TPEP stands for the Teacher and Principal Evaluation Project. Washington state recently passed legislation requiring school districts to implement a new evaluation system for all teachers and principals beginning in 2013-14. This new system is intended to provide consistent, meaningful feedback to educators that will more effectively promote continuous professional growth.

Washington State Teacher/Principal Evaluation Project (TPEP)

CEL’s 5D Teacher Evaluation Rubric (OSPI website)

TPEP Evaluation Forms & Resources NWESD website)

The Teacher/Principal Evaluation Pilot was born 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. E2SSB 6696 also created a TPEP Steering Committee made up of representatives from the following organizations:

• Office of the Superintendent of Public Instruction (OSPI)
• Governor’s office
• Washington Education Association (WEA)
• Association of Washington School Principals (AWSP)
• Washington Association of School Administrators (WASA)
• Washington State Parent Teacher Association
• Washington State School Directors’ Association (added in May 2011, added later through ESSB 5895; WSSDA)

During the spring of 2010, more than 50 school districts applied to participate in the pilot process. Eight districts were selected and were awarded grants to begin their work. In addition to the pilot sites implementing the models they developed, OSPI expanded the reach of the TPEP program by offering Regional Implementation Grants (RIGs). The goal of the grants was to get one third of the state’s districts involved in the program in some capacity. The 70 RIG districts have spent a year learning from the work of the pilots and preparing to implement a new system based on the pilot work for the 2012-13 school year. For the 2012-13 school year, 138 more RIG districts were added, bringing the total number of RIG districts to 208.

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. From the work of the pilot sites and the efforts of the TPEP Task Force to the TPEP Educator Forums, the input and feedback of teachers, principals, administrators, and the school community has driven the project.

Each district selected one of three instructional frameworks. Granite Falls School District selected University of Washington’s CEL 5+ 2D’s Framework. Our work is built on our evidence-based instructional framework: the 5 Dimensions of Teaching and Learning (5D). The 5D was developed when CEL’s faculty conducted a thorough review of the literature in both the learning sciences and effective teaching practices, and mined the instructional expertise from some of the very best teachers and school leaders in Washington and across the country. The 5D framework provides critical questions for school and district leaders to consider as they observe the teaching and learning process and builds on:

1. Purpose: Setting a clear, meaningful course for student learning
2. Student engagement: Encouraging substantive, intellectual thinking
3. Curriculum and pedagogy: Ensuring that instruction challenges and supports all students.
4. Assessment for student learning: Using ongoing assessment to shape and individualize instruction
5. Classroom environment and culture: Creating classrooms that maximize opportunities for learning and engagement

Our 5D framework helps teachers and leaders develop a common language and a shared vision as they undertake the hard work of improving student achievement. The 5D is used by school districts in Washington and across the nation.

“An evaluation system that truly builds the capacity of our teachers will lead to better practice, which ultimately will result in greater learning for all students.
–Stephen Fink, Executive Director

Learn more about the CEL’s 5D+ Teacher Eval Framework Here.

• 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.

For more information, visit the TPEP website.  

The teachers continue to refine their understanding and application of the District instructional model. We continue working with the dimension of “Assessment for Student Learning.” Weekly staff meetings focus on individual sub-dimensions as teachers learn more about applying this knowledge at the “proficient” and “distinguished” levels in their classrooms. The entire district staff engaged in a district “Data Snap” that gathered baseline data about implementation of the dimension of “Assessment for Learning.”

The District formed a committee that helps guide our transition to the new evaluation system. The Teacher and Principal Evaluation Project (TPEP) Committee consists of teachers, principals and district office administration. The specific purpose of the committee is to learn about and facilitate communication regarding the new state-mandated teacher and principal evaluation system; the committee will also be making recommendations regarding the new evaluation system specific to Granite Falls School District.

NWESD Resources:
Teacher/Principal Evaluation Program Resources

OSPI Resources:
Teacher/ Principal Evaluation Program

The Teacher and Principal Evaluation and Growth Program is based on these core principals:

• 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.