The Teacher/Principal Evaluation Program

Student Growth

RCW/WAC Language

RCW 28A.405.100 defines student growth as the change in student achievement between two points in time. It also states student growth data must be a substantial factor in evaluating the summative performance for at least three of the evaluation criteria for both teachers and principals. For teachers, there are five components of student growth embedded across criteria three, six, and eight. They are the same state components for each of the approved instructional frameworks. The components are:

  • SG 3.1–Establish Student Growth Goals
    Refers to individual or subgroups of students (achievement/opportunity gap)
  • SG 3.2–Achievement of Student Growth Goals
    Refers to individual or subgroups of students (achievement/opportunity gap)
  • SG 6.1–Establish Student Growth Goals using Multiple Student Data Elements
    Refers to the whole class based on appropriate standards and aligned to school goals
  • SG 6.2–Achievement of Student Growth Goals
    Refers to the whole class based on appropriate standards and aligned to school goals
  • 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

For school leaders, there are three components of student growth embedded in criteria three, five, and eight. They are also identical across both of the approved leadership frameworks. The components are:

  • SG 3–Provides evidence of student growth that results from the school improvement planning process.
  • SG 5–Provides evidence of student growth of selected teachers.
  • SG 8–Provides evidence of growth in student learning.



Student Growth Rubrics

More than one measure of student growth must be used in scoring the student growth rubrics and it must be determined by an analysis of evidence.



Student Growth Impact Rating

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.

View our comprehensive and focused diagrams, which provide some detail on the student growth impact rating.



Student Growth Percentiles

A student growth percentile (SGP) describes a student’s growth compared to other students with similar prior test scores (their academic peers). Although the calculations for SGPs are complex, information can be shared in percentile terms that are familiar to most teachers and parents. At some point in the future, SGPs may be used as one of the multiple measures for an individual’s student growth impact rating.

Comprehensive information about SGPs, including a video introduction, is available on the Student Growth Percentiles FAQs. To learn more about how SGPs fit into the evaluation process, refer to OSPI memo M011-13.

Districts may eventually use SGPs as one component of teacher evaluations.



Case Stories

The Center for Strengthening the Teaching Profession, in partnership with OSPI convened a group of National Board Certified Teachers to discuss how these teachers are using student growth in their classroom. Read all about how student growth is impacting their teaching.

Kristen Bailey-Fogarty video (YouTube):
Kristin Bailey-Fogarty earned her Master’s in Education in 1996 and her National Board Certification in 2008. She is a Golden Apple Award Winner and contributes to CSTP’s Stories From School Blog. She currently teaches reading, language arts, and history in Seattle. Read her story to learn about how Kristin is supported by her administration while she works on gathering student growth data.

Heather Byington video (YouTube):
Heather Byington is a National Board Certified Teacher who teaches fourth grade at Lydia Hawk Elementary School with North Thurston Public Schools. She is a teacher leader who has spent her entire career teaching diverse populations and has expertise in the area of bilingual education. Read about what happens when Heather asks her kids to make inferences.

Mark Gardner video (YouTube):
Mark Gardner is a National Board Certified Teacher in English Language Arts and currently teaches ninth grade English as part of the Freshman Academy at Camas High School. He also works as a Teacher on Special Assignment focusing on the implementation of TPEP in Camas SD and is a state ICFFS for the Marzano framework. Mark also trains teachers about evidence, artifacts, and student growth goals as part of the WEA cadre of teacher-leaders. Read Mark’s student growth story.

Tracy Krause
Tracy Krause is a National Board Certified Teacher at Tahoma High School in Maple Valley. He has been involved in committee work for OSPI, NASPE, AAHPERD, and the National Board for Professional Teaching Standards, having co-chaired the recent NBPTS standard revisions for physical education. Read about how Tracy’s perception of Student Growth has changed over the course of his teaching career.

Beth McGibbon video (YouTube)
Beth McGibbon, National Board Certified Teacher, has taught social studies at Shadle Park High School in Spokane since 1991. For the past four years, Beth has taught AP World History to sophomores. She also serves as a state ICFFS trainer for the Marzano framework. Read about how Beth empowers her students to grow.

Lindsey Stevens video (YouTube)
National Board Certified Teacher, Lindsey Stevens, currently teaches high school in the Sumner School District. She works hard to implement the Common Core Standards in her classroom and completed a comprehensive TPEP evaluation during the 2012-2013 school year. Read about how Lindsey had to reflect on her teaching practice when her student growth data didn’t show her exactly what she was expecting.

Pamelia Valentine video (YouTube)
Pamelia Valentine is a National Board Certified Teacher in Early Adolescent and Young Adult Visual Arts and currently the Washington State Co-President elect for the Washington Arts Educational Board. She was Washington State’s 2013 ESD 113 Regional Teacher of the Year and Washington State Middle Level Art Teacher of the Year. Pamelia currently teaches in the Shelton School District. Read about how Pamelia tracked her student growth data.

Tom White video (YouTube)
Tom White has taught elementary education for the past thirty years. Currently he teaches fourth grade in Lynnwood, WA and is a National Board Certified Teacher in Middle Childhood Generalist. He also writes for two educational blogs: storiesfromschool.org, which deals with education policy, and CORElaborate, which deals with implementation of the Common Core. Read about Tom’s take on student growth.



Criterion 8 Case Studies

National Board Certified Teacher and Teacher Librarian, Sarah Applegate, works at River Ridge High School in North Thurston Public Schools. Sarah also serves in many additional roles including part-time instructional coach supporting the collaborative work of the English Language Arts and Social Studies Teachers. Read about the intentional changes their PLC made to create a new culture of work, collaboration, and authentic exchange.

As an ELL Specialist and Instructional Coach, Katie Brown works at Shuksan Middle School in Bellingham School District. She is devoted to meeting the needs of language learners and has created a website full of videos and resources. Katie was named the 2014 Washington State Teacher of the Year, which was a direct result of the collaborative work described in this case study.

Betsy Cornell works in the Moses Lake School District as the Coordinator for TPEP, National Board, Pro-Teach, and New Teacher Training. She is a NBCT and previously taught 7th grade English for 14 years, also with the Moses Lake School District. Betsy’s case story focuses on a highly functioning, diverse professional learning community.

 

   Updated 9/26/2016

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