Spokane (WA) TPEP Observation Framework
Spokane Public Schools' implementation of Washington's Teacher/Principal Evaluation Program (TPEP), structured around the eight teaching criteria established in state law (RCW 28A.405.100) and aligned to the Marzano model. Spokane Public Schools serves over 28,000 students and uses this locally adapted framework to evaluate teachers against Washington's statutory criteria while drawing on Marzano-based instructional elements and a four-level proficiency scale.
Used by Spokane Public Schools in Washington state as a district-specific TPEP implementation. Under Washington law, districts select from three state-approved instructional frameworks; Spokane adopted a locally adapted Marzano-based model organized around the eight statutory teaching criteria required by RCW 28A.405.100.
How Observation Copilot Helps
AI-powered Spokane TPEP feedback in seconds
Paste your observation notes. Copilot maps your evidence to the right Spokane TPEP domains and drafts structured, rubric-aligned feedback - ready to review and share.
- Maps observation notes to Spokane TPEP criteria automatically
- Generates evidence-based summaries for each of the eight criteria
- Suggests ratings aligned to the 4-level scale (Unsatisfactory through Distinguished)
- Creates targeted next steps tied to specific Spokane TPEP components
- Reduces post-observation write-up time from hours to minutes for Spokane principals
Framework Domains
Spokane TPEP at a Glance
Criterion 1: Centering instruction on high expectations for student achievement
Providing clear learning goals and scales, celebrating student success, understanding student interests and backgrounds, and demonstrating value and respect for reluctant learners and students regularly underserved by school systems.
Criterion 2: Demonstrating effective teaching practices
Conducting direct instruction, practicing and deepening, and knowledge application lessons; using academic vocabulary; asking in-depth questions and probing incorrect answers with underserved learners; noticing disengagement; and evaluating lesson effectiveness.
Criterion 3: Recognizing individual student learning needs and developing strategies to address those needs
Scaffolding information effectively within lessons and planning instruction that addresses the full range of student learning needs, including differentiated support for diverse learners.
Criterion 4: Providing clear and intentional focus on subject matter content and curriculum
Aligning instruction to established content standards and making strategic use of available resources and technology to support student learning.
Criterion 5: Fostering and managing a safe, positive learning environment
Organizing the physical classroom, establishing and reviewing rules and procedures, demonstrating withitness, applying and acknowledging adherence to behavioral expectations, and displaying objectivity and control.
Criterion 6: Using multiple student data elements to modify instruction and improve student learning
Designing instruction aligned to assessment, using multiple data sources to understand student progress, and tracking individual and class-wide learning over time.
Criterion 7: Communicating and collaborating with parents and the school community
Engaging in positive and timely interactions with parents and the school community about courses, programs, and school events.
Criterion 8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning
Seeking mentorship for professional growth, promoting positive interactions with colleagues, and participating in district and school improvement initiatives.
Rating Scale
Spokane TPEP Rating Levels
Used In
States Using Spokane TPEP
Ready to streamline your Spokane TPEP observations?
Start generating framework-aligned feedback in seconds.