TPEP

TPEP stands for Teacher Principal Evaluation Program and is very similar to a standard job review. Adopted in 2000 by the Office of the Superintendent of Public Instruction, TPEP is a way for principals to offer meaningful feedback to the teachers they supervise. The goal is not to say "I gotcha," but to offer suggestions to make your instruction most effective on all the criteria of the evaluation.

OSPI’s webpage on Teacher/Principal Evaluation Program lists the core principles that TPEP is based on as (Teacher/Principal Evaluation Program, 2021):

• High quality teaching and leading are key to student success.

• Growth in practice is developmental in nature.

• Growth occurs best when there are clear standards of practice supported by quality professional learning and learning-focused feedback.

• Evaluation systems should reflect and address the career continuum.

• The focus for teacher and principal growth should be driven by student learning needs.

These core principles give principals focus areas with which to evaluate teachers. While the entire TPEP process may seem daunting to a new teacher, it should not be thought of as such. The many pieces that encompass the process are there to help teachers hone their craft. There are five major components to TPEP in Washington state:

1. Eight state criteria that set the standards

2. An instructional framework chosen by each district that provides specific language relating to the performance levels of each criterion

3. Student Growth Data that support state criteria 3, 6, and 8

4. Evidence gathered from the teacher showing their effectiveness

5. A tiered rating system that has four levels: Unsatisfactory, Basic, Proficient, and Distinguished

In Washington state, principals use eight criteria to evaluate teachers. These criteria are listed in our state legislation under WAC 392-191A-060 and is titled Minimum Evaluation Criteria - Certificated classroom teachers. Additional information including the descriptors for each criterion can be found here (Teacher/Principal Evaluation Program).

• Criterion 1 – Centering instruction on high expectations for student achievement.

• Criterion 2 – Demonstrating effective teaching practices.

• Criterion 3 – Recognizing individual student needs and developing strategies to address those needs.

• Criterion 4 – Providing clear and intentional focus on subject matter content and curriculum.

• Criterion 5 – Fostering and managing a safe, positive learning environment.

• Criterion 6 – Using multiple student data elements to modify instruction and improve student learning.

• Criterion 7 – Communicating and collaborating with families and school community.

• Criterion 8 – Exhibiting collaborative and collegial practices focused on improving educational practice and student learning.

Student Growth

According to RCW 28A.405.100, student growth is defined as the change in student achievement between two points in time (Student Growth, n.d.). It also states "student growth data must be a substantial factor in evaluating the summative performance for at least three of the evaluation criteria for teachers" (Student Growth, n.d.). There are five components of student growth embedded across criteria three, six, and eight (Student Growth, n.d.). These components are the same for the approved instructional frameworks. The student growth components are (Student Growth, 2021):

• SG 3.1 - Establish Student Growth Goals

• SG 3.2 – Achievement of Student Growth Goals

• SG 6.1 – Establish Student Growth Goals using Multiple Student Data Elements

• SG 6.2 – Achievement of Student Growth Goals

• SG 8.1 – Establish Team Student Growth Goals

SG 3.1 and 3.2 refer to the individual or subgroups of students (achievement/opportunity gap). SG 6.1 and 6.2 refer to the whole class based on appropriate standards aligned to school goals, and SG 8.1 refers to the teacher as a part of a grade-level, content team, or other school district team (Student Growth, n.d.) The approved instructional frameworks align with each of these criteria. These growth goals allow educators and administrators to track the progress of students on multiple levels.