Teacher & Principal Evaluation Project - Vision Statement
“Student learning is the hallmark of accomplished teaching and leading”
Our core mission as an educational institution is to serve our students and ensure that they are future ready: prepared for the global workplace; prepared for college; and prepared for personal success. The Bainbridge Island school District (BISD) believes that the most important school-based variable in ensuring that every student is learning at the highest level is the teacher. Since the quality of teaching is the most important element for ensuring student success in our district, it was with enthusiasm that the BISD and the Bainbridge Island Education Association (BIEA) collaboratively began the new evaluation process by participating in the Washington state Teacher/Principal Evaluation Pilot grant project. We are now entering our third year of this endeavor and will have approximately 50% of our certificated staff members on the new evaluation system for the 2013-2014 school year, and will have full implementation occurring by the 2015-16 school year.
As a district, we have selected the Charlotte Danielson Frameworkfor Teaching and Learning as the guide that will assist us in developing a common understanding and language around the complexities of teaching. This portion of the web site will not only be a tool to find the forms and steps required as part of the evaluation process, but there will also be helpful presentations and links in case you are seeking additional information related to teacher evaluation.
I look forward to working with teachers and principals during this implementation phase. If there is anything that I can do to support you, please do not hesitate tocontact me.
Dr. Peter Bang-Knudsen
Teacher Evaluation Process (updated 9/10/13):
Danielson’s Framework for Teaching
Danielson’s framework for teaching identifies aspects of a teacher’s responsibilities that empirical studies have demonstrated as promoting improved student learning.1 Because teaching is an extremely complex activity, this framework is useful in laying out the various areas of competence in which professional teachers need to develop expertise. Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities. These domains and their components are outlined in a following table. A brief review of each of these domains will provide a road map of the skills and competencies new teachers need to develop.
The benefits of having a framework for professional practice, as Danielson notes, are several. First, a framework offers the profession of teaching a shared vocabulary as a way to communicate about excellence. For novice teachers, a framework provides a pathway to excellence by laying out the twenty-two important components that constitute professional practice. A framework for teaching provides a structure for discussions among teachers and also serves to sharpen the focus for professional development. A framework also serves to communicate to the larger community the array of competencies needed to be an effective teacher.
Principal Evaluation Tool