This study aimed to develop a culturally responsive teacher framework and evaluation tool for educators at Seabird Island Community School (SICS) and other Stó:lō First Nations community schools in British Columbia. Drawing from the perspectives of educators at SICS, the research sought to provide direction for wise pedagogical practices and establish effective evaluation methods rooted in best practices from the literature (Calliou & Wesley-Esquimaux, 2015). Employing qualitative methods, the study was informed by Wilson's concept of relational accountability (2008) and Ermine's notion of ethical space (2007). The research included interviews with nineteen educators, unveiling a range of opinions on what constitutes effective teaching at SICS. While educators widely recognized the importance of integrating Stó:lō culture into their practice, there was uncertainty about how to deeply embed it as a core element of the day-to-day educational experience. The data revealed four key themes that are essential to promoting effective evaluation: (1) fostering a growth mindset and commitment to lifelong learning, (2) creating supportive and transparent evaluation processes, (3) effective instruction, classroom management, and holistic assessment, and (4) cultural responsiveness, community engagement, and family communication. Moreover, the study highlights that an effective teacher evaluation framework at SICS must prioritize meaningful community engagement and foster solid relationships with students and their families. This suggests that the educator's role in community schools is deeply interwoven with the broader social ecosystem.
Author Keywords: community engagement, culturally responsive teaching, holistic assessment, Indigenous education, Stó:lō, teacher evaluation