District philosophy of evaluations
In the Issaquah School District, we believe that staff are professionals who care about students and seek to grow in their learning. In order to improve student learning, the objectives and purposes of employee evaluation are: maintenance of high quality instruction, provision for the improvement of instruction, recognition of outstanding performance, and promotion of professional growth and effective teaching practices. The use of data in decision making, goal setting and performance appraisal is an integral part of evaluation. Staff and administration have a shared responsibility to give and accept constructive feedback under the evaluation system. An essential component of evaluation is to gather data about learning in the classroom through direct observation and professional conversations.
What is TPEP?
The Teacher and Principal Evaluation Project (TPEP) is part of a broad education reform bill (E2SSB 6696) passed by the Washington State Legislature in 2010. In 2012, the Legislature provided an additional educational reform bill (ESSB 5895) that provided further direction for the teacher and principal evaluation system. In year one, nine Washington pilot districts were charged with the development and piloting of new evaluation systems. In year two, the Issaquah School District joined the process as a Regional Implementation Grant (RIG) district, one of 65 throughout the state.
How does TPEP differ from traditional evaluation systems?
Traditional evaluation systems have a two-level ranking of “satisfactory” or “unsatisfactory.” The legislation calls for a four-level rating system and eight minimum criteria, including:
- Centering instruction on high expectations for student achievement
- Demonstrating effective teaching practices
- Recognizing individual student learning needs and developing strategies to address those needs
- Providing clear and intentional focus on subject matter content and curriculum
- Fostering and managing a safe, positive learning environment
- Using multiple student data elements to modify instruction and improve student learning
- Communicating and collaborating with parents and school community
- Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning
TPEP and statewide timelines
- 2010-2011: 17 pilot districts develop models/tools/rubrics.
- 2011-2012: TPEP Consortium grants are implementated.
- 2012-2013: Evaluation models are identified upon conclusion of TPEP pilot recommendation.
- 2013-2014: New teacher and principal evaluation systems are implemented statewide.
TPEP Consortia Grant: District assurances
- Teacher Association and principals collaborate with District.
- District commits to pilot with at least 20% of certificated staff in 2012–2013.
- All new and provisional status certificated staff included in 2012–2013
- All principals involved by 2012–2013
- Selection of Framework for Teaching (Danielson), and one leadership framework (AWSP)
District Regional Implementation Grant Project Outline
- Determine philosophy of evaluation (administration).
- Attend RIG meeting with PSESD.
- Select Framework for Teaching (Danielson).
- Determine methods to measure performance (observation, self-reflection, portfolio, survey, use of student data).
- Develop companion document that lists critical attributes and examples to assist evaluators and evaluatees.
- Determine method to arrive at an overall evaluation based on rubric (percentage, raw score, weighted) (note: awaiting OSPI decision).
- Develop professional development training for all principals and all certificated staff.
- Determine who will and how to monitor success of pilot.
- Determine process for determining what will permanently take the pilot's place.
- Consolidate/coordinate current professional development on instructional strategies with new evaluation standards (administration).
- Develop principal's evaluation rubric (similar project outline as teacher evaluation) and ensure alignment with new teacher evaluation.