PLEASE TAKE NOTICE that on June 25th, 2024, at6:30 o’clock p.m., at 101 Deutsch Ave, Big Bay, Michigan, the Board of Education of Powell Township School, Marquette County Michigan, will hold a public hearing to consider the District’s proposed 2024-2025 budget.

The property tax millage rate proposed to be levied to support the proposed budget will be a subject of this hearing.

This notice is given by order of the Board of Education.

School of Choice is open for the 24-25 School Year

The Powell Township School District announces the following school of choice information for the first semester of the 2024-25 school year, which begins September 3, 2024. Powell Township School District will participate in schools of choice for grades K-8 for section 105 and 105c* for the period June 10- September 3 with a FINAL DATE FOR STUDENT ENROLLMENT SEPTEMBER 3, 2024. Interested parties may contact the school office for an application. Available positions from non-resident pupils are Kindergarten-8th grade. *Public Act 297 of 2000 Amends Section 105c to permit school districts to accept schools of choice enrollment applications from students in contiguous ISDs/RESA, regardless of contiguity. It is the policy of the District that no students shall be discriminated against on the basis of race, color, religion, national origin, citizenship status, creed or ancestry, age, height, weight, or other protected categories.

School Lunch and Breakfast

As a reminder, Powell Township School participates in the Community Eligibility Provision Program (CEP) Making all Breakfasts and Lunches FREE for all students.! We will still collect Household Resource Forms annually to help us to continue to offer meals free to all students in the coming years.

Dear Powell Families,

                I hope everyone had a great holiday season.  We are contacting you today to remind you of our school breakfast program.  School breakfast is provided FREE to all students for the 23-24 school year.  Breakfast will begin at 8:20 am till 8:40am in the school cafeteria. 

 Here are a few ways breakfast benefits kids:

#1. Higher Test Scores: Hunger makes school harder. Students who eat school breakfast achieve higher scores on standardized tests.

#2. Calmer Classrooms: Children who do not regularly get enough nutritious food to eat tend to have significantly higher levels of behavioral, emotional and educational problems.

#3. Fewer Trips To The Nurse: When kids come to school hungry, they visit the school nurse more often due to stomachaches and headaches. Kids who struggle with hunger are also likely to be sick more often, slower to recover from illness, hospitalized more frequently and more susceptible to obesity.

#4. Stronger Attendance  Rates: Students who eat school breakfast attend more school days. Chronic absenteeism, defined as missing three weeks or more of school, decreases by 6 percentage points on average when students have access to Breakfast. Attendance is important, as students who attend class more regularly are 20 percent more likely to graduate from high school.

If you have questions or would like additional information please contact Amy Havel at, or 906-345-9355.

Thank you

Amy Havel, Food Service Director

In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.

Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.

To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at:​sites/default/files/documents/​ad-3027.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:


U.S. Department of Agriculture

Office of the Assistant Secretary for Civil Rights

1400 Independence Avenue, SW

Washington, D.C. 20250-9410; or


(833) 256-1665 or (202) 690-7442; or


This institution is an equal opportunity provider.

Local Weather


a month ago

The following information is provided to assist districts in meeting the posting requirements stipulated in PA 173 Section 1249(3)(c). It is worth noting that MASB’s instrument is intended for use by school board members in the evaluation of superintendents. As such, effort has been invested to ensure that the language in the rubrics and the recommended process is easy for noneducators to understand and implement.

Research Base

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.

The 2015 Standards are the result of an extensive process that took an in-depth look at the new education leadership landscape. It involved a thorough review of empirical research (see the Bibliography for a selection of supporting sources) and sought the input of researchers and more than 1,000 school and district leaders through surveys and focus groups to identify gaps among the 2008 Standards, the day-to-day work of education leaders and leadership demands of the future. The National Association of Elementary School Principals, National Association of Secondary School Principals and American Association of School Administrators were instrumental to this work. The public was also invited to comment on two drafts of the Standards, which contributed to the final product. The National Policy Board for Education Administration, a consortium of professional organizations committed to advancing school leadership (including those named above), has assumed leadership of the 2015 Standards in recognition of their significance to the profession and will be their steward going forward.

Midcontinent Research for Education and Learning (2006). School District Leadership That Works: The Effect of Superintendent Leadership on Student Achievement. Denver, CO: Author.

To determine the influence of district superintendents on student achievement and the characteristics of effective superintendents, McREL, a Denver-based education research organization, conducted a meta-analysis of research—a sophisticated research technique that combines data from separate studies into a single sample of research—on the influence of school district leaders on student performance. This study is the latest in a series of meta-analyses that McREL has conducted over the past several years to determine the characteristics of effective schools, leaders and teachers. This most recent meta-analysis examines findings from 27 studies conducted since 1970 that used rigorous, quantitative methods to study the influence of school district leaders on student achievement. Altogether, these studies involved 2,817 districts and the achievement scores of 3.4 million students, resulting in what McREL researchers believe to be the largest-ever quantitative examination of research on superintendents.


The Michigan Association of School Boards has served boards of education since its inception in 1949. In the decades since, MASB has worked hands-on with tens of thousands of school board members and superintendents throughout the state. Evaluation of the superintendent has been a key aspect of that work – MASB developed superintendent evaluation instruments and trained board members in their use nearly half a century before the requirements.

MASB staff and faculty involved in creating the MASB Superintendent Evaluation instrument Include:

  • Rodney Green, Ph.D., Superintendent of Schools (retired), Consultant, MASB
  • Olga Holden, Ph.D., Director of Leadership Services (retired), MASB
  • Donna Oser, CAE, former Director of Executive Search and Leadership Development, MASB
  • Debbie Stair, M.N.M.L., former school board member, Assistant Director of Leadership Development, MASB

New York Council of School Superintendents staff and leadership involved in creating the Council’s Superintendent Model Evaluation (which significantly influenced MASB’s instrument):

  • Jacinda H. Conboy, Esq., New York State Council of School Superintendents
  • Sharon L. Contreras, Ph.D., Superintendent of Schools, Syracuse City SD
  • Chad C. Groff, Superintendent of Schools
  • Robert J. Reidy, Executive Director, New York State Council of School Superintendents
  • Maria C. Rice, Superintendent of Schools, New Paltz CSD
  • Dawn A. Santiago-Marullo, Ed.D., Superintendent of Schools, Victor CSD
  • Randall W. Squier, CAS, Superintendent of Schools, Coxsackie-Athens CSD
  • Kathryn Wegman, Superintendent of Schools (retired), Marion CSD


Validity refers to how well an instrument measures what it is supposed to measure. Construct validity was established for the MASB Superintendent Evaluation instrument. Construct validity ensures the assessment is actually measuring superintendent performance. Validity was established using of a panel of experts familiar with the research base and work of the effective school superintendent. The experts examined the research, identified performance indicators for measure and refined the scale for measurement.

Panel members included:

  • Rodney Green, Ph.D., Superintendent of Schools (retired), Consultant, MASB
  • Olga Holden, Ph.D., Director of Leadership Services (retired), MASB
  • Mary Kerwin, former school board member, former Senior Consultant, MASB
  • Debbie Stair, M.N.M.L., former school board member, Assistant Director of Leadership Development, MASB


Efficacy refers to the capacity of the evaluation instrument to produce the desired or intended results. The MASB Superintendent Evaluation instrument has three intended outcomes:

  1. To accurately assess the level of a superintendent’s job performance
  2. To improve the superintendent’s professional practice and impact on student learning
  3. To advance the goals of the school district

MASB will seek to establish efficacy of the MASB Superintendent Evaluation instrument by surveying school board members and superintendents from a representative sample of school districts (see details below). An electronic survey instrument will be used to ascertain the extent to which:

  1. The district followed the prescribed process for conducting the evaluation, and
  2. The evaluation instrument and prescribed process supported the stated outcomes  


Reliability is the degree to which an evaluation instrument produces stable and consistent results. While there are several types of reliability, MASB will seek to establish the test-retest reliability of the MASB Superintendent Evaluation instrument. Test-retest reliability is a measure of reliability obtained by administering the same instrument twice over a period of time to a group of individuals. To accomplish this, a representative sample of school districts using the MASB Superintendent Evaluation instrument will participate in a reliability study. A minimum of 15 school districts (with low board member turnover and no transition in the superintendency) will conduct an evaluation at the midpoint of their evaluation cycle (T1) and again at the end of their evaluation (T2). Scores from the two assessments will then be correlated in order to evaluate the test for reliability. A coefficient of 7.0 or higher will indicate acceptable stability.

Evaluation Rubric

The complete MASB Superintendent Evaluation instrument is available in the following formats.

Evaluation Process

Planning: At the beginning of the year in which the evaluation is to occur, the Board of Education and superintendent convene a meeting in public and agree upon the following items:

  • Evaluation instrument
  • Evaluation timeline and key dates
  • Performance goals (if necessary beyond performance indicators outlined in rubric, district-wide improvement goals and student growth model)
  • Appropriate benchmarks and checkpoints (formal and informal) throughout year
  • Artifacts to be used to evidence superintendent performance 
  • Process for compiling the year-end evaluation
  • Process and individual(s) responsible for conducting the evaluation conference with the superintendent
  • Process and individual(s) responsible for establishing a performance improvement plan for the superintendent, if needed
  • Process and individual(s) responsible for sharing the evaluation results with the community

Checkpoints: The Board of Education and superintendent meet at key points in the evaluation year as follows:

  • Three months in – Informal update – Superintendent provides written update to the board. Board president shares with the superintendent any specific concerns/questions from the board.
  • Six months in – Formal update  Superintendent provides update on progress along with available evidence prior to convening a meeting in public. Board president collects questions from the board and provides to superintendent prior to meeting. Board and superintendent discuss progress and make adjustments to course or goals, if needed.
  • Nine months in – Informal update – Superintendent provides written update to the board. Board president shares with the superintendent any specific concerns/questions from the board.
  • 11-12 months in – Formal evaluation – Superintendent conducts self-evaluation; presents portfolio with evidence to Board of Education (made available prior to meeting). Board members review portfolio prior to evaluation meeting; seek clarification as needed. Board president (or consultant) facilitates evaluation. Formal evaluation is adopted by Board of Education.


Validity, reliability and efficacy of the MASB Superintendent Evaluation instrument relies upon board members using evidence to score superintendent performance.

  • Artifacts to serve as evidence of superintendent performance should be identified at the beginning of the evaluation cycle and mutually agreed upon by the Board of Education and the superintendent.
  • Artifacts should be limited to only what is needed to inform scoring superintendent performance. Excessive artifacts cloud the evaluation process and waste precious time and resources. 
  • Boards of education and superintendents should establish when artifacts are to be provided, i.e., as they originate, at designated checkpoints, during self-evaluation, etc. 

A list of possible artifacts that may be used as evidence is provided at the end of each professional practice domain rubric. Appendix D of the evaluation instrument offers additional artifacts that may serve as evidence of performance.

Conducting the Formal Evaluation and Conference

Prior to meeting:

  1. Superintendent prepares self-evaluation, compiles evidence and provides to Board of Education.
  2. Board members seek clarity as needed regarding self-evaluation or evidence provided.
  3. Board of Education members receive blank evaluation instrument and make individual notes about their observations.

During meeting:

  1. Superintendent presents self-evaluation and evidence. Superintendent remains present throughout the meeting.  
  2. Board president reviews with Board of Education superintendent’s self-evaluation and evidence provided for each domain and facilitates conversation about performance.
  3. Score is assigned for each performance indicator via consensus of the Board of Education.
  4. Upon completion of all performance indicators within all domains, board president calculates overall professional practice score and identifies the correlating rating.
  5. Board president reviews with Board of Education evidence provided related to progress toward district-wide goals.
  6. Score is assigned for progress toward district-wide goals via consensus of Board of Education.
  7. Board president reviews with Board of Education evidence provided related to district’s student growth model.
  8. Score is assigned for student growth via consensus of Board of Education.
  9. Board president calculates overall evaluation score based on professional practice, progress toward district-wide improvement goals and student growth ratings.
  10. Board president makes note of themes/trends identified by the Board of Education during the evaluation.
  11. Board president calls for vote to adopt completed year-end evaluation for superintendent.
  12. Superintendent notes his/her comments on evaluation.
  13. Board president and superintendent sign completed evaluation form. 

After the meeting:

  1. Completed evaluation form reflects Board of Education’s assessment of superintendent’s performance.
  2. Board president works with superintendent to coordinate public statement about superintendent’s performance.


If a superintendent is rated as minimally effective or ineffective, the Board of Education must develop and require the superintendent to implement an improvement plan to correct the deficiencies. The improvement plan must recommend professional development opportunities and other actions designed to improve the rating of the superintendent on his/her next annual evaluation.

If a superintendent is rated as highly effective on three consecutive annual evaluations, the Board of Education may choose to conduct an evaluation biennially instead of annually. However, if a superintendent is not rated as highly effective on one of these biennial evaluations, the superintendent must again be evaluated annually.

Developing an Individual Development Plan

Individual Development Plans are an excellent way of helping employees develop their skills. Boards of education should encourage superintendents to develop an IDP in order to foster professional development.

In the event that a superintendent receives a rating that is less than effective, the law requires the creation of an IDP. The following process is a framework for creating and implementing an IDP for the superintendent:

  • During the evaluation conference, the Board of Education provides clear feedback to the superintendent in the domain(s) in which he/she received a less than effective rating.
  • A committee of the Board of Education is established to support and monitor the superintendent’s development.  
  • The superintendent drafts an IDP and presents it to the committee for feedback and approval. The IDP outlines clear growth objectives, as well as the training and development activities in which the superintendent will engage to accomplish objectives. The committee reviews, provides feedback and approves the IDP.
  • The committee meets quarterly with the superintendent to monitor and discuss progress.
  • The superintendent reports progress on his/her IDP with his/her self-evaluation prior to the formal annual evaluation.   


MASB provides training on its Superintendent Evaluation instrument to board members and superintendents via a cadre of certified trainers. Training is as follows:

Fundamentals of Evaluation: This training covers the fundamentals of evaluation including legal requirements, essential elements of a performance evaluation system and processes for establishing superintendent performance goals and expectations. This session may not be necessary for participants who have attended Board Member Certification Courses (CBAs) 300 and 301, or who have documented participation in in-district workshops focused on superintendent evaluation conducted by MASB trainers. It is offered at various locations on an individual registration basis or as requested in cooperation with intermediate school districts.

Instrument-Specific Training: This training covers the use of the MASB Superintendent Evaluation instrument including the cycle and processes of evaluation, rating superintendent performance on the rubric, as well as the use of evidence to evaluate superintendent performance. This training fulfills the requirement of evaluator training for board members as well as evaluatee training for superintendents whose districts are evaluating their superintendent with the MASB Superintendent Evaluation instrument. It is conducted on-location in districts with board members and superintendent present.

We are Hiring!

Position Available: Part Time Speech Provider

Location: Powell Township School, 101 Deutsch Ave Big Bay MI, 49808

Approximate State Date: August 27th, 2024

Salary: Dependent on education and experience

About the Role:

As a Speech Provider at Powell Township School District, you will play a pivotal role in helping our students develop essential communication skills. Your primary focus will be on improving speech clarity, language expression, and overall communication confidence among our young learners. You will work closely with students individually and in small groups, tailoring instruction to meet their specific needs and abilities.

Key Responsibilities:

  • Provide targeted speech and language therapy to students with communication disorders or delays.
  • Conduct assessments and develop personalized speech therapy plans based on individual student needs.
  • Collaborate with classroom teachers and parents to support speech and language development across different settings.
  • Implement evidence-based practices and techniques to enhance students' communication abilities.
  • Monitor progress, adjust therapy plans as needed, and communicate outcomes effectively to stakeholders.
  • Working with SPED teacher to develop and progress monitor student IEP’s


  • Master's degree in Speech-Language Pathology or related field (required).
  • Valid state licensure or certification as a Speech-Language Pathologist (CCC-SLP or equivalent).
  • Experience working with elementary-aged children, preferably in a school setting.
  • Strong interpersonal skills and ability to work collaboratively with students, parents, and educators.
  • Commitment to providing high-quality speech therapy services that promote student success and well-being.Available Position:** K-8 Counselor**–This position is .4 FTE during the school year.

The role of an elementary counselor is multifaceted, requiring strong interpersonal skills, empathy, and a commitment to supporting the holistic development of every student.

Qualifications: The role of a Michigan school counselor can be fulfilled by individuals who hold any of the following credentials:

·        School Counselor License (SCL)

·        Michigan Teaching Certificate with the School Counselor (NT) endorsement

·        Preliminary School Counselor License (PSCL)

·        Temporary School Counselor License (TSCL)


Individual Counseling: Providing one-on-one counseling sessions to students who may be facing personal, social, or academic challenges. This can involve helping students develop coping skills, manage stress, navigate conflicts, and address behavioral issues.

Group Counseling: Leading group counseling sessions on topics such as bullying prevention, social skills development, anger management, or grief support. Group counseling can provide students with a supportive environment to share experiences and learn from one another.

Classroom Guidance Lessons: Planning and delivering classroom lessons on topics relevant to students' personal and academic development. These lessons may cover areas such as character education, study skills, interpersonal relations, social emotional learning, or conflict resolution.

Crisis Intervention: Responding to crises or emergencies within the school community, such as incidents of student trauma, violence, or natural disasters. School counselors play a crucial role in providing support to students, staff, and families during difficult times.

Collaboration with Teachers and Staff: Working closely with teachers, administrators, and other school personnel to identify students in need of support and develop appropriate interventions. This collaboration may involve attending team meetings, consulting on student issues, assisting with school secondary school transitions, and coordinating referrals to outside resources.

Parent and Family Support: Providing guidance and resources to parents and families to help them support their children's academic and emotional well-being. This can include offering parenting workshops, facilitating family counseling sessions, and connecting families with community resources.

Assessment and Evaluation: Conducting assessments to identify students' strengths, needs, and interests. School counselors may use various assessment tools to gather information about students' academic performance, social skills, emotional functioning, and career aspirations.

Advocacy and Education: Advocating for the needs of students within the school community and beyond. School counselors may participate in school improvement initiatives, create and support educational development plans, advocate for equitable access to resources and opportunities, and educate stakeholders about the importance of social-emotional learning and mental health support.

Professional Development: Engaging in ongoing professional development to stay current on best practices in school counseling and related fields. This may involve attending conferences, workshops, or training sessions, as well as pursuing additional certifications or advanced degrees.

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