A series of training modules is designed to prepare school leadership teams for the implementation of new educator evaluation systems through the following intended outcomes:
- Make the components of educator evaluation concrete and actionable for educators and their evaluators.
- Support district and school leadership teams in developing a common understanding of the new educator evaluation legislation, criteria, and frameworks, and the opportunities for professional growth and development.
- Provide participants with implementation tips and strategies to help schools make educator evaluation meaningful and doable.
- The training module series will accomplish these goals through the use of consistent, standardized training materials, detailed facilitator guides, and participant handouts.
OSPI maintains a list of approved framework specialists on its website. District teacher leaders who have developed TPEP expertise and are facilitating TPEP training can be paid from this fund, even if they are not on the OSPI framework specialist list.
Consultants from outside the district cannot be paid from this grant unless they work for the framework author, are on the OSPI approved framework specialist list, or serve as a content specialist for an ESD.
The name of the consultant must be provided in the application.
Frequently Asked Questions
For specific information about implementation of TPEP, see the TPEP FAQs.
For questions regarding teacher or principal evaluation policy matters, please contact Sue Anderson at (360) 725-6116 or email firstname.lastname@example.org. The OSPI TTY number is (360) 664-3631.
Pre and Post Observation Examples
ICFFS’s from each of the three frameworks have put together video samples of both pre and post observation conversations (YouTube).
TPEP Training Providers
A list of the authorized training providers that can be used for Teaching Training Fund money, including:
- Framework Authors or Representatives:
Training can be provided by the people who develop and support our approved instructional and leadership frameworks.
- Instructional or Leadership Framework Specialists:
A team of Washington State practitioners who are trained by framework author designees to provide facilitation around Stage 1 and 2 on the specific instructional or leadership framework chosen by OSPI as the “preferred instructional or leadership frameworks.” These practitioners applied and were selected by a state-level committee through a rigorous process. The Framework Specialists are not experts in the new evaluation law. They are gaining expertise around the frameworks by the framework authors as the foundational tool for the new evaluation systems for teachers and principals.
- Learning-focused Supervision Specialists:
In Washington State the focus of supervision has shifted from a contractual obligation to an opportunity for growth. Standards-driven, data-base conversations are a key factor in this effort. The developers of Learning-focused Supervision have trained and endorsed an expert cadre of practitioners who can provide an introduction seminar or two-day foundation training on the practical tools and templates for increasing skill and confidence with structured conversations that build professional expertise.
Each ESD hosts regional opportunities to learn about student growth and provide training on each of the frameworks. Contact your ESD for details, or use the links below to view their TPEP training opportunities.
Find a trainer for:
Find a Training
Washington principals and assistant principals who evaluate teachers can learn about the differences between Stage 1 training1 and Stage 2 training2 by reading the rater agreement document and viewing the rater agreement graphic and table.
A statewide list of both Instructional and Leadership Trainings offered by AWSP, ESD’s, LSI, and WSLA can be found below.
To upcoming training opportunities sorted by region.
The 2015 Legislature appropriated $5 million “solely for the provision of training for teachers in the performance-based teacher principal evaluation program” during the 2016 – 2017 school year.
School districts will apply for their portion of the funding through iGrants Form Package 664. This grant funds TPEP teacher training activities from July 1, 2016 thru June 30, 2017. Please note that claims for allowable expenses (listed below) will not be paid until a school district’s plan for teacher learning has been approved by OSPI.
The TPEP Steering Committee strongly recommends that all districts create a plan that assures all teachers who have transitioned to the revised system have the training they need to be effective participants in their own evaluation.
Priorities for this grant are (1) teachers new to the district; (2) teachers being transitioned in 2015-16; and (3) teachers transitioned in 2014-15 and 2013-14.
Keep in mind teachers new to your district need:
- An introduction to the revised evaluation system and any local regulations or definitions that have been codified.
- A working knowledge of the district’s chosen instructional framework.
- An opportunity to see how the rubrics connect to their work in classrooms.
- An understanding about how the student growth components will be implemented in your district.
For teachers who transitioned previously, 2015–16 training should deepen knowledge of the framework and enhance opportunities for application.
A focus on evidence gathering, formative assessment, and student growth is encouraged.
- District hosts a series of voluntary sessions on evidence gathering or formative assessment.
- District offers after school or Saturday sessions aimed at specific topics such as “Introduction to Focused Evaluation” or “Student Measures in the Arts” and teachers submit that time on Time, Responsibility and Incentive (TRI) forms.
- Districts participating in Educational Service District (ESD) work related to TPEP/Common Core State Standards (CCSS) coherence offers sessions for teachers based on information gleaned in regional work.
- Teachers meet to create common assessments, analyze data from those assessments and create instructional plans that respond to student learning needs.
- Teachers learn skills to enhance questioning across the curriculum.
- Teachers work together to learn collaborative strategies for improving student learning.
- A group of teachers on Comprehensive evaluations meet monthly to discuss various aspects of the process, share successes, and address common challenges.
- District plans and facilitates three release days for professional development, spaced throughout the year, connecting CCSS math practices and the instructional framework.
- District training focuses on a subset of teachers with particular needs, such as provisional teachers or those selecting a focus on, for example, Criterion 3.
- School chooses a focus on Criterion 7; teachers on Focused meet regularly to share successful strategies for connecting with families and community.
- Team of teachers attends ESD open-enrollment learning opportunities focused on learning the instructional framework, the revised evaluation process, measures of student growth, or connections to Washington standards and assessments.
- School hosts a day in August to review the framework and select areas of school-wide focus based on school improvement plan.
- Teachers meet in study groups regularly through the year—by grade level or content area—to discuss student growth goal setting, performance measures, and plan for collaborative monitoring.
- School or district sponsors book study for a group of teachers collaborating to learn more about a specific topic for Focused evaluations.
The maximum allocation a district will receive is based on its percentage of the state’s total teachers employed in their district on October 1, 2015. The percentages will be calculated on the School Apportionment and Financial Services report, “School District Personnel Summary Profiles – 2015–16 – Preliminary.” This report is Table 19: Certificated Teacher – Duty Roots 31, 32, 33.
For example, if a district has 0.79 percent of the state’s teachers (headcount, not FTE), then the maximum allocation a district can receive is 0.79 percent of the $5,000,000 ($39,500 in this example). Based on the number of teachers employed statewide for 2015–16, this equates to roughly $83 per teacher.
Title II, TRI, early release and late arrival, PLC time, staff meetings, and the contractual time 30 minutes before and after student hours are additional resources that could be tapped to support this critical learning. Each district will need to make decisions about how to allocate resources in a way that maximizes impact.
To be eligible for their allotted funds, a district must have an approved iGrant application by October
28, 2015. Districts without an approved application after that date will forfeit the right to that funding. There is no carry-forward and OSPI wants to assure that the entire $5 million is expended.
Teacher Training Fund allocations (upon grant approval)
Districts will claim reimbursement for TPEP teacher training expenses via the iGrants claiming system, in accordance with OSPI’s current grants management process. In addition, all supplemental documentation for Supplies and Purchased Services such as contracts with Framework Authors, Specialists, and ESDs will be emailed to email@example.com. Documentation for expenses paid to district employees for salary, benefits, stipends, substitutes, or mileage should remain in district files for audit purposes, but will not be submitted to firstname.lastname@example.org. If there are questions, email TPEP@k12.wa.us.
Indirects are allowable at the state rate.
Allowable and Excluded Expenses
Allowable expenses (July 1, 2016-June 30, 2017):
- Release time and travel expenses for teachers to attend ESD-sponsored teacher trainings related to the implementation of the district’s TPEP teacher training plan.
- Stipends or curriculum-rate pay for teachers to attend trainings related to the implementation of the district’s TPEP teacher training plan.
- Substitute teachers so that teachers can attend trainings related to the implementation of the district’s TPEP teacher training plan.
- Consulting contracts with the instructional framework authors, ESDs, or framework trainers listed as TPEP Training Providers.
- Copy and supply expenses to support local evaluation trainings for teachers.
- Publications from the instructional framework authors, (CEL 5D+, Danielson, Marzano) are approved. Publications that support a deeper exploration of framework components are contingent upon written approval by the OSPI TPEP Director. Written approval must be included with supplemental documents when submitted to email@example.com.
- Purchase of equipment, technology support, electronic licenses, DVDs, videos or software.
- Purchase of curriculum or assessment materials.
- Out-of-district registration fees or travel, except to attend OSPI or ESD-sponsored regional events related to TPEP.
- Consulting contracts, except with the instructional framework authors, ESDs, or framework trainers.
- Expenses before July 1, 2016 or after June 30, 2017.
The 2016 Legislature appropriated funds for the Teacher Principal Evaluation Program (TPEP) implementation during the 2016–17 school year. These funds support professional learning, research, and program development and maintenance.
A portion of the TPEP program funding is being set aside for administrator training for TPEP. School districts will apply for their allocation through iGrants Form Package 773. This grant funds TPEP administrator training activities from July 1, 2016 thru June 30, 2017. Note: claims for allowable expenses (listed below) will not be paid until a school district's plan for administrator learning has been approved by the Office of Superintendent of Public Instruction (OSPI) through the iGrants system.
Administrator Training Fund allocations
Reimbursement of Expenses
Districts will claim reimbursement for TPEP administrator training expenses via the iGrants claiming system, in accordance with OSPI’s current grants management process. Documentation for expenses should remain in district files for audit purposes.
Allowable expenses (July 1, 2016–June 30, 2017):
- Travel expenses for administrators to attend the following Educational Service Districts (ESD)-sponsored trainings:
- Stage I and/or Stage II Instructional Framework (CEL 5D+, Danielson, Marzano)
- Stage I Association of Washington School Principals (AWSP) or Marzano Leadership Framework
- Rater agreement training
- Feedback Conversations for Professional Growth: Learning-Focused Supervision
- Teacher Overview Training of Trainers (TOTT)
- eVAL 2.0 training
- Substitute administrator/teacher cost so that administrators can attend the trainings listed above.
- Stipends for non-contracted administrator time for the trainings listed above.
- Consulting contracts with the instructional or leadership framework authors, ESDs, framework trainers, or Learning-Focused Supervision trainers listed as TPEP Training Providers on the TPEP website.
- Copy and supply expenses to support local trainings for administrators.
- Publications from the instructional and leadership framework authors, (CEL 5D+, Danielson, Marzano) and Learning-Focused Supervision are approved. Publications that support a deeper exploration of framework components are contingent upon written approval by the OSPI TPEP Director.
- Registration fees for OSPI or ESD-sponsored regional events related to TPEP. Other events that may support TPEP implementation are contingent upon written approval by the OSPI TPEP Director.
- Purchase of licenses for rater agreement tools to support the three instructional frameworks (CEL 5D+, Danielson, Marzano).
- Purchase of equipment, technology support, DVDs, videos, software, or licenses other than the rater agreement tools cited above.
- Purchase of curriculum or assessment materials.
- Consulting contracts, except with the instructional or leadership framework authors, ESDs, framework trainers, or Learning-Focused Supervision trainers listed on the TPEP website.
- Salary/benefits that supplant currently contracted administrator time.
- Expenses before July 1, 2016 or after June 30, 2017.