Page 270 - 2021-2022 New Hire Benefits

Four Domains at a Glance

The Planning and Preparation domain includes comprehensive understanding
Domain #1: of the content to be taught, knowledge of the students’ backgrounds, and
Planning and Preparation designing instruction and assessment.

Domain #2: The Classroom Environment domain addresses the teacher’s skill in
Classroom Environment establishing an environment conducive to learning, including both the physical and
interpersonal aspects of the environment.

Domain #3: The Instruction domain is concerned with the teacher’s skill in engaging students
Instruction in learning the content, and includes the wide range of instructional strategies that
enable students to learn.

Domain #4: The Renbrook Professional domain addresses the teacher’s additional
Renbrook Professional professional responsibilities, including the contribution to the entire school
community.

Three-Step Process
1. September/October
• Teacher reflects on his/her performance relative to Best Practices
• Teacher creates goals based on self-assessment
• Teacher and Evaluator meet to discuss goals
2. September-June
• Teacher works towards reaching goals
• Evaluator conducts unannounced mini-observations and offers immediate growth-producing
feedback
3. May/June
• Teacher completes Reflection on Goals
• Teacher and Evaluator meet to discuss Reflection on Goals and Best Practices

For more detailed information concerning Teacher Evaluations, please see this document.
https://sites.google.com/a/renbrook.net/teacher-evaluation-gcds/Home

Administrative Evaluation
The Head of School is evaluated each year by a trustee committee consisting of the five executive officers of
the Board. He writes a self-evaluation based on goals produced in the previous summer and shared with the
Board at their September meeting. The Executive Committee goes over his self-evaluation with him, adding
points of their own whenever relevant. In addition, the Head of School solicits evaluative feedback from the
faculty and staff every few years. The format of this exercise varies from an open-ended request to a more
structured questionnaire.

Members of the Leadership Team are evaluated every fourth year by the Head of School. Each administrator
writes a self-evaluation based on a questionnaire; each one solicits input from those who report to him/her,
and the information thus acquired is shared either in total or in summary with the Head of School. The

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