintendent and school committee chair in the midst of a difficult situation (stay-away order), shows that IV-F needs
work. I did not see strategies for constructively resolving conflict but the opposite in actions that escalated conflict,
created sides rather than bringing people together within a situation that was already difficult for our school community.
Conflict provides a concrete way to exhibit cultural proficiency and I think many families find that Pelham is falling short
in this regard.

PAGE 6: Assess Performance on Standards (summary of above)

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Proficient

Standard II: Management and Operations

Proficient

Standard III: Family and Community Engagement

Proficient

Standard IV: Professional Culture

Proficient

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Met

Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Met

Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Significant Progress

52 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Significant Progress

PAGE 8: Rate Overall Summative Performance

Q19: Overall Summative Performance


(no label)

Proficient

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Overall, I believe the direction that the superintendent is taking our schools is a good one with a strong vision for the
future and considerable work is being done to deeply evaluate and improve practices to improve outcomes for all
students.

53 / 70

Emily Marriott
Superintendent Evaluation Revisions
Below please find revisions to my comments on the four standards included in the
Superintendents Evaluation and additional statements on two of the goals. Ratings and
overall summative performance comments (Q20) remain the same.
Standard I: Instructional Leadership Indicators
Q4: Comments and analysis (comments are recommended for any overall rating;
however, ratings other than proficient require the elevator to provide comments
including rationale, evidence, and feedback for improvement).
There is evidence of continued improvement in areas of curriculum (with the strong
growth in early reading assessments via new Superkids curriculum, for example), and in
instruction (I-B), in particular, with the expansion of arts integration and co-teaching
(with positive student and family feedback). Superintendent promotes research-based
practices. I see and appreciate an increase in efforts to evaluate these instructional
changes through the use of student and family surveys. I hope the curricular support
given to the Amherst school garden project is extended to Pelham. The efforts to build
PD capacity internally seem to be successful and provide good opportunities for faculty
and staff to progress in their careers.
Standard II: Management and Operations Indicators
Q7: Comments and analysis (comments are recommended for any overall rating;
however, ratings other than proficient require the elevator to provide comments
including rationale, evidence, and feedback for improvement).
There is some great work being done across districts in the areas of management and
operations. I'm particularly impressed with the after action review structure,
implementation of restorative practices, the comprehensiveness of the ARMS/ARHS
revisioning. Specifically in terms of II-A, although some of the work mentioned above
shows the Superintendent is committed to providing a safe, nurturing environment for all
students, I think it has to be acknowledged that when put to the test this year, the Pelham
district fell short for many families, indicating the need for additional work in the area of
environment, bullying prevention and response, and potential need to augment existing
curriculum. I appreciate the additional time and resources that were devoted to school
climate and anti-bullying work this spring and recognize that staff were able to employ
new strategies (restorative practices) and hope to see it continue next year.
In the area of II-D, I was disappointed that a difficult situation at Pelham was made worse
by negative communication by the superintendent and her representative with the school
committee. Such communication inhibits productive collaboration between the
Superintendent and school committee and distracts from the actual work that is needed or
in progress.

In terms of II-E, The Superintendent and her administration provided great leadership this
year in the budget process, in particular with navigating the disagreement over
assessment methods for the Region and eventually finding a workable solution for all
towns. Additionally they provided great support to Pelham in a particularly tough budget
year in working with the town's finance committee.
Standard III: Family and Community Engagement
Q10: Comments and analysis (comments are recommended for any overall rating;
however, ratings other than proficient require the elevator to provide comments
including rationale, evidence, and feedback for improvement).
The Superintendent continues to put considerable effort into family and community
engagement with the Family Center, and GCC and UChicago partnerships among others.
The ombudsperson position has proven to be very helpful. Communication from the
superintendent has been strengthened with the weekly updates. However, in terms of IIID, I feel there is still work to be done, particularly in Pelham to engage families with
respect to school climate/culture and to hearing their concerns, as shown by a number of
public comments received at school committee meetings this year.
Standard IV: Professional Culture
Q13: Comments and analysis (comments are recommended for any overall rating;
however, ratings other than proficient require the elevator to provide comments
including rationale, evidence, and feedback for improvement).
The vision being crafted in the DIP for 21st century learning and the future of our schools
is powerful. I commend the superintendent on the comprehensive efforts to involve the
community in creating this vision. In terms of IV-D, there is considerable time and
energy going into creating an organizational structure that embeds continuous learning.
One example is the systematic approach taken in the work on equity and inclusion, as
evidenced by equity walks, use of anti-bias framework, co-teaching, after-action review
structure. I believe there is room to involve families in this work to a greater extent and I
would like to know more about how the districts are tracking the effectiveness of the
equity work and if/how it has affected the experiences of students and families in a
meaningful way.
Similar to my comments under operations and management, the tensions that arose with
the school committee in the midst of a difficult situation, shows that IV-F needs work. I
did not see strategies for constructively resolving conflict but the opposite in actions that
escalated conflict, created sides rather than bringing people together within a situation
that was already difficult for our school community.

Goals
Q17: Significant Progress I concur with the Superintendents self-rating on this goal.
Q18: Significant Progress I concur with the Superintendents self-rating on this goal.

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#2

SurveyMonkey

COMPLETE
Collector: Web Link 1 (Web Link)
Started: Sunday, June 12, 2016 8:37:47 AM
Last Modified: Sunday, June 12, 2016 3:44:41 PM
Time Spent: 07:06:54
IP Address: 24.91.30.12

PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Katherine Appy

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Exemplary

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Proficient

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Exemplary

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Proficient

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Exemplary

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Exemplary

6 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
When I began on School Committee five and a half years ago the Amherst and Amherst - Pelham Regional schools had
no broad instructional model including an approach to intervention and support. In fact, we had no coherent plan to help
all students achieve to the best of their abilities. We relied completely on the skills of our talented teachers to figure it out
on their own. The superintendent presented an ambitious multi-year strategic plan to bring our schools and our
infrastructure into the 21st century, with a laser focus on teaching and learning. This year that multi-year plan
continues to result in a broad array of initiatives that are helping our diverse population of students achieve well beyond
their peers across the state. Our districts are cited as models of best practice including teacher collaboration, student
inclusion and the use of data to inform instruction. For example, AIMSWEB has improved reading scores for first
graders by an impressive 20%. Co-teaching was expanded this year with more teachers trained and paired together to
provided greater access to our curriculum for students requring extra support. At the same time, general education
students are finding having two teachers in the classroom helpful and supportive of their work. I look forward to more
survey results as we move into the next year of this model.
In the elementary schools the garden program is a model of reflecting a value of our community and empowering
educators to create curriculum using gardens to support learning objectives in the core academic subjects with more
project based learning opportunities.
It is clear from presentations through the year and the artifacts provided for this evaluation, the scaffolding for best
instructional practice has been created along with the expectation that all students can and will achieve to their fullest
potential

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Proficient

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Exemplary

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Proficient

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Exemplary

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Exemplary

7 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
I believe strategic budget planning is one of the Superintendents areas of greatest strength. As I watch public school
budgets decimated year after year due to reduced state funding, increasing costs, a charter school formula that is
inherently unfair and ever increasing unfunded mandates, I feel tremendous gratitude that Superintendent Geryk and
her administrative team have managed to maintain so much of what our community values in public education. Again,
with the advantage of watching this process over the last 5 years, it is clear to me that the districts ability to maintain
comprehensive programming, which is being lost in many other schools across the state, is the result of careful, multiyear budget planning. This kind of preparation and planning takes tremendous financial discipline. This year, as both
our districts faced significant cuts, the Superintendent and her team were able to keep those cuts as far away from our
classrooms and our programming as possible. The Superintendent even worked to add back para educators in our
elementary libraries in response to community feedback.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Proficient

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Exemplary

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Proficient

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Proficient

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Proficient

8 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The Superintendent continues to make progress in her efforts to strengthen the connection between family and home
which has shown to have a significant impact on student learning and academic achievement. It is one of the essential
features necessary as the Districts work toward closing the achievement gap.
The ARPS Family Center continues to expand its programming. One such addition which I am very excited about is the
piloting of the Home Visit Project. This allows kindergarten families to connect early and in a focused way with their
childs school and school staff. I hope this program will be supported next year and expanded.
My hope is that the collaboration with the University of Chicago and the implementation of the 5 essentials will result in
data that can be used to create additional ways in which families can be engaged with the school system.
An exciting addition this year is the partnership with Greenfield Community College. The three year plan is to add
additional programming for students and families that we cannot currently provide. This will include certificate programs
and vocational studies that students have historically had to go elsewhere to obtain. This first year four courses were
offered and well attended.
I urge the Superintendent to use the data collected this year to really create a focused road map for improvements
district wide. One that can be easily understood by various stakeholders and implemented with fidelity. I also think its
important to continue to work on ways to share this information with the community.
In the area of communication, I recognize the challenge of reaching the larger community. However, I think its essential
that the Superintendent and her team continue to work on this important component of family engagement. I realize that
with budget cuts we lost a central office position that supported this communication with the community, so that the
challenge is even greater. I urge the Superintendent to utilize community stakeholders in this important work.

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Exemplary

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Proficient

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Proficient

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Proficient

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Proficient

9 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Proficient

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Clear goals and communication is perhaps one of the greatest challenges in managing 2 widely diverse school
districts. The community experiences and views our schools through multiple lens. While it is important for school
leadership to listen and respond to these myriad points of view, it is equally important that the Superintendent is able to
hear the feedback and continue to make decisions that are best for all students the districts serve.
This year I have had the opportunity to be part of a visioning group as we plan for a new school building for the
Amherst Elementary district. The multi-day visioning process included exploring what our schools might look like now
and into the future. I found this process collaborative in nature and saw ideas coming from educators, community
members and administrators considered and acted upon. An educational plan was developed that included the best of
what the district has to offer, talented educators with vision and parents invested in their own students and future
students educational experience. The Superintendent and her team built on these recommendations to deliver to the
school committee a comprehensive and compelling educational plan.
A similar process was utilized to consider consolidating the Middle School and the High School in order to adjust to
declining enrollments and shrinking educational budgets. Although the outcome was the decision to not consolidate the
two schools at this time, I saw the same attention and consideration of both educator and community feedback.
As noted earlier, while understanding that there are tremendous obstacles in communicating and considering a wide
range of viewpoints, it remains an important objective.

PAGE 6: Assess Performance on Standards (summary of above)

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Exemplary

Standard II: Management and Operations

Exemplary

Standard III: Family and Community Engagement

Proficient

Standard IV: Professional Culture

Proficient

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Significant Progress

Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Exceeded

10 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Met

Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Met

PAGE 8: Rate Overall Summative Performance

Q19: Overall Summative Performance


(no label)

Exemplary

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
While I have rated the Superintendent in equal part proficient and exemplary on responses 14-18 I believe in summary,
her work overall has been exemplary. As I think about how complicated it is to run three districts and move them all in
the direction of best practice, it informs my overall determination of the Superintendent's work as going above and
beyond proficient. This has been highlighted by the districts' invitations to participate in important programming around
the state. One personal example of this kind of feedback was noted in meetings I attended with the Massachusetts
School Building Authority. Their board made clear that Amherst was a model of a district working with the MSBA in a
collaborative and detailed way, while meeting all the important bench marks. This is particularly impressive in a year
when the town and the schools have lost some important and supportive partners. The Superintendent has remained
steadfast in her commitment to the children of Amherst.

11 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#1

SurveyMonkey

COMPLETE
Collector: Web Link 1 (Web Link)
Started: Tuesday, May 31, 2016 4:50:03 PM
Last Modified: Tuesday, May 31, 2016 6:37:52 PM
Time Spent: 01:47:49
IP Address: 161.77.201.51

PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Kip Fonsh

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Exemplary

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Exemplary

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Exemplary

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Proficient

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Exemplary

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Exemplary

1 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
In over forty years of involvement with the Amherst-Pelham School District I have yet to encounter a superintendent as
concerned with the quality of instruction, the availability of meaningful professional development, high expectations of
staff, and the insistence on meaningful means of assessment at all levels, as Superintendent Geryk. Perhaps most
important, while considerable rhetoric has been expended over the decades regarding the needs of an increasingly
diverse student body, no prior superintendent has come close as Ms. Geryk in implementing the necessary structural
changes to reach the goal of providing meaningful instruction and overall opportunities to all the children of the district,
but particularly those disadvantaged and, in some instances, abandoned, by the larger community despite polemical
rhetoric to the contrary.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Exemplary

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Exemplary

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Exemplary

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Exemplary

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Exemplary

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Despite budget constraints set by state budget limitations and local property tax restrictions, despite School Committee
leadership that offers little to no leadership, Superintendent Geryk has consistently put forth budgets that manage to
maintain quality instruction for all students. The continued nemesis of charter schools and choice dilute the potential
resources for the schools. Superintendent Geryk, I believe, has persisted in every way possible, and along with her
administration, to maintain an instructional level of quality that remains the envy of other school districts.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

2 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Exemplary

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Exemplary

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Exemplary

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Exemplary

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Exemplary

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
This is without question the area that causes me the greatest concern for as with other areas of high level
administration, Ms. Geryk has worked very hard to create a welcoming environment for all families and all students.
Notwithstanding recent episodes, the creation of the Family Center alone reveals a value system that has the family as
its cornerstone. Ms. Geryk has fallen victim on numerous occasions to members of the larger community who have
sought to exploit issues for their own interests. These efforts have been given an unfortunate outlet by the leader of the
Regional School Committee who, through his incompetence, narcissism, and grandiose self image who fails continually
to understand the parameters of school committee leadership and leadership in general.

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

3 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Exemplary

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Exemplary

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Exemplary

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Exemplary

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Exemplary

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Exemplary

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Exemplary

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Superintendent Geryk would find it much easier to effectively respond to disagreement and dissent and constructively
respond to criticism if there were not community members who for whatever reasons do not want her to succeed and
wish to promote their own agenda. This is another area where the School Committee has fallen down in its
responsibilities and obligations. Disagreement is expected, purposeful undermining is unacceptable. While it may be
misread by some, the fact that teachers, both current and former, feel free to criticize is emblematic of an atmosphere
that fosters debate and discussion.

PAGE 6: Assess Performance on Standards (summary of above)

4 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Exemplary

Standard II: Management and Operations

Exemplary

Standard III: Family and Community Engagement

Exemplary

Standard IV: Professional Culture

Exemplary

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Met

Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Exceeded

Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Exceeded

Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Met

PAGE 8: Rate Overall Summative Performance

Q19: Overall Summative Performance


(no label)

Exemplary

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
I believe that I have made the case in prior remarks in this evaluation that Superintendent Geryk deserves an Overall
Summative Performance of Exemplary. If only others would be held to such a high and challenging benchmark for their
performance.

5 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#5

SurveyMonkey

COMPLETE
Collector: Web Link 1 (Web Link)
Started: Tuesday, June 07, 2016 11:46:04 AM
Last Modified: Thursday, June 16, 2016 11:50:09 PM
Time Spent: Over a week
IP Address: 24.91.31.168

PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Phoebe Hazzard

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Exemplary

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Proficient

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Exemplary

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Proficient

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Exemplary

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Exemplary

24 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Ms. Geryk has demonstrated exemplary work in the area of instructional leadership with the continued strengthening of
district and school improvement plans in the recent years to focus on specific, multi-year goals centered on improving
instruction for a diversity of learners. Her leadership around visioning has brought together stakeholders to consider big
picture, long-term goals, and the resources, partnerships, and programs to work towards achieving those goals. The
elementary and SEC garden programs, the broadening of tech opportunities in the high school, arts integration in
elementary and middle school, and co-teaching at all levels are examples of the district leadership implementing
specific curricula and teaching strategies to support long term goals of improving instruction for all learners. After the
second year of implementation of a systematic, explicit early reading program, first graders have shown drastic
improvement in AIMSWEB scores, indicating that foundational reading skills are being put in place and we are moving
toward closing the achievement gap. Under Ms. Geryks leadership, DESE selected the district as one of four in the
state demonstrating strong implementation of the Massachusetts Evaluation Model of observation and feedback. Work
in our district is used a model of this process in videos shared in schools across the country. Overall, the district has
continued to strengthen its tools for collecting and analyzing data from multiple stakeholders.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Exemplary

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Proficient

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Exemplary

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Proficient

25 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The facilities department works creatively and effectively to maintain aging, less than ideal school buildings, allowing
them to be as positive learning environments as possible. The engagement of the elementary schools in an MSBA
process with the goal of providing a new facility for both Fort River and Wildwood students demonstrates persistence
and vision around prioritizing the importance of strong learning environments and envisioning creative ways to achieve
this for all students. Through multiple paths, the district is strengthening its efforts recruit and hire highly qualified staff of
color with the critical mission of having our educational staff and leadership better reflect the student body with whom
they work. The Assistant Director for Human Resources sits on the Racial Imbalance Advisory Council, the district is
widening its recruitment venues, and the in-district Grow your Own special education license program allows internal
staff members to advance their qualifications at no cost to themselves. The PD and mentoring program for first and
second year teachers is an excellent example of how the district supports its teachers for success and aligns teaching
practices with its mission; this PD work has a strong theme of educational practice to support social justice. The
process of changing from a trimester to a semester system at the high school has been implemented with much
transparency around process, challenges, and goals. The superintendent and our highly-skilled Director of Finance
have worked consistently to develop careful and responsible budgets within a fiscally strained climate. Continued loss of
funds due in large part to reduced state aid and charter school tuition has forced the district to make difficult decisions
around budget cuts, and the superintendent and her staff have made every effort to do so as far from the students as
possible, working to maintain the rich programming that is so valued in our schools. Financial pressures will continue to
be a reality with population decline and charter school competition, and the districts work consistently focuses on
looking to future financial health. Mr. Mangano does an excellent job bringing regular updates and transparency to the
budget process, and he is very available to help school committee members with financial questions. His work thus far
around developing an assessment method that will be acceptable to all four towns is commendable.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Proficient

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Exemplary

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Proficient

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Proficient

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Proficient

26 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Under Ms. Geryks leadership, the ARPS Family Center continues to be a model of community support and
engagement founded on the mission of fostering the success of all students. Its expanded scope and programming
demonstrate an exemplary approach to collaborating with families and the community to support students. This year,
the ARPS Family Center served over 700 hundred families. New and continued initiatives, such as a parent/guardian
advisory board, a Family Outreach of Amherst staff member located in the Family Center, a lecture series, and Juntos
We Play events throughout the community indicate strong leadership around extending the Centers reach and
providing access to services. Steps to Success, which encourages school success and college completion through
building on strengths, facilitating educational opportunities, and providing extensive support services at elementary and
secondary level with the critical mission of breaking the cycle of generational poverty, is a strong step towards building
equity in our schools and community. A strong partnership with SEPAC, the Special Education Parent Advisory Council,
and a three-year rollout of a partnership with Greenfield Community College offering dual enrollment, tech/voc
certification, and community courses, are more examples of the districts specific and concerted efforts to build
successful pathways for all students. The Family Engagement Review process, which was started last year, is a
strategic and data-driven approach to identifying strengths and weaknesses in family-school connections. The
superintendent has indicated that each school will develop goals based on the information gathered to review with
faculty and staff. This process is another example of Ms. Geryks strength as a leader in identifying an area of focus,
developing and executing a means of gathering meaningful, specific data, and using that data to inform both larger
vision and detailed action-steps. Information is communicated to families regularly through the superintendents weekly
update, PGO newsletters, and automated calls. Addressing family concerns and conflicts is a constant and inevitably
rocky process in every school system. The district has employed an effective ombudsperson to be a neutral, mediating
party, set up a bullying incident link, and sponsored extensive staff training in restorative practices. I have found Ms.
Geryk and her staff to be extremely accessible, approachable, and encouraging of straightforward, honest
communication both with school committee and community members. Narratives arise within a community, and finding
timely ways to bring factual responses and as much transparency as possible to these situations is important work.
While consensus may not be possible, I believe that as people see multiple sides and complexities of a given situation,
they are able reach understanding.

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

27 / 70

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Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Proficient

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Proficient

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Exemplary

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Exemplary

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Needs Improvement

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Proficient

28 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Under Ms. Geryks leadership, the district functions with a culture of reflective practice, data-informed instruction, and
continuous improvement with the mission of promoting learning and growth of all students. The selection of the district
by DESE as a model of strong implementation of the Massachusetts Evaluation Model indicates the exemplary work in
this area. Structures such as Professional Learning Communities, which provide scheduled opportunities for teachers
to discuss and analyze instruction and give feedback to administrators, elementary coaches and curriculum and climate
leaders, and the District Instructional Leadership Team are established to support continuous dialoguing and analysis of
systems and instruction to improve practice. The superintendent is a strong leader in visioning. The focus this year as
one of visioning, encouraged by the advent of MSBA funding for the elementary schools and the potential consolidation
of the secondary schools, is an exciting step as the district considers how we best educate our students in a rapidly
changing world. The superintendent has taken many steps to gather and analyze data (examples include 5Essentials
surveys, the Family Engagement Survey, mapping of Communities of Practice, and Amherst Together work) to inform a
larger vision and specific action steps to be laid out in the District Improvement Plan and linked to School Improvement
Plans. She has provided substantial evidence of extensive equity work that is consistent and ongoing in the schools,
including diversity training for bus drivers, PD for year 2 teachers focused on equity and culturally responsive teaching,
and equity walks as a means of analyzing and dialoguing about about effective practice. I see the district as embracing
a lens of equity through which to view all teaching and learning equity not meaning equal, but defined as access,
participation, and benefit. Ms. Geryk has strong communication and interpersonal skills, and is accessible,
approachable, and willing to discuss difficult topics. I marked the indicator of managing conflict as an area for
improvement because, while I believe there is constant and concerted effort by the administration to manage conflict
effectively, this is an area that could benefit with from strategic growth. Circumstances will undoubtedly lead to
situations in schools with multiple, impassioned viewpoints. I believe the more the district can have established
procedures for providing the community with timely, consistent responses, the better the chance of de-escalating these
situations and achieving a place of understanding.

PAGE 6: Assess Performance on Standards (summary of above)

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Exemplary

Standard II: Management and Operations

Proficient

Standard III: Family and Community Engagement

Proficient

Standard IV: Professional Culture

Proficient

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

29 / 70

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SurveyMonkey

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Met

Comments (optional)
The superintendent has provided exemplary evidence that co-teaching is being implemented effectively at multiple
levels in our district and that it is benefiting the student learning experience. The data collection that the district is
doing around co-teaching is excellent. I found the student qualitative feedback to be very illuminating almost
without exception, students report that being in a co-teaching classroom is positive, allowing them more opportunities
to get help from teachers and better access to the curriculum through the varied teaching styles of the co-teachers.
This positive response was consistent for IEP, 504, ELL, honors, and non-white students. The mid-year teacher
survey was very indicative of teacher support for co-teaching within the schools, and having this data is very helpful
for identifying areas to focus on and improve. The end-of-year survey results will indicate where progress has been
made. The June 16 PD presentation demonstrates a strong foundation for new co-teachers in understanding multiple
models for co-taught classrooms and skills around implementation. I applaud the districts very intentional work
around implementing co-teaching at our schools and using monitoring tools to track its effectiveness. Wider studies of
co-teaching are very conclusive in its positive results, and I look forward to seeing how the achievement data reflects
co-teaching work in our district.
Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Significant Progress

Comments (optional)
There has been a great deal of strong leadership around the goal of consensus building in the school community
around revisioning our schools. The district has employed creative and multi-pronged approaches for community
outreach; the involvement of the MOPC, the stakeholder survey (900 responses), and the Hurricane Revisioning
Summit were among the impressive efforts to gather and synthesize data from stakeholders to inform decisions
around the potential 7-12 consolidation. I believe this goal as been met with exemplary work around the 7-12
consolidation study. I marked this goal as Significant Progress because, while obviously a full consensus may be
unrealistic, I think that the district is well on its way towards achieving this goal with the Elementary Building Project
and the work in the coming months is critical to its realization. Actively engaging a community in a major decision in a
way that truly hears and considers a balance of stakeholder voices is challenging people care deeply about the
outcomes of decisions, but busy parents and community members not directly connected to the schools may not get
involved until they realize that change is imminent, at which point it is perceived as sudden and without sufficient
input. This challenge is compounded by the fact that the project is on the MSBA timeline, which, whether we like it or
not, is on their terms and schedule. Mr. Morris has worked tirelessly at the head of this project. He was always
available for meetings and phone calls with school committee and community members, and always very
approachable and informative. He was prompt and effective at responding to any emails and inquiries. I attended
many forums for a variety of stakeholders, which Mr. Morris led skillfully, providing excellent presentations, articulate
responses to questions, and genuine openness to concerns. When it became clear that the community was
interested in exploring the option of a twin k-6 school as well, he engaged in a discussion with the MSBA that led
them to allow this option to be on the table for potential funding. All three options were seriously examined and
considered by the School Committee, and I think the superintendent made the difficult and admirable choice to
recommend the option which would involve the most change for the community but would truly be beneficial to the
most children. The school committee voted to choose this recommended option, but only after much research and
careful consideration of its implications. Continuing to foster in the larger community an understanding of these
implications and the many ways this will be a positive step for our schools is the work that lies ahead in building
consensus around this change.

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Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Significant Progress

Comments (optional)
As with the previous two goals, I applaud the district in their work to gather data in a systematic and comprehensive
fashion to inform decisions about where to focus energy and resources. The Family-School Engagement Review
Process is one such example. Family engagement as a pillar of our childrens success in school and understanding
our changing demographics and providing culturally responsive support is key to success of our schools in a
changing world. I think the work around this goal clearly indicates the extent to which the superintendent is
embracing these priorities and taking clear, focused action on an established timeline. The Staff Photo Directory, the
flowchart of the process for resolving concerns, the kindergarten Home Visit Project, and the shift to full-family open
house/curriculum nights are excellent concrete steps the district is taking towards building home-family connections
and improving avenues of communication to benefit students of all backgrounds. I look forward to the development of
a three-year plan that considers the data and the input of stakeholders as the district works towards achieving this
goal.
Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Significant Progress

Comments (optional)
I am excited about the direction of the district under the leadership of Ms. Geryk as the schools move towards the
goal of promoting project-based, student-centered learning that is inspiring, forward thinking, and prioritizes the
critical skills students must acquire in order to successfully enter the current complex global world (from Ms. Geryks
self-evaluation). Work with the UChigago Impact Study and 5Essentials surveys is a smart and exciting step towards
gathering real, concrete data about key areas of strength and weakness critical to the success of our schools. As the
district explores the role of community collaboration in 21st century education, the schools are engaged in an
impressive number of active partnerships with local organizations, and the Amherst Together initiative dovetails this
work as it strives to advance community, collaboration, equity and inclusion in Amherst (from AT website). The
districts invitation by DESE to participate in an Equity Professional Learning Network (PLN) is another exciting and
impressive element of the visioning and strategy-development process for identifying areas of disparity and improving
practice to close achievement gaps. The superintendent has made it clear that all of this work, with input from staff,
will inform the district improvement plan for the coming three years. She demonstrates in all this work a clear
commitment to high standards of teaching and learning to benefit all students.

PAGE 8: Rate Overall Summative Performance

Q19: Overall Summative Performance


(no label)

Proficient

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Thank you for your work on behalf of our students. Through all your choices as a leader, I am always aware of your
unwavering commitment to keeping what is best for the children at the center of your vision. Thank you for providing
extensive analyses and supporting evidence in your evaluation materials. I am excited about the educational direction
of our district!

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PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Richard Hood

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Exemplary

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Exemplary

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Exemplary

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Exemplary

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Exemplary

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Exemplary

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Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
There has been a huge advance in focus on curriculum and classroom teaching methods during the 6 years I was on
the school committee, with a focus on actual student performance in the classroom. For those who remember the study
done by Dr. Barry Beers in the spring of 2010, he said these are three important questions to ask:
What should the students be learning that day?
How were students engaged in the accomplishment of the objective?
How did the teacher know whether the students met the objective or not?
The district has been focusing on exactly those questions since then with various initiatives and methods. I believe the
leadership in pulling together administrators in an effective way to work on this has been exemplary. The hiring of Dr.
Rhonda Cohen and her work was also important in this, as was the hiring of Dr. Faye Brady and her work.
I have 2 reservations in this evaluation of this standard: 1) while leadership of administrators has been exemplary,
reports of a lack of teacher buy-in and possible poor implementation of certain methods concerns me, and 2) the
requirements for reporting that teachers must do may be too onerous. While we need data to know how we are doing,
we have to weigh that against how much teaching time is taken away by reporting requirements.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Exemplary

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Proficient

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Exemplary

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Proficient

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Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
II-A: In my 6 years on the committee I have seen a a much increased effort on working "to address a full range of safety,
health, emotional, and social needs". From elementary to high school. I give a lot of credit to Principals for the actual
work, but the leadership of the Superintendent on focusing building leadership on those goals is to be commended.
II-E: Our budgeting process has much improved from 6 yeast ago. Most, if not all, of the recommendations of the
Citizens Budget Advisory Committee (March 2010) have been implemented, including a line item budget. For those
who do not remember, a line item budget was a major topic of discussion back in the day. I also believe that the
leadership and collaboration among building administrators in budget building has improved. The hiring of Sean
Mangano as Finance Director was a very good move.
I was close to an overall rating of exemplary, but do not have enough knowledge or evidence on B,C and D to rate
those exemplary.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Proficient

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Exemplary

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Proficient

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Proficient

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The Family Center, Steps to Success and collaborative Special Education Parent Advisory Committee are examples of
exemplary efforts. The Family Center is certainly a star and a great example of where we learned form another district
(Brookline) and created a similar program but made it our own.
Incoming communication, as opposed to outgoing, has not been as good as it could be due to lack surveys and survey
data. I am hopeful the the 5Essential Survey will correct that and provide trends data for more subjective measures and
input from the school community (parents, teachers and students).

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

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Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Exemplary

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Proficient

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Proficient

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Exemplary

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Needs Improvement

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Proficient

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Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
IV-A I rated exemplary because I think this clearly is the case: "Leads administrators to develop core values and
mission statements, share these statements with families and the school district community, and use them to guide
decision making. Is able to model this element." and "Plans and facilitates engaging administrator team meetings in
which small groups of administrators learn together and create solutions to instructional leadership issues"
IV-E-1 I rated exemplary because I think this is the case: "Leads administrators, staff, students of all ages, families, and
community members to develop and internalize a shared educational vision around preparation for college and careers
and responsible citizenship. Is able to model this element."
IV-F Conflict Resolution and IV-F-3 Consensus Building
I gave proficient rating on these, because the suggested language describing needs improvement did not describe
what I see, but I do think improvement is needed.
In the self-evaluation the Superintendent said this: "In general, I demonstrate strong communication skills with my
leadership team and staff." I agree with that.
She also said this: "The ability to hear all sides of issues and to work to bridge gaps is essential. It is also important to
be able to say no in a way that allows people to hear and accept it. However, when working with a large number of
people within a complex system, the reality is that it is difficult to reach agreement on all issues."
I believe the Superintendent is not always "able to say 'no' in a way that allows people to hear and accept it".
A great strength of this Superintendent is that she is generally very open to suggestions and a good listener. But there
are two cases where this is not the case:
1. When disagreement is loud, public, makes assumptions that may be incorrect, not fact-based, and perhaps
disrespectful.
2. When acting on disagreement would undo something she has already told her management team to go ahead with.
On #1, I feel the Superintendent can tend to shut down and become unresponsive. She has what I believe is a lower
than ideal tolerance for disagreement that is uncomfortable, which tends to cause her to shut out the public at a time
when the public needs to hear from her more than ever. The incident with the parent from Pelham (no names here) is
an example. People in the public made all kinds of assumptions and accusations that by definition could not be entirely
fact-based because none of them had all the facts. The fact that the issue became so public is precisely why more
communication from the Superintendent was needed. Yes, not all facts could be released, but more could have been
said earlier on than was said, to insure the public that she was giving the matter her full attention, and outlining the
process for resolution, if not the details of the talks.
On #2, an example is what appears to have been less than ideal implementation of a less than ideal plan to change the
ARMS schedule. One can debate forever what may or may not have been the issues there, which I will not do here.
But a number of SC members, over a number of meetings, urged Geryk to wait a year to implement the changes. The
answer was no, and there seemed to be no room for an answer like OK, I hear you, maybe I need to rethink this, and
waiting a year is not going to hurt. Rather, resorting to things like saying the SC had no authority in the matter
(incorrect) was not helpful. Yes, SC members are not educational experts, and generally should defer to the
Superintendent. But on occasion, they can actually have good advice, and when it is not listened too, it does not feel
like teamwork. My sense is that she has already given the go ahead to her management and did not want to be seen
reversing course and/or wanted to support management who felt strongly we needed to move on it now.

PAGE 6: Assess Performance on Standards (summary of above)

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Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Exemplary

Standard II: Management and Operations

Proficient

Standard III: Family and Community Engagement

Proficient

Standard IV: Professional Culture

Proficient

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Some Progress

Comments (optional)
Cannot rate otherwise as there is just no evidence yet. The self assessment says "While the research clearly
demonstrates the efficacy of this instructional strategy, it is important that we continue to gather feedback from the
students learning in this environment to assess their experience."
Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Exceeded

Comments (optional)
This is been a very good process. The one negative part when when the decision date ended up being later than all
were being told so that was a mistake. But once the extra time was there, the process was very good.
Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Significant Progress

Comments (optional)
Looking forward to this "In 2016-2017, each building team, with support from the District, will formalize an effective
school-home communication plan which will be understood and implemented by all school staff."
Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Significant Progress

Comments (optional)
Lot's going on with this, with many partners.

PAGE 8: Rate Overall Summative Performance

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Q19: Overall Summative Performance


(no label)

Proficient

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The way these evaluations are done is prescribed by the state and keeps one constrained to some extent, which is sort
of a good thing. But this is where I can be unconstrained.
This evaluation is technically for this past year. But I just ended 6 years on the SC and therefore 6 years of working
with Maria Geryk. Before then, I had worked with previous administrations in my work on the ARHS PGO and the
RaDAR Group and feel like I knew them pretty well.
The district is a much better managed organization than it was 6 years ago, and Maria Geryk deserves the credit. From
finance, to programs for disadvantaged kids, it has just come a very long way. The credit should also go to all
administrators we have wonderful Principals, some were here before, and some were not, but Geryk has led them
better than they have ever been led.
Has she made mistakes? Absolutely. But they have been mistakes of commission, not omission. In other words, she
has been doing a lot to help our kids become the best they can, working extremely hard to do so.
Superintendents are lighting rods in any school district and Geryk is no exception. One of the search consultants we
used 6 years ago told me that a Superintendent can really only last a few years if he/she makes the changes needed to
do the right thing, because in doing so they use up all their political capital in that time.
While Superintendent Geryk and I have not always agreed, I have always been certain she was trying to do the right
thing particularly for disadvantaged students and I respect how hard she worked. Some say she tried to do too
much. Perhaps, but I have often thought I would way rather have someone try 10 things and fail at 3 or 4 than try
nothing at all. And if we had a Superintendent who did nothing, we would all be saying shes a do-nothing
Superintendent.
One of the failures that I particularly appreciated was when she invited Calvin Terrell here for frank discussions about
racism (and other isms) with our students. That was a risk, and some problems occurred, but in my view, well worth
the risk. I think the vast majority of students appreciated that effort and what they learned from it.
It is unfortunate that public perception of whether we are doing well or not seems too often to be based on the incident
of the day that gets blown up and becomes the news. There are so many, many wonderful things that go on during
every school day that its a shame that we sometimes choose to define ourselves based only on the bad news. Of
course there will be bad news (alleged or actual mistakes), and we need to deal with that news and not sweep it under a
rug. A criticism I have of Geryk, previously mentioned, is how she sometimes deals with those situations. But to define
Geryk, or ourselves, by only our mistakes will only get us do-nothing people in positions we seek to fill in the future.
We are fortunate to have had Geryk here for as long as she has been here. Do you all remember when it was musical
chairs with the various interim Superintendents? It was not a good thing. I hope she stays with us for as long as she
can stand it.

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PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Trevor Baptiste

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Proficient

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Proficient

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Needs Improvement

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Needs Improvement

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Needs Improvement

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Needs Improvement

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Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Supports administrators and administrator teams to develop professional practice, student learning and, where
appropriate, district/school improvement goals but does not consistently review them for quality
and/or monitor progress. There is evidence of the many initiatives at the elementary level and secondary level being
used (Interactive Mathematics Program (IMP), Arts Integration, Instructional Coaching, Super kids) With the laudable
exceptions of the super kids program in early grade levels. There is little evidence of how they are monitored and most
importantly how you assess if they are affecting any particular goal in this past year. I can not tell how your assessment
measures are used to adjust there practice of administrators or ensure the success of all staff particularly principals.
Pronouncements like "we have become more expert in the use of data to inform instruction and to monitor the progress
of our students." and "We are more comfortable with internal measures connected to the curriculum, and, most
importantly, with formative assessment of student learning within the classroom to inform instruction." are only relevant
to the extent that I can evaluate your comfort or expertise and how it is used in this year not the next. I haven't seen
strong evidence of strengthening and supporting the development of building principles.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Unsatisfactory

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Unsatisfactory

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Proficient

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Needs Improvement

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Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
II-A-3.May urge administrators to demand good student behavior but allows varying standards to exist in different
schools. Supervises and supports administrators in addressing student discipline and bullying matters on a case-bycase basis in the absence of a system of procedures and consequences.
While the implementation of behavioral support is great, the evidence for there effectiveness is thin. It is a good
accomplishment to set up the infrastructure to have successful interventions for student behavior but that alone may not
be enough if its execution is uneven. I have no reason to doubt that these interventions may be working in some schools
but the experiences in Pelham demonstrate the interventions need work. None of your artifacts seem to acknowledge
this. This is a point where your self evaluation is not in line with the what some people have experienced in the school.
This incongruity has the side effect of leaving families isolated and mistrustful of the school leadership. Because of its
size, Pelham Elementary's reputation is particularly vulnerable to mistakes from its leaders, and is disproportionately
affected if our families decide Pelham district cant accommodate them. As the district leader you must be a support to
administrators and example of how to work with the community. This can not be done by isolating and trying to
invalidate critique. To improve on this I am reminded of the first stanza of the poem IF by Rudyard kipling "
If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all others doubt you,
But make allowance for their doubting too".
The part about making allowance for the doubt of others is a sorely needed trait to build trust with the community.
II-D-1
May know state and federal laws and mandates, school committee policies, and collective bargaining agreements, but
inconsistently complies with some laws or policies.
It is entirely unacceptable for the superintendent to attempt to distract from any critique by trying to plant newspaper
articles about contrived school committee controversies. Trying to plant a newspaper story accusing the school
committee of unethical or illegal activity(ex:letter to Mrs. Drane), sending email that accuse one member of violating the
trust of the others(Email SC member of leaking docs.), misrepresenting past practice as if they are law or policy(Ex:
public comment is only for the district that holds the meeting.), are all examples of unsatisfactory behavior I have seen
this year. This is not subordinate behavior and indicates an unhealthy focus on how to intimidate to prevent critique
instead of how to better lead our school system. I expect you to do better by not using the court of public opinion to
cause spectacle.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Proficient

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Needs Improvement

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Needs Improvement

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Needs Improvement

62 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Needs Improvement

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
III-B 1 Asks administrators to identify students struggling academically or behaviorally and/or work with a limited number
of families to address student needs, utilizing a limited set of resources.
III-D1 May have systems and support to address concerns with families as they arise, but solutions are not always in
the best interest of students.
the Family center and other outreach programs are excellent for our collective communities. In Pelham family fun night
and other community activities do a good job at fostering a welcome atmosphere. This does not alleviate the necessity
to be effective in addressing family concerns. The frustration that comes from families not having their concerns dealt
with is a real thing that must be dealt with and not ignored, or worse cast away. Untimely responses, entrenchment in
state sanctioned programs, or even stay away orders, would not be acceptable in dealing with specific concerns I had
about my children lived experience in the school. The district leader must be able to collaborate in a culturally proficient
manner with all members of our community in such a way as to be efficient in dampening concerns rather than making
more people concerned. Late responses give the impression to families that the district doesn't vale their concerns. This
leads to declining enrollment that we can scant afford financially as well as from the prospective of the value of the
families in our community, especially Pelham. Entrenchment in explaining the programs that are in place to address
some concern or other ignores the plight of the family in front of you that may need some other type of support. And
finally the financial burden of issuing a stay away order to a family that is having concerns about the school can be
substantial. Pelham has had to spend $7000 in legal cost so far in order to respond to complaints over our leadership.
This is a significant amount compared to how much Pelham receives for its choice students. This can be avoided in the
future with improvement in the way family concerns are dealt with.

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

63 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Proficient

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Needs Improvement

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Needs Improvement

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Needs Improvement

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Unsatisfactory

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Needs Improvement

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
IV-B Takes pride in having a diverse administration, faculty and/or student body, but some policies are not culturally
sensitive; and/or provides limited resources for administrators to support the development of cultural proficiency.
IV-B May encourage administrators to reflect on the effectiveness of interactions with faculty and students and to use
data and best practices to adapt practice but does not support administrators in these practices.

PAGE 6: Assess Performance on Standards (summary of above)

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Needs Improvement

Standard II: Management and Operations

Needs Improvement

Standard III: Family and Community Engagement

Needs Improvement

Standard IV: Professional Culture

Needs Improvement

64 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Some Progress

Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Some Progress

Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Significant Progress

Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Significant Progress

PAGE 8: Rate Overall Summative Performance

Q19: Overall Summative Performance


(no label)

Needs Improvement

Q20: Comments and analysis (comments are


recommended for any overall rating; however, ratings
other than proficient require the elevator to provide
comments including rationale, evidence, and feedback
for improvement).

Respondent skipped this


question

65 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#12

SurveyMonkey

COMPLETE
Collector: Web Link 1 (Web Link)
Started: Friday, June 17, 2016 6:29:44 PM
Last Modified: Friday, June 17, 2016 7:38:49 PM
Time Spent: 01:09:05
IP Address: 24.62.200.187

PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Tara Luce

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Exemplary

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Proficient

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Proficient

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Exemplary

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Proficient

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Proficient

66 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
The successful expansion of Superkids into 2nd grade. Securing a grant and significant planning toward the Pelham
Elementary Garden project. Chrome books for student use.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Proficient

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Proficient

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Proficient

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Proficient

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Proficient

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Worked with Pelham Finance Committee to avoid a budget freeze this Spring. Changing to energy saving lightbulbs in
the parking lot, lower oil prices and a mild winter resulted in a net financial savings in the budget. Significant effort has
been invested in finding a one year agreement between the four towns for the assessment method. That important
work will continue.

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

67 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Proficient

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Proficient

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Proficient

III-D. Family Concerns: Addresses family and community


concerns in an equitable, effective, and efficient manner.

Proficient

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Proficient

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
I look forward to the results of the 5 Essential Survey

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

68 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Exemplary

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Proficient

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Proficient

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Proficient

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Proficient

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Needs Improvement

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Proficient

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Managing conflict: Engaging with dissent in more proactive and affirmative ways would significantly increase community
and stakeholder engagement in the work of the district and support conflict resolution efforts.

PAGE 6: Assess Performance on Standards (summary of above)

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Proficient

Standard II: Management and Operations

Proficient

Standard III: Family and Community Engagement

Proficient

Standard IV: Professional Culture

Proficient

69 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Significant Progress

Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Some Progress

Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Met

Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Met

PAGE 8: Rate Overall Summative Performance

Q19: Overall Summative Performance


(no label)

Proficient

Q20: Comments and analysis (comments are


recommended for any overall rating; however, ratings
other than proficient require the elevator to provide
comments including rationale, evidence, and feedback
for improvement).

Respondent skipped this


question

70 / 70

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

#8

SurveyMonkey

COMPLETE
Collector: Web Link 1 (Web Link)
Started: Friday, June 17, 2016 10:01:57 AM
Last Modified: Friday, June 17, 2016 11:51:03 AM
Time Spent: 01:49:05
IP Address: 204.213.244.97

PAGE 1: Superintendent Evaluation for Maria Geryk

Q1: Name of Evaluator (School Committee Member)


Vira Douangmany Cage

PAGE 2: Superintendents Performance Rating for Standard I: Instructional Leadership

Q2: Superintendents Performance Rating for Standard I: Instructional Leadership Indicators


I-A. Curriculum: Ensures that all instructional staff design
effective and rigorous standards-based units of instruction
consisting of well-structured lessons with measureable
outcomes.

Unsatisfactory

I-B. Instruction: Ensures that practices in all settings reflect


high expectations regarding content and quality of effort and
work, engage all students, and are personalized to
accommodate diverse learning styles, needs, interests, and
levels of readiness.

Unsatisfactory

I-C. Assessment: Ensures that all principals and


administrators facilitate practices that propel personnel to
use a variety of formal and informal methods and
assessments to measure student learning, growth, and
understanding and make necessary adjustments to their
practice when students are not learning.

Unsatisfactory

I-D. Evaluation: Ensures effective and timely supervision


and evaluation of all staff in alignment with state regulations
and contract provisions.

Proficient

I-E. Data-Informed Decision Making: Uses multiple sources


of evidence related to student learningincluding state,
district, and school assessment results and growth datato
inform school and district goals and improve organizational
performance, educator effectiveness, and student learning.

Unsatisfactory

Q3: Overall Rating for Standard One: Instructional Leadership: The education leader promotes the learning
and growth of all students and the success of all staff by cultivating a shared vision that makes powerful
teaching and learning the central focus of schooling.
(no label)

Unsatisfactory

1/5

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q4: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
2.) I-A, I-B, I-C: The MANDATORY workshop model implemented at ARMS hampered educators, restricting them to
embrace only one approach and method to do their craft. The mandatory nature made non-compliance and deviation
punishable triggering letters to the editor in the local paper and at school committee speak outs. The one size fits all
approach to learning belies meeting the diverse learning needs and styles of a diverse student population leaving no
room to play on the strengths, training, professional development, expertise and wisdom of educators, new and
seasoned alike.
2.) I.E: The Grade & School Configuration Policies section of the Wildwood School Building Project Educational
Program, Amherst Public Schools published in November 9, 2015 seemed to me propaganda for a mega-school. The
outline listing positive aspects/arguments for a a one school building housing all our district's 2nd-6th graders vs. the
positive outcomes/arguments for leaving all three elementary school building communities intact laid out in pages 6-8
were not thorough, balanced, exhaustive, or objective. The document ultimately is laced with confirmation bias for what
the administration has been lobbying for all along, a mega-school. Therefore, the negative aspects for a mega-school
were not fairly or adequately advanced or addressed by the administration with minds already made up.

PAGE 3: Superintendents Performance Rating for Standard II: Management and Operations

Q5: Superintendents Performance Rating for Standard II: Management and Operations Indicators
II-A. Environment: Develops and executes effective plans,
procedures, routines, and operational systems to address a
full range of safety, health, emotional, and social needs.

Unsatisfactory

II-B. Human Resources Management and Development:


Implements a cohesive approach to recruiting, hiring,
induction, development, and career growth that promotes
high-quality and effective practice.

Unsatisfactory

II-C. Scheduling and Management Information Systems:


Uses systems to ensure optimal use of data and time for
teaching, learning, and collaboration, minimizing disruptions
and distractions for school-level staff.

Proficient

II-D. Law, Ethics, and Policies: Understands and complies


with state and federal laws and mandates, school
committee policies, collective bargaining agreements, and
ethical guidelines.

Unsatisfactory

II-E. Fiscal Systems: Develops a budget that supports the


districts vision, mission, and goals; allocates and manages
expenditures consistent with district- and school-level goals
and available resources.

Unsatisfactory

Q6: Overall Rating for Standard II: The education leader promotes the learning and growth of all students and
the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to
implement appropriate curriculum, staffing, and scheduling.
(no label)

Unsatisfactory

2/5

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q7: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
5. II-A, D & E: Aisha Hiza injustice: The superintendent has created an environment that inflames racial hatred and
hostility, and does not take action to diffuse conflict and controversy. Rather, the superintendent has presented a
dysfunctional, sick and unhealthy and unwelcoming environment for certain segments of our community. The
superintendent releases press statements without consulting school committee including one against a parent and a
second one against the then Regional Chair; provides the media more information than to school committee; and fails to
engage the school committee to solve problems that tarnish our reputation and distracts us from examining student
learning outcomes, challenges and achievement. The superintendent issued a confidential document to the chair of the
Amherst school committee and that document that I am aware of through the Daily Hampshire Gazette still has yet to be
released to me.
5.II-B: The hiring/selecting/appointment of building leaders has been controversial (Fort River and ARMS) and does not
engender confidence.
Furthermore, statements to the press regarding police involvement in the issuance of a stay away order was
manipulative, a ploy to cast a negative light against parent who was banned. In a letter to me dated June 13, 2016 from
the Amherst Select Board: " The Amherst Police Department was consulted, but any decisions that were made were
those of the Pelham School Department and the Pelham Police Department."

PAGE 4: Superintendents Performance Rating for Standard III: Family and Community Engagement

Q8: Superintendents Performance Rating for Standard III: Family and Community Engagement
III-A. Engagement: Actively ensures that all families are
welcome members of the classroom and school community
and can contribute to the effectiveness of the classroom,
school, district, and community.

Unsatisfactory

III-B. Sharing Responsibility: Continuously collaborates with


families and community stakeholders to support student
learning and development at home, school, and in the
community.

Unsatisfactory

III-C. Communication: Engages in regular, two-way,


culturally proficient communication with families and
community stakeholders about student learning and
performance.

Unsatisfactory

Q9: Overall Rating for Standard III: The education leader promotes the learning and growth of all students and
the success of all staff through effective partnerships with families, community organizations, and other
stakeholders that support the mission of the district and its schools.
(no label)

Unsatisfactory

Q10: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
Note previous comments related to Aisha Hiza debacle.

PAGE 5: Superintendents Performance Rating for Standard IV: Professional Culture

3/5

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q11: Superintendents Performance Rating for Standard IV: Professional Culture


IV-A. Commitment to High Standards: Fosters a shared
commitment to high standards of service, teaching, and
learning with high expectations for achievement for all.

Proficient

IV-B. Cultural Proficiency: Ensures that policies and


practices enable staff members and students to interact
effectively in a culturally diverse environment in which
students backgrounds, identities, strengths, and challenges
are respected.

Needs Improvement

IV-C. Communication: Demonstrates strong interpersonal,


written, and verbal communication skills.

Unsatisfactory

IV-D. Continuous Learning: Develops and nurtures a


culture in which staff members are reflective about their
practice and use student data, current research, best
practices, and theory to continuously adapt practice and
achieve improved results. Models these behaviors in his or
her own practice.

Unsatisfactory

IV-E. Shared Vision: Successfully and continuously


engages all stakeholders in the creation of a shared
educational vision in which every student is prepared to
succeed in postsecondary education and become a
responsible citizen and global contributor.

Unsatisfactory

IV-F. Managing Conflict: Employs strategies for responding


to disagreement and dissent, constructively resolving
conflict and building consensus throughout a district or
school community.

Unsatisfactory

Q12: Overall Rating for Standard IV: The education leader promotes the learning and growth of all students
and the success of all staff by nurturing and sustaining a districtwide culture of reflective practice, high
expectations, and continuous learning for staff.
(no label)

Unsatisfactory

Q13: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
See previous comments

PAGE 6: Assess Performance on Standards (summary of above)

Q14: Assess Performance on Standards (copy from questions 3, 6, 9, and 12)


Standard I: Instructional Leadership

Unsatisfactory

Standard II: Management and Operations

Unsatisfactory

Standard III: Family and Community Engagement

Unsatisfactory

Standard IV: Professional Culture

Unsatisfactory

PAGE 7: Assess Progress Towards GoalsPlease refer to the Goals Self-Assessment for this section

4/5

Superintendent Evaluation 2015-2016 (School Committee)Please refer to the Rubric


Self-Assessment for detailed examples of standards and indicators.

SurveyMonkey

Q15: STUDENT LEARNING: Students in co-teaching classrooms will benefit educationally and effectively from
this instructional model at all three levels in the district.
(no label)

Did Not Meet

Q16: PROFESSIONAL PRACTICE GOAL: To develop and implement an engagement process for the elementary
building project and the secondary revisioning/potential consolidation that gathers input from a wide range of
stakeholders
(no label)

Did Not Meet

Q17: District Improvement Goal: To further develop a comprehensive Family Engagement Review Process and
action planning, develop procedures for regular two-way communication between schools and families. This
should include (1) protocol indicating who in the school building should contact families and with what
frequency, what information should be communicated, and when follow-up will occur; (2) ensure that every
parent/guardian has a clear idea of a point person to contact about their childs schooling as well as access to
a complete and updated staff directly including names and titles (possibly pictures); and (3) set reasonable
expectations and accountability systems for frequent teacher-family contacts.
(no label)

Did Not Meet

Q18: Professional Culture Goal: Develop a multi-year sequence of professional development by engaging
faculty and staff members around project-based, student centered learning that will promote the skills needed
in the 21st century
(no label)

Did Not Meet

PAGE 8: Rate Overall Summative Performance

Q19: Overall Summative Performance


(no label)

Unsatisfactory

Q20: Comments and analysis (comments are recommended for any overall rating; however, ratings other than
proficient require the elevator to provide comments including rationale, evidence, and feedback for
improvement).
See previous comments.

5/5