out of Engrossed Second Substitute Senate Bill 6696 during the 2010 legislative
session. The evaluation provisions in the bill were part of a larger reform
effort made during Washington's Race to the Top application. The bill created
our pilot project and moved the state from a two-tiered system of unsatisfactory, to a four-tiered evaluation system. In addition to moving to a four-tiered system, the legislation created eight new criteria for teachers and principals to be evaluated upon, with common themes tying the criteria for teachers and principals together.
During the spring of 2010, over 50 districts applied to participate in the pilot. The TPEP Steering Committee and Superintendent Dorn reviewed all of the applications and made their choices based on a number of factors, including collaboration with locals associations representing teachers and principals. As part of the application, districts chosen to participate in the pilot agreed to a number of activities, including:
- development of criteria for the evaluations,
- identification of (or development of) appropriate and multiple measures of student growth,
- development of evaluation forms,
- submission of evaluation data and all district collected student achievement, aptitude, and growth data regardless of whether the data points are used in evaluations;
- and collaboration with other pilot districts, OSPI, and the Steering Committee.
Built From the Ground Up
While many states have undertaken efforts to revise their evaluation systems, Washington's unique grassroots approach has helped develop a system of evaluation focused on professional growth and student learning. The input and feedback of teachers, principals, administrators, and the school community has driven the project.
TPEP Core Principles
- Quality teaching and leading is critically important.
- Professional learning is a key component of an effective evaluation system.
- Teaching and leading is work done by a core team of professionals.
- Evaluation systems should reflect and address the career continuum.
- An evaluation system should consider and balance inputs or acts with outputs or results.
- Teacher and principal evaluation models should coexist within the complex relationship between district systems and negotiations.
Key Documents and Links
Frequently Asked Questions
State vs. Local Decision Matrix
Rater Agreement in the Revised System
District Framework Choices
Framework Selection Map & Charts
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