State vs. Local Decision Matrix

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Criteria
Criteria by which certificated classroom teachers, principals, and assistant principals will be evaluated beginning 2013-14.
State
Local
District
Eight criteria for certificated classroom teachers and eight criteria for principals and assistant principals.

Criteria: RCW 28A.405.100(Sec. 1)(2)(b) & (Sec. 5)(b)

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School boards must adopt new criteria by Sept. 10, 2013.
Criteria Definitions
Criteria by which certificated classroom teachers, principals and assistant principals will be evaluated beginning 2013-14.
State
Local
District
Criteria Definitions: WAC 392-191A-030

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Certificated Classroom Teacher
A certificated employee who provides instruction to students and holds one or more of the
certificates pursuant to WAC 181-79A-140 (1) through (3) and (6)(a) through (e) and (g).
State
Local
District
Definition of certificated classroom teacher: WAC 392-191A-030Those that provide “academically-focused instruction to students” should be considered in the new evaluation system.

Consideration and discussion at a local level should focus on the roles/responsibilities of the employee as it relates to the new criteria and frameworks.

Particular consideration should be given to Teacher-Librarians and Instructional Coaches.
Determination of employees under the new evaluation system.
Certificated Principal and Assistant Principal
A person who is employed to supervise the operation and management of a school as provided by
RCW 28A.400.100 and holds certificates pursuant to WAC 181-79A-140(4)(a) or (6)(h)
State
Local
District
Definition of certificated principal and assistant principal: WAC 392-191A-030Consideration and discussion at a local level should focus on the roles/responsibilities of the employee as it relates to the new criteria and frameworks.

Particular consideration should be given to Deans of Students, Athletic Directors, and those with split Superintendent/Principal roles.
Determination of employees under the new evaluation system.
Instructional & Leadership Frameworks
"Instructional framework" means one of the approved instructional frameworks adopted by the
Superintendent of Public Instruction to support the new evaluation system pursuant to RCW 28A.405.100.
"Leadership framework" means one of the approved leadership frameworks adopted by the
Superintendent of Public Instruction to support the new evaluation system pursuant to RCW 28A.405.100.
State
Local
District
Instructional Frameworks
  • CEL 5D+ Teacher Evaluation Rubric 2.0

  • Danielson's Framework for Teaching (2011)

  • Marzano's Teacher Evaluation Model

  • Leaderhip Frameworks
  • The AWSP Leadership Framework

  • Marzano's School Leadership Evaluation Model
  • Districts must decide on one instructional and one leadership framework.School districts must post framework selections somewhere on the district website.
    Modification or Adaptations to Instructional Frameworks
    Minor modifications or adaptations to preferred instructional frameworks.
    State
    Local
    District
    The structure and text of frameworks and rubrics may only be changed by OSPI. The agency is in the process of creating a process for reviewing and authorizing minor modifications or adaptations. OSPI is working with the framework authors on this plan and will provide the details in Spring 2014.

    Local decisions can be made regarding adding possible teacher observables and possible student observables to the 5D+ rubric, critical attributes to the Framework for Teaching, and possible teacher evidence and possible student evidence to the Marzano Teacher Evaluation Model.

    Any additions to the frameworks should be carefully considered at the local level.

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    Four Level Rating System
    The continuum of performance that indicates the extent to which the criteria have been met or exceeded.
    State
    Local
    District
    1 - Unsatisfactory
    2 - Basic
    3 - Proficient
    4 - Distinguished

    RCW 28A.405.100

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    Comprehensive Evaluation
    All eight criteria must contribute to the overall summative evaluation and must be
    completed at least once every four years. The evaluation must include an assessment of the criteria
    using the instructional framework rubrics and the superintendent of public instruction's approved student growth rubrics.
    State
    Local
    District
    Teachers & Principals
    Overall Summative Scoring Methodology using the OSPI summative scoring band (see definitions below).
    WAC 392-191A-080
    WAC 392-191A-090
    WAC 392-191A-140
    WAC 392-191A-160
    Teachers & Principals
    Criterion-level Scoring Methodology is a local decision.

    Guidance on Criterion Scoring Methodology from the framework authors (PDF).

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    Focused Evaluation
    One of the eight criterion must be assessed in every year that a comprehensive evaluation is not required.
    The selected criterion must be approved by the teacher or principal’s evaluator. Must include an assessment of the criterion
    using the instructional or leadership framework rubrics and the superintendent of public instruction's approved student growth rubrics.
    State
    Local
    District
    Teachers
    The focused evaluation will include the student growth rubrics of the selected criterion. If criterion 3, 6 or 8 are selected, evaluators will use those student growth rubrics. If criterion 1, 2, 4, 5, or 7 is selected, evaluators will use criterion 3 or 6 student growth rubrics. WAC 392-191A-120

    Principals
    The focused evaluation will include the student growth rubrics selected by the principal or assistant principal and approved by the principal's evaluator. WAC 392-191A-190

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    Summative Performance Rating Descriptors
    Description of summative performance at each of the four levels based on the work of the TPEP pilot districts.
    State
    Local
    District
    Summative Performance Rating Descriptors for both Certificated Classroom Teachers, Principals and Assistant Principals. WAC 392-191A-140

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    Criterion Level Scoring Methodology
    Method for scoring the criterion-level scores using the instructional framework rubrics and student growth rubrics.
    State
    Local
    District

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    Local decisions must be made regarding the assessment of the criteria using the instructional framework rubrics and the superintendent of public instruction's approved student growth rubrics.

    Please see guidance from framework authors and OSPI regarding student growth in the modules.

    Utilize the Training Modules
    Final Summative Scoring Methodology
    Common state-wide method for calculating the comprehensive and focused evaluation performance ratings for each of the preferred instructional frameworks. Giving appropriate weight to the indicators evaluated under each criteria and maximizing rater agreement among frameworks.
    State
    Local
    District
    OSPI prescribes the common method of calculating a final summative score in WAC 392-191A-080, WAC 392-191A-090, WAC 392-191A-140, and WAC 392-191A-160.

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    Observation - (Teacher Only)
    The gathering of evidence made through classroom or worksite visits for the purpose of examining evidence
    over time against the instructional or leadership framework rubrics pursuant to this section.
    State
    Local
    District
    Comprehensive
    At least twice each school year in the performance of their assigned duties. Total time of no less than sixty minutes during each school year.
    Comprehensive (Provisional)
    Districts must observe new employees at least once for a total observation time of thirty minutes during the first ninety calendar days of the new employee's employment period.
    Provisional (3rd year)
    At least three times in the performance of their assigned duties. The total time must not be less than ninety minutes during the school year.
    Focused
    At least twice each school year in the performance of their assigned duties. Total time of no less than sixty minutes during each school year. (Observation is required for a focused evaluation only if the evaluation is on an observable criterion.)
    RCW 28A.405.100 (Sec. 1)(3)(a)
    WAC 392-191A
    Additional observations may be determined at a local level.

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    Student Growth & Student Growth Data
    Student Growth: The change in student achievement between two points in time.
    Student Growth Data: The relevant and available multiple measures using classroom-based, school-based, district-based, and state-based tools.
    State
    Local
    District
    Teachers & Principals
    OSPI approved student growth rubrics must be used in criterion level scoring. More than one measure of student growth data must be used in scoring the student growth rubrics. Must be determined by an analysis of evidence.

    Upon completion of the overall summative scoring process, the evaluator will combine only the student growth rubric scores to assess the certificated classroom teacher, principal or assistant principal’s student growth impact rating. The student growth impact rating will be determined by the superintendent of public instruction's student impact rating scoring band.

    A student growth score of "1" in any of the rubric rows will result in an overall low student growth impact rating. Evaluators must analyze the student growth score in light of the overall summative score and determine outcomes.

    WAC 392-191A
    Determination of available and relevant multiple measures. An understanding of assessment literacy and research should be considered.
    During 2013–14, each ESD will host regional opportunities to learn about student growth and plan for local implementation. Contact your ESD for details.
    Perception Data
    Student or building staff input.
    State
    Local
    District

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    Student input may be included in the (teacher) evaluation process. RCW 28A.405.100(Sec. 1)(2)(g)
    Building staff input may be included in the (principal) evaluation process: RCW 28A.405.100(Sec. 1)(6)(g)

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