TPEP-WaKIDS Connections
ATTENTION ABBY!!!!!!!!! PLEASE WORK WITH RICH TO PROOF THIS
Teachers
Teacher Evaluation Criteria
(RCW 28A.405.100 (2)(b))
1. Centering instruction on high
expectations for student achievement.
2. Demonstrating effective teaching
practices.
3. Recognizing individual student
learning needs and developing
strategies to address those needs.
(Student Growth- individual, subgroups)
Teacher Evaluation Criteria
Descriptors (WAC 392-191A-060)
1. Expectations; the teacher
communicates high expectations for
student learning.
2. Instruction; the teacher uses
research-based instructional practices
to meet the needs of all students.
3. Differentiation; the teacher acquires
and uses specific knowledge about
students’ cultural, individual,
intellectual and social development and
uses that knowledge to adjust their
practice by employing strategies that
advance student learning. Student
growth data must be a substantial factor
utilizing the OSPI approved student
growth rubrics.
WaKIDS Connections
SG 3.1 – Establish Student Growth Goals
Refers to individual or subgroups of
students: TSGOLD results could be used
as one of multiple measures to identify
individual students or subgroups.
TSGOLD Reports: Snapshot and
Individual Child can analyzed to help
determine growth goals and
instructional planning.
SG 3.2 – Achievement of Student Growth
Goals- Refers to individual or subgroups
of students: TSGOLD could be
administered to identified individuals or
subgroups at winter and spring
checkpoints as one of multiple measures
to show achievement using TSGOLD
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4. Providing clear and intentional focus
on subject matter content and
curriculum.
4. Content Knowledge; the teacher uses
content area knowledge, learning
standards, appropriate pedagogy and
resources to design and deliver
curricula and instruction to impact
student learning.
5. Fostering and managing a safe,
positive learning environment.
5. Learning Environment; the teacher
fosters and manages a safe and inclusive
learning environment that takes into
account: physical, emotional, and
intellectual well-being of students.
Reports: Snapshot, Individual Child and
the Performance and Growth Report
could be used as evidence.
Implement all curriculum aspects of
RCW 28A.150.315, especially
(b) Provide a curriculum that offers a
rich, varied set of experiences that
assist students in
(i) Developing initial skills in the
academic areas of reading, mathematics,
and writing;
(ii) Developing a variety of
communication skills;
(iii) Providing experiences in science,
social studies, arts, health and physical
education, and a world language other
than English;
(iv) Acquiring large and small motor
skills;
(v) Acquiring social and emotional skills
including successful participation in
learning activities as an individual and
as part of a group; and
(vi) Learning through hands-on
experiences;
(c) Establish learning environments
that are developmentally appropriate
and promote creativity;
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6. Using multiple student data elements
to modify instruction and improve
student learning. (Student Growthwhole group)
7. Communicating and collaborating
with parents and the school community
8. Exhibiting collaborative and collegial
practices focused on improving
instructional practice and student
6. Assessment; the teacher uses multiple
data elements (both formative and
summative) to plan, inform and adjust
instruction, and evaluate student
learning. Student growth data must be a
substantial factor utilizing the OSPI
approved student growth rubrics.
SG 6.1 – Establish Student Growth Goals
using Multiple Student Data ElementsRefers to the whole class based on
appropriate standards and aligned to
school and district goals: TSGOLD
results could be used as one of multiple
measures to identify individual students
or subgroups. TSGOLD Report:
Snapshot could be used to help to
determine growth goals and
instructional planning.
SG 6.2 – Achievement of Student Growth
Goals- Refers to the whole class based
on appropriate standards and aligned to
school and district goals: TSGOLD could
be administered to at winter and spring
checkpoints as one of multiple measures
to show achievement (note the spring
checkpoint is in March) TSGOLD
Reports: Snapshot, and the Performance
and Growth Report could be used.
7. Families and Community; the teacher WaKIDS Family Connections- beginning
communicates and collaborates with
of the year meetings with families to
students, families and all educational
welcome families to the school and
stakeholders in an ethical and
smooth entry into kindergarten,
professional manner to promote student establish a relationship between
learning.
families and teachers and create a safe
environment for families to share
sensitive information about their
children.
8. Professional Practice; the teacher
WaKIDS Early Learning Collaborationparticipates collaboratively in the
meet with early learning partners to:
educational community to improve
promote shared understanding of
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learning. (Student Growth- teacher
teams)
instruction, advance the knowledge and
practice of teaching as a profession, and
ultimately impact student learning.
Student growth data must be a
substantial factor utilizing the OSPI
approved student growth rubrics.
kindergarten readiness, strengthen
kindergarten transitions and planning,
engage families in their children’s
education and school and improve the
readiness of children, families, schools
and communities through the use of
data.
SG 8.1 – Establish Team Student Growth
Goals Refers to the teacher as part of a
grade-level, content area, or other
school or district team: TSGOLD results
could be used as one of multiple
measures. TSGOLD Reports: Snapshot
and Individual Child reports could be
used as be tools to help to determine
student growth goals and collaborative
planning for instruction.
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Principals
New Principal Evaluation Criteria
(RCW 28A.405.100 (6)(b))
1. Creating a school culture that
promotes the ongoing improvement of
learning and teaching for students and
staff.
2. Providing for school safety.
3. Leading the development,
implementation, and evaluation of a
data-driven plan for increasing student
achievement, including the use of
multiple student data elements
New Principal Evaluation Criteria
Definitions (WAC 392-191A-150)
1. An effective leader advocates,
nurtures, and sustains a school culture
and instructional program that promote
student learning and staff professional
growth.
2. An effective leader teams with the
school’s community to develop routines
and expectations that create a physically
and emotionally safe learning
environment.
3. Effective leaders rely on data to
promote improvement through school
improvement plans in all aspects of the
school and across all of the eight
principal evaluation criteria. Student
growth data must be a substantial factor
utilizing the OSPI approved student
growth rubrics.
WaKIDS Connections
SG 3 – Provides evidence of student
growth that results from the school
improvement planning process.
TSGOLD results could be used as one of
multiple measures in the design or
modification of a data driven school
improvement plan. TSGOLD Reports:
Snapshot and Individual Child can be
analyzed to help determine growth goals
and instructional planning. Assessing
students in the winter and spring and
entering checkpoints could provide one
data source to measure student
achievement.
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4. Assisting instructional staff with
alignment of curriculum, instruction,
and assessment with state and local
district learning goals.
4. An effective leader assumes
responsibility to assist staff with the
alignment of their teaching and
classroom assessments with the state’s
learning goals and the school district’s
curriculum.
5. Monitoring, assisting, and evaluating 6. An effective leader monitors teaching
effective instruction and assessment
and uses the evaluation process and
practices.
other strategies to support teachers’
efforts to strengthen their teaching and
learning in classrooms. Student growth
data must be a substantial factor
utilizing the OSPI approved student
growth rubrics.
6. Managing both staff and fiscal
6. An effective leader manages human
resources to support student
and fiscal resources in ways that
achievement and legal responsibilities
enhance the likelihood that students will
thrive and succeed in achieving the
school’s goals for them.
7. Partnering with the school community 7. An effective leader engages families
to promote student learning.
and the community in ways that
increase the success of students.
Provide leadership in the
implementation of all aspects of RCW
28A.150.315
SG 5 – Provides evidence of student
growth of selected teachers.
Assist teachers using WaKIDS data in
their student growth plans (see teacher
3.1, 3.2, 6.1. 6.2 and 8.1)
Provide support to WaKIDS teachers
through schedule and staffing during the
TSGOLD assessment period, family
connections conferences and any early
learning collaboration activities.
Take a leadership role in WaKIDS Early
Learning Collaboration- meet with early
learning partners to: promote shared
understanding of kindergarten
readiness, strengthen kindergarten
transitions and planning, engage
families in their children’s education
and school and improve the readiness of
children, families, schools and
communities through the use of data.
8. Demonstrating commitment to closing 8. Effective leaders who have a
SG 8 – Provides evidence of growth in
the achievement gap
commitment to closing identified gaps in student learning.
achievement between groups of
students, monitor subgroup data and
Work with teachers (see 3.1 and 3.2)
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develop and encourage strategies to
eliminate those gaps. Student growth
data must be a substantial factor
utilizing the OSPI approved student
growth rubrics.
using TSGOLD results as one of multiple
measures to identify individual students
or subgroups to eliminate the
achievement gap.
This needs Follow up!!!!!
Note: In the January 2013 report he WaKIDS Workgroup discourages the use of TSGOLD assessment results to measure
student growth. Rationale: “Because the intent of WaKIDS is to gather information about students as they begin the school
year and to inform instruction, the GOLD assessment results obtained later in the year should not be used in teacher
evaluations as a measure of student growth.
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