WSU

1. Katie Taylor
Deputy Director
Including Student Growth
in Educator Evaluation
1 June 2013

2. 2
The Washington Context:
Where did this work come from?

3. 3
In Washington…
A capital “G!” indicates that
the guidance represents
Washington state law
(RCW) or rules (WAC).
A lower-case “g” indicates that the guidance
represents research-based best practice but
is not mandated by law or rules.
RCW 28A.405.100
RCW 28A.405.100
RCW 28A.405.100
RCW 28A.405.100
RCW 28A.405.100
RCW 28A.405.100
Educator
Evaluation
WAC
RCW
28A.405.100
8 Criteria -
Teachers
8 Criteria -
Principals Instructional
and
Leadership
Frameworks
Student
Growth
Rubrics

4. 4
Both E2SSB 6696 and ESSB
5895 contain language
around student growth,
including:
 Student growth data that is
relevant to the teacher and
subject matter must be a
factor in the evaluation
process and must be based
on multiple measures that
can include classroom-
based, school-based,
district-based, and state-
based tools. Student growth
means the change in student
achievement between two
points in time.
Changes…
 Student growth data must be a
substantial factor in evaluating
the summative performance of
certificated classroom teachers
for at least three of the
evaluation criteria.
 Student growth data elements
may include the teacher’s
performance as a member of a
grade-level, subject matter, or
other instructional team within a
school when the use of this data
is relevant and appropriate.
ESSB 5895 Establishes New Definitions
Around Student Growth Measures RCW 28A.405.100

5.  WACs
 http://tpep-wa.org/about-tpep/legislation/wacs/
 Decision Matrix
 http://tpep-wa.org/the-model/state-vs-local-decision-
matrix/
 FAQs from TPEP website
 http://tpep-wa.org/about-tpep/faqs/
5
Resources

6.  Student Achievement: The status of subject-matter
knowledge, understandings, and skills at one point in
time.
 Student Growth (Learning): The growth in subject-
matter knowledge, understandings, and skill over
time.
6
Defining Key Terms
It is student growth, not student
achievement, that is relevant in
demonstrating impacts teachers and
principals have on students.

7. 7
From the Decision Matrix

8. 8
Student Growth Is Embedded
in the Criteria RCW 28A.405.100

9.  The TPEP steering committee organizations
approved statewide rubrics for student growth to
ensure consistency in implementation of the
evaluation system across Washington State.
 The rubrics for student growth describe both goal setting
and outputs of student learning.
 OSPI has provided student growth rubrics for each of
the three criterion
 Teachers: 3, 6, and 8
 Principals: 3, 5, and 8
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Student Growth Rubrics RCW 28A.405.100

10. 10
The Student Growth Rubric RCW 28A.405.100

11.  Select a goal to critique from the examples on the
TPEP website: http://tpep-wa.org/student-growth-
overview/student-growth-teacher-resources/
 Partners Discuss:
 What about it works?
 What doesn’t?
 What would you tweak?
 What evidence might you need?
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Examining Growth Goals

12.  In the goals you reviewed, could you see a
connection to the larger focus of the school?
 How would you describe the relationship between
the school improvement process and the student-
growth process?
 Thoughts about autonomy in goal-setting vs
guidance from administrators and/or district?
12
Group Discussion

13. So, how does this all play out in
actual classrooms with teachers?
Select one of the Student Growth Case Stories to read
from the TPEP website: http://tpep-wa.org/student-growth-
overview/student-growth-case-studies/
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14.  What about this case story spoke to experiences you
have had? What didn’t?
 What role does the principal play in the scenario
described?
 How do we curb the urge to ‘game the system’?
 What do you feel you’d need to effectively guide
teachers through the student growth goal process?
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Discussion Questions for the Case Story

15. Thank you!
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