March 25, 2025
By Julie Bianchi, Associate Head of School for Academics and Innovation, The Out-of-Door Academy
The process of evaluating educator performance has long been a challenge for both teachers and administrators. Many existing models either impose rigid structures that stifle professional autonomy or create an unwieldy burden that dilutes their effectiveness. In the wake of the pandemic, our institution, The Out-of-Door Academy (ODA), set out to design an evaluation system that prioritizes individual professional growth while aligning with the broader goals of the school. This article outlines a step-by-step approach to crafting a meaningful and sustainable evaluation process tailored to your institution’s needs.
Defining the Ideal Team Member
Begin with clarity of purpose. Gather your leadership team and define the essential traits of an exemplary team member at your school. Reflect on the attributes of your most effective educators and staff—the individuals who elevate the student experience and contribute meaningfully to your community. Aim to distill these characteristics into five to eight core descriptors.
To embed these traits into the ODA culture, we developed a memorable acronym—EP2I2C—that encapsulates our six unique descriptive characteristics. This acronym became the flagship identity for our program—both visual and cultural–and created a recognizable shared expectation across all departments. Whether a team member’s core responsibilities are in the classroom, on the facilities team, or embedded in student services, every team member is held to the same standard of excellence.
Research-Informed Design
Rather than adopting an off-the-shelf evaluation model, we conducted extensive research to identify best practices from multiple frameworks. Our goal was to create an approach that was both manageable and meaningful—a system that served both the evaluator and the direct report.
Our final model assesses employees on four standards:
This structure fosters consistency while allowing for professional distinctions, ensuring that all employees are evaluated within a framework that recognizes their unique contributions.
Building Consensus: The Committee and Rollout
For the faculty evaluation framework, we assembled a committee comprised of division heads and respected faculty representatives. These educators played a crucial role in defining the three professional standards that exemplify excellence in teaching, with EP2I2C serving as the unifying fourth standard.
The committee also established guidelines for a portfolio of evidence that individual educators compile to demonstrate their level of expertise within the performance evaluation. This includes documentation of their work, student surveys, and professional development logs, ensuring a comprehensive yet streamlined approach. Other departments, like admissions and development, adopted a similar model, creating evaluation criteria that balance professional growth with institutional priorities.
To ensure transparency and faculty buy-in, the committee formally introduced the new system at our end-of-year meeting. A professionally printed guidebook reinforced the school’s commitment to the initiative, providing faculty with a clear roadmap for success as they entered the summer.
Adaptability: A System That Works for Your School
Evaluation processes must align with institutional rhythms and needs. Recognizing that springtime is dominated by hiring demands, our leadership team conducts summative evaluations in December, with goal-setting meetings in January. Conversely, our admissions team finalizes evaluations in September, while our development office concludes theirs in June—each aligning the process with the natural cycle of their work.
Impact and Reflections
Early indicators suggest that integrating strategic, recognizable, and actionable guidelines into our evaluation model has strengthened our culture of professional engagement. We’ve seen a rise in faculty leadership, with more teachers coaching extracurricular programs and an increase in conference presenters—from three to nine in just two years. Across campus, the word “epic” has taken on deeper significance, representing a shared commitment to our school’s values.
Ultimately, the success of an evaluation model hinges on ownership and authenticity. Schools should develop their own frameworks—ones that reflect their unique mission and values. When team members see their important role within the system, they are far more likely to invest in its success. A well-designed evaluation process is not just a mechanism for assessment; it is a catalyst for institutional growth and professional excellence.
Julie Bianchi earned a bachelor of arts degree in English with a teaching minor in French from Hillsdale College. She also earned a master’s degree in the Art of Teaching from Marygrove College. Julie joined the Out-of-Door community as the head of the middle school in 2018, arriving from Detroit Country Day School, where her work spanned 18 years and included roles as teacher, varsity coach, dean of students, director of admissions, and division head. Julie’s strategic vision balances the rigors of tradition, the excitement of innovation, and the physical and emotional well-being of the school’s complex student body to create classrooms and experiences that thoughtfully and artfully engage individual students every day.
