Introduction
The evaluation of teaching performance is acknowledged as an important means of promoting excellence in education in the Bismarck Public Schools. It is because of this importance that the Bismarck Public Schools Professional Excellence Framework was developed.
The goal of the Bismarck Public School District Professional Excellence Program (PEP) is to bring teachers into the process as partners with administrators in ways that support their professional growth, and enhance student learning through effective instructional practices.
Teacher evaluations fall into two basic categories: summative and formative. Summative evaluation is designed to rate teachers and make decisions about their status within the district. Formative evaluation is designed to help teachers develop professionally and improve their performance. Traditionally, teacher evaluation has emphasized the summative purposes of evaluation. A well-rounded school district evaluation system, however, must include both purposes.
Educators have always understood that the fundamental purposes of teacher evaluation are both quality assurances and professional development. Traditionally, however, teacher evaluation was a process that was done to teachers. Although the process was to assure that quality teaching and learning was taking place in the classroom, the brief observation of a teacher was not enough to recognize, cultivate, and develop good teaching.
Today, the complexity of educating children and young adults is clearly understood, and as quality takes center stage in education reform, evaluation strategies are helping teachers at all career stages grow professionally. The evaluation framework is designed to help first year teachers survive the almost overwhelming challenges of the first three years of teaching; ensure that standards for effective teaching are understood, accepted and demonstrated by veteran teachers; and provide the guidance for teachers and principals when improvement and intervention is needed.
The Professional Excellence Program evaluation framework is intended to help educators have a positive teaching experience throughout their careers and to improve the learning opportunities for all students.
John Salwei, Assistant Superintendent
November 14, 2007
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| Professional Growth Evaluations Timeline for Teachers |
| Task |
Completion Date |
| Teacher completes self-evaluation |
by May 15 |
| Teacher sets up a meeting with principal to discuss Professional Growth Plan Description |
by October 15 |
| Teacher sets up a meeting with principal to complete Professional Growth Plan Review |
by March 15 |
| Comprehensive Evaluations Timeline for Teachers |
| Task |
Completion Date |
| Teacher completes self-evaluation |
by May 15 |
| Teacher and principal meet to discuss which components will be included on the evaluation based on the self-evaluation |
by October 1 |
| Principal arranges a meeting with the teacher to discuss and complete the pre-observation form |
by January 15 |
| Principal does at least one classroom observation |
by March 1 |
| Principal conducts a post-evaluation conference with the teacher |
by March 1 |
| Principal and teacher meet to discuss and complete the comprehensive evaluation form |
by March 15 |
| The comprehensive evaluation form is placed in the teacher's personnel file and copy is given to the teacher |
by March 15 |
