Teacher Evaluation Criteria (RCW 28A.405.100 (2)(b))
- 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 the school community
- Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.
Teacher Evaluation Criteria Descriptors (WAC 392-191A-060)
- Expectations; the teacher communicates high expectations for student learning.
- Instruction; the teacher uses research-based instructional practices to meet the needs of all students.
- 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.
- 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.
- 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.
- 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.
- Families and Community; the teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.
- Professional Practice; the teacher participates collaboratively in the educational community to improve 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.
New Principal Evaluation Criteria (RCW 28A.405.100 (6)(b))
- Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff.
- Demonstrating commitment to closing the achievement gap.
- Providing for school safety.
- Leading the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements.
- Assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals.
- Monitoring, assisting, and evaluating effective instruction and assessment practices.
- Managing both staff and fiscal resources to support student achievement and legal responsibilities.
- Partnering with the school community to promote student learning.
New Principal Evaluation Criteria Definitions (WAC 392-191A-150)
- An effective leader advocates, nurtures, and sustains a school culture and instructional program that promote student learning and staff professional growth.
- Effective leaders who have a commitment to closing identified gaps in achievement between groups of students, monitor subgroup data and develop and encourage strategies to eliminate those gaps. Student growth data must be a substantial factor utilizing the OSPI approved student growth rubrics.
- An effective leader teams with the school’s community to develop routines and expectations that create a physically and emotionally safe learning environment.
- 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.
- 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.
- An effective leader monitors teaching and uses the evaluation process and 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.
- An effective leader manages human and fiscal resources in ways that enhance the likelihood that students will thrive and succeed in achieving the school’s goals for them.
- An effective leader engages families and the community in ways that increase the success of students.
The operational order of the criteria is different in the AWSP Leadership Framework, but the language for the criterion and descriptors is identical.
Learn more about the criteria & their common themes: