SSA Superintendent Assessment (6991) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Mission statement

A concise statement of why the district exists and whom it serves. It anchors decisions, priorities, and resource allocation across schools and departments.

Vision statement

A description of the preferred future the district seeks to create. It should be aspirational, clear, and connected to measurable strategic goals.

Theory of action

An if-then statement explaining how a strategy will produce a desired result. It makes assumptions testable and guides monitoring of implementation.

SMART goal

A goal that is specific, measurable, achievable, relevant, and time-bound. It clarifies exactly what will change, by how much, and by when.

Strategic plan

A multiyear document that sets mission, vision, goals, strategies, metrics, timelines, and owners. It aligns budgeting and monitoring with district priorities.

Formative assessment

An assessment used during instruction to reveal student understanding and adjust teaching. It is low-stakes and feeds immediate instructional decisions.

Summative assessment

An assessment administered after instruction to certify learning or measure achievement. Results typically inform reporting, placement, and program evaluation.

MTSS

A multi-tiered system of supports delivering universal instruction plus targeted and intensive interventions. Student progress is monitored to decide whether support continues or changes.

PLC four questions

Four collaborative questions: what students should learn, how learning will be assessed, how to respond when students struggle, and how to extend students who already know.

Classroom walkthrough

A brief, focused observation of teaching and learning used to gather patterns across classrooms. It informs feedback, professional learning, and school improvement priorities.

Per-pupil expenditure

Total district expenditures divided by total student enrollment. It allows comparisons across schools, districts, or budget years when definitions are consistent.

Unassigned fund balance ratio

Unassigned fund balance divided by annual general fund expenditures. It indicates the share of a year’s spending available as unrestricted reserve.

Segregation of duties

An internal-control principle separating authorization, custody, recording, and reconciliation so one person cannot conceal errors or fraud.

Zero-based budgeting

A budgeting method that starts each unit at zero and requires justification for every proposed expenditure. It links resources directly to current priorities rather than prior allocations.

FTE

Full-time equivalent, a staffing measure in which one FTE equals one full-time position. Part-time positions are summed as fractions of a full-time position.

Structured interview

A selection process using the same predetermined questions and scoring rubric for all candidates. It improves consistency, comparability, and fairness in hiring decisions.

Job-embedded professional learning

Professional learning occurring during educators’ daily work and focused on real classroom problems. It is sustained, collaborative, and closely tied to instruction.

Succession planning

A deliberate process for identifying critical roles and developing internal candidates before vacancies occur. It reduces disruption and preserves organizational knowledge.

Observation calibration

Training observers to apply the same rubric consistently across classrooms. Calibration improves reliability and credibility of evaluation and feedback.

Adult learning principles

Principles stating that adults learn best when content is relevant, problem-centered, respectful of experience, and immediately applicable to their work.

Psychological safety

A climate in which staff can raise concerns, ask questions, or admit mistakes without fear of humiliation or retaliation. It supports learning and honest problem-solving.

Conflict of interest

A situation in which personal, financial, or family interests could improperly influence an official decision. Disclosure, recusal, and documentation protect public trust.

Ethical decision test

A test asking whether a decision is legal, equitable, transparent, defensible, and consistent with stated values. It helps leaders examine consequences and public trust.

Confidentiality

The obligation to protect student and personnel information from unauthorized disclosure. Access is limited to those with a legitimate educational or legal need.

Stakeholder mapping

A process for analyzing stakeholders’ interests, influence, positions, and communication preferences. It guides engagement strategy and anticipates support or opposition.

Two-way family engagement

Family engagement that invites dialogue and partnership rather than only one-way information. It builds parent capacity and links activities to student learning.

Communications plan

A plan specifying audience, message, channel, messenger, timing, and feedback for each communication. It reduces confusion and supports consistent public messaging.

Coalition building

The process of identifying shared interests and recruiting credible partners to support a goal. It anticipates opposition and broadens community ownership.

Board vs superintendent role

The board governs through policy, budget, and oversight; the superintendent manages implementation and daily operations. Clear role separation prevents confusion and micromanagement.

Open meetings notice

A legal requirement to publicly announce meetings, times, locations, and agendas in advance. It protects public access and supports valid board action.

Executive session

A closed portion of a board meeting limited to specific legally permitted topics. Votes generally occur in public session after the closed discussion.

Policy vs procedure

Policy states what the board requires and why; procedure states how staff will implement it. This distinction preserves board governance and administrative flexibility.