Washington Administrative Code › Title 392 - Public Instruction, Superintendent of › Chapter 392-191A - Professional growth and evaluation of school personnel › Section 392-191A-030 - Definitions

Current through Register Vol. 24-14, July 15, 2024
The following definitions apply to the terms used in this
				chapter:
"Certificated classroom teacher" and "teacher" mean a
				certificated employee who provides academically focused instruction to students
				and holds one or more of the certificates under WAC
				181-79A-140(1) through
				(3), and
				181-79A-142(1), (2)(a), (b), (d), and
				(3).
"Certificated principal," "principal" and "assistant principal"
				mean a person who is employed to supervise the operation and management of a
				school as provided by
				RCW
				28A.400.100 and holds certificates under WAC
				181-79A-140(4)(a)
				 and
				181-79A-142(1), (2)(a), (d), and
				(3).
"Certificated support personnel" and "certificate support
				person" mean a certificated employee who provides services to students and
				holds one or more of the educational staff associate certificates under WAC
				181-79A-140(5) 
				and 181-79A-142(1), (2)(a), (d), and
				(3).
"Evaluation" shall mean the ongoing process of identifying,
				gathering and using information to improve professional performance, assess
				total job effectiveness, and make personnel decisions.
"Evaluation criteria" means minimum evaluation criteria for
				classroom teachers specified in WAC
				392-191A-060, the minimum
				evaluation criteria for principals specified in WAC
				392-191A-150, and the minimum
				evaluation criteria for certificated support personnel specified in WAC
				392-191-020 and
				392-191A-210.
"Evidence" means observed practice, products or results of a
				certificated classroom teacher's or certificated principal's work that
				demonstrates knowledge and skills of the educator with respect to the
				four-level rating system.
"Four-level rating system" means the continuum of performance
				that indicates the extent to which the criteria have been met or
				exceeded.
"Instructional framework" means one of the approved
				instructional frameworks adopted by the superintendent of public instruction to
				support the four-level rating system pursuant to
				RCW
				28A.405.100.
"Leadership framework" means one of the approved leadership
				frameworks adopted by the superintendent of public instruction to support the
				four-level rating system pursuant to
				RCW
				28A.405.100.
"Observe" or "observation" means the gathering of evidence made
				through classroom or worksite visits, or other visits, work samples, or
				conversations that allow for the gathering of evidence of the performance of
				assigned duties for the purpose of examining evidence over time against the
				instructional or leadership framework rubrics pursuant to this section.
"Rubrics" or "rubric row" means the descriptions of practice
				used to capture evidence and data and classify teaching or leadership
				performance and student growth using the evaluation criteria and the four-level
				rating system.
"Scoring band" means the adopted range of scores used to
				determine the final summative score for a certificated classroom teacher or
				principal.
"Student growth" means the change in student achievement
				between two points in time.
"Student growth data" means relevant multiple measures that can
				include classroom-based, school-based, school district-based, and state-based
				tools.
"Summative performance ratings" means the four performance
				levels applied using the four-level rating system: Level 1 - Unsatisfactory;
				Level 2 - Basic; Level 3 - Proficient; Level 4 -
				Distinguished.
Statutory Authority:
				  RCW
				  28A.405.100. 13-05-009, § 392-191A-030,
				  filed 2/7/13, effective 3/10/13.