AASSA Teacher Performance Evaluation System
The AASSA Teacher Performance Evaluation System (TPES) is a research-based framework developed by Dr. James H. Stronge and Stronge & Associates for the Association of American Schools in South America (now AMISA - American International Schools in the Americas). Originally published in 2010 with support from the U.S. Department of State's Office of Overseas Schools, it evaluates teachers across six core performance standards using a four-level rubric to support professional growth and accountability across American international schools in South America, Central America, Mexico, and the Caribbean.
Used by approximately 65 member schools within the AMISA network across South America, Central America, Mexico, and the Caribbean. Not mandated by any US state, but reflects the same Stronge evaluation model used in districts across Virginia, Georgia, Louisiana, and New Jersey.
How Observation Copilot Helps
AI-powered AASSA TPES feedback in seconds
Paste your observation notes. Copilot maps your evidence to the right AASSA TPES domains and drafts structured, rubric-aligned feedback - ready to review and share. Walkthrough notes return a focused single-indicator debrief; full lesson observations return a multi-domain rubric-aligned report.
- Maps observation notes to AASSA TPES performance standards automatically
- Generates evidence-based summaries for each performance standard
- Suggests ratings aligned to the 4-level Unacceptable-to-Exemplary scale
- Creates targeted next steps tied to specific TPES indicators
- Reduces post-observation write-up time from hours to minutes
Framework Domains
AASSA TPES at a Glance
Performance Standard 1
Instructional Planning - Designing lessons and units that are standards-aligned, reflect knowledge of students and content, and set clear learning goals with coherent instructional sequences.
Performance Standard 2
Instructional Delivery - Implementing planned lessons effectively through clear communication, varied strategies, active student engagement, and responsive adjustments during instruction.
Performance Standard 3
Assessment of/for Learning - Using formative and summative assessment tools to monitor student progress, provide feedback, and inform instructional decisions to support all learners.
Performance Standard 4
Learning Environment - Creating a safe, respectful, and orderly classroom culture that promotes positive relationships, high expectations, and conditions conducive to student learning.
Performance Standard 5
Professionalism - Demonstrating ethical conduct, ongoing professional growth, collaboration with colleagues, and engagement with families and the broader school community.
Performance Standard 6
Student Progress - Contributing to measurable gains in student academic achievement and growth as evidenced by multiple data sources over time.
Rating Scale
AASSA TPES Rating Levels
Related Reading
AASSA TPES Resources for Principals
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