Criterion Scoring Methodology Guidance from the Washington State

Framework Authors

Research indicates that teachers and principals combined are the most important school-based factors

influencing student learning. The purpose of evaluation of certificated classroom teachers, principals,

and assistant principals is to acknowledge the critical importance of teacher and leadership quality in

impacting student growth and support professional learning as the underpinning of the new evaluation

systems. Evaluators, in consultation with classroom teachers and principals, identify particular areas in

which the professional performance is distinguished, proficient, basic, or unsatisfactory, and particular

areas in which the classroom teacher, principal, or assistant principal needs to improve his/her

performance. The evaluation must include an assessment of the criteria using the instructional or

leadership framework rubrics. Criterion scores, including instructional, leadership, and student growth

rubrics, must be determined by an analysis of evidence. The following guiding principles may serve to

inform district practice in determining criterion scores.

Key Definitions from WAC:

“Evidence” means observed practice, products or results of a certificated classroom teacher or

certificated principal's work that demonstrates knowledge and skills of the educator with respect to the

four-level rating system. (WAC 392-191A-030)

"Observe" or "observation" means 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. (WAC 392-191A-030)

Guiding Principles:

1. The primary goal of any system of teacher evaluation is to promote teacher and student learning.

2. Accurate teacher evaluation requires trained observers using a research-based instructional

framework who make accurate assessments of practice based on evidence.

3. The value of accurate assessments of practice is to shape the conversations that lead to improved

practice.

4. Embedded in each instructional framework is a system for growth in teaching practice.

5. The summative scoring using the four level rating system of teaching practice plays a minor role in the

growth of teaching practice, and the role of evaluation in promoting it.

6. Reliability and validity of the instructional framework relies on implementation of the full framework

rather than individual components/indicators. While school administrators must adhere to the

requirements to derive a criterion score, administrators who want to impact teacher and student

learning should put most of their energy into those parts of the evaluation process that can yield real

benefits for teachers and students: accurate assessment of practice on the instructional framework, and

the use of that information to promote professional learning.

7. It is imperative to remain in the formative mindset until the final summative rating is determined.

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

General Rules for Utilizing a Scoring Matrix

Use the guiding questions to:

1. Gather formative evidence from observed practice, e.g., coded script, answers to wonderings, trends,

student work, notes from formative conversations with teachers, teacher’s self-assessment.

2. Make a determination for each indicator/component based upon the preponderance of evidence and

its probable truth/accuracy, not the amount of evidence.

3. Enter the score for each indicator/component in the matrix.

4. If the criterion score is not clear, use the guiding questions below to reflect on the evidence in order

to determine an informed professional judgment about what the criterion level score should be.

Sample Guiding Questions

What else do I need to see or consider to make a final decision – what is available to me?

What is the distribution of evidence over time?

Has there been demonstrated and consistent improvement? If there was growth, �was the

growth sustained?

What would be the tipping point? If I consistently saw “X”, I would feel confident that the performance is Basic. If I consistently saw “Y”, I would feel confident that performance is

Proficient.

What is the essence of the indicator? The criterion? Go back and find the key words in the

framework/rubric. What does the evidence tell you about the evaluatee’s performance and growth with regards to this essential aspect of the indicators / criterion?

Is this evaluatee more Basic than s/he is Proficient, or more Proficient than s/he is Basic in this

indicator? What is the evidence based in the framework / rubric to support your decision?

Is the evidence of student learning more Basic than Proficient, or more Proficient than Basic?

What in the rubric can you find to support your decision?

To what degree is the growth in student learning reflective of the teaching practice you have

observed? If not, why not? What are your thoughts about why the teaching isn't consistent with

the growth in learning?

What other evidence/measures might need to be considered before determining a final score?

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion Scoring Matrix for CEL

Criterion 1: High Expectations for Achievement

CEL Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

P1: Connect to standards; broader purpose

P4: Communicate learning targets

P5: Success criteria and performance tasks

SE3: Work of high cognitive demand

CEC3: Discussion, collaboration, accountable

Criterion 2: Demonstrate Effective Teaching

CEL Components U

nsa

tisf

acto

ry

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

SE1: Quality of questioning

SE5: Participation and meaning making

SE6: Substance of student talk

CP6: Scaffolds the task

CP7: Gradual release of responsibility

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion 3: Addresses Individual Student Needs

CEL Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

P3: Teaching based on students’ learning needs SE2: Ownership of learning

SE4: Strategies capitalize learning needs

CP5: Differentiated Instruction

A6: Teaching use formative assessment data

SG 3.1 Establish Student Growth Goal(s)

SG 3.2 Achievement of Student Growth Goal(s)

Criterion 4: Content and Curriculum

CEL Components U

nsa

tisf

acto

ry

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

P2: Connection to previous and future lessons

CP1: Alignment of instruct materials and tasks

CP2: Discipline-specific conceptual understanding

CP3: Pedagogical content knowledge

CP4: Teacher knowledge of content

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion 5: Safe Learning Environment

CEL Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

CEC1: Arrangement of classroom

CEC2: Accessibility and use of materials

CEC4: Use of learning time

CEC5: Managing student behavior

CEC6: Student status

CEC7: Norms for learning

Criterion 6: Use of Student Data

CEL Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

A1: Self-assessment of learning

A2: Demonstration of learning

A3: Formative assessment opportunities

A4: Collection systems for formative assessment data

A5: Student use of assessment data

SG 6.1 Establish Student Growth Goal(s)

SG 6.2 Achievement of Student Growth Goal(s)

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion 7: Families and Community

CEL Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

PCC3: Parents and guardians

PCC4: Communication within school community

Criterion 8: Collaboration with Colleagues

CEL Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

PCC1: Collaborate with peers and administration

PCC2: Professional and collegial relationships

PCC5: Supports school, district, and state curricula

PCC6: Ethics and advocacy

SG 8.1 Establish Team Student Growth Goal(s)

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion Scoring Matrix for Danielson

Criterion 1: High Expectations for Achievement

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

2b: Establish culture

3a: Communication with students

3c: Engage students in learning

Criterion 2: Demonstrate Effective Teaching

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

3b: Quest and discussion techniques

4a: Reflecting

Criterion 3: Addresses Individual Student Needs

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

1b: Knowledge of student

3e: Flexibility and responsive

SG 3.1 Establish Student Growth Goal(s)

SG 3.2 Achievement of Student Growth Goal(s)

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion 4: Content and Curriculum

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

1a: Content pedagogy

1c: Instructional outcomes

1d: Resources

1e: Designing coherent instruction

Criterion 5: Safe Learning Environment

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

2a: Respect and rapport

2c: Classroom procedures

2d: Student behavior

2e: Physical space

Criterion 6: Use of Student Data

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

1f: Student assessments

3d: Using student assessments

4b: Accurate records

SG 6.1 Establish Student Growth Goal(s)

SG 6.2 Achievement of Student Growth Goal(s)

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion 7: Families and Community

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

4c: Communicating with families

Criterion 8: Collaboration with Colleagues

Danielson Dimensions

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

4d: Professional community

4e: Grow professionally

4f: Show professionally

SG 8.1 Establish Team Student Growth Goal(s)

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion Scoring Matrix for Marzano

Criterion 1: High Expectations for Achievement

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

1.1 Clear learning goals

1.2 Celebrating success

1.3 Students’ interests/background 1.4 Demonstrate value and respect

Criterion 2: Demonstrate Effective Teaching

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

2.1 Interact with new knowledge

2.2 Organize to practice and deepen knowledge

2.3 Organize cognitive complex tasks

2.4 Ask questions

2.5 Probe incorrect answers

2.6 Notice students not engaged

2.7 Use/apply academic vocabulary

2.8 Evaluate effectiveness of lessons and units

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion 3: Addresses Individual Student Needs

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

3.1 Effective scaffolding of information

3.2 Planning and preparing for needs of all students

SG 3.1 Establish Student Growth Goal(s)

SG 3.2 Achievement of Student Growth Goal(s)

Criterion 4: Content and Curriculum

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

4.1 Attention to established content standards

4.2 Use available resources

Criterion 5: Safe Learning Environment

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

5.1 Organize physical layout

5.2 Review expectations to rules/procedures

5.3 Demonstrate “withitness” 5.4 Apply consequences

5.5 Acknowledge adherence to rules/procedures

5.6 Display objectively and control

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership

Criterion 6: Use of Student Data

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

6.1 Design instruction aligned to assessment

6.2 Use multiple data elements

6.3 Track student progress

SG 6.1 Establish Student Growth Goal(s)

SG 6.2 Achievement of Student Growth Goal(s)

Criterion 7: Families and Community

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

7.1 Positive interactions about students and parents – courses, programs, events.

7.2 Positive interactions about students and parents –timeliness and professionalism

Criterion 8: Collaboration with Colleagues

Marzano Components

Un

sati

sfac

tory

Bas

ic

Pro

fici

ent

Dis

tin

guis

hed

Score

8.1 Seeking mentorship for NOI areas

8.2 Positive interactions with colleagues

8.3 Participate in district and school initiative

8.4 Monitor progress towards professional growth

SG 8.1 Establish Team Student Growth Goal(s)

http://www.k12.wa.us/TPEP (Updated 5/30/18) Improving Student Learning Through Improved Teaching and Leadership