Guidance for educators, school districts, and professional development providers

How can educators complete this requirement?

  • Content of training is any part of clock hours or professional growth plan that addresses one or more of the state TPEP criteria

  • TPEP is a living, ongoing process and is job-embedded in the daily activities of teachers and administrators.


Specific guidance for clock hour providers

  • Revise clock hour forms to include a check box indicating TPEP related material

  • TPEP in title


Links to PD options available to cert holders

TPEP website

TPEP modules

WEA trainings

AWSP professional development

WASA website - professional development


Examples: (not an exhaustive list) The CH or PGP in parentheses are suggestions as whether the activity could be completed via clock hours or PGP.

  • Discussion of goals tied to individual’s TPEP as part of PGP process (PGP)

  • Attending TPEP related course (CH)

  • Completing TPEP modules (PGP)

  • PLC with grade level team developing formative assessments to measure student growth (CH,PGP)

  • Teachers sharing a portion of their TPEP process that worked well with building faculty as part of formalized delivery (CH,PGP)

  • Training with staff on any of the state TPEP criteria (CH)

  • Sharing interventions that improves student learning (CH [if set as classes], PGP)

  • Individuals working on student growth criteria (PGP)

  • Individual actively engaging in content-area PLC (CH,PGP)

  • Teachers and administrators trained together if applicable

  • Principals/Supts./PA- district inservice regarding safety protocols (CH)

  • Principals/ Supts./Program Admins -participating in conference, or inservice, on closing the achievement/opportunity gap (CH)

  • Principals/Supts/PA - AWSP Framework examples (CH)

POSSIBLE SCENARIOS from OSPI Bulletin B038-15 Addendum

  • Participating in a series of voluntary sessions on evidence gathering or formative assessment. (CH)

  • Participating in afterschool or Saturday sessions aimed at specific topics such as “Introduction to Focused Evaluation” or “Student Measures in the Arts” and teachers submit that time on Time, Responsibility and Incentive (TRI) forms. (CH)

  • Participating in Educational Service District (ESD) work related to TPEP/Common Core State Standards (CCSS) coherence offers sessions for teachers based on information gleaned in regional work. (CH)

  • Teachers meet to create common assessments, analyze data from those assessments, and create instructional plans that respond to student learning needs. (CH,PGP)

  • Teachers learn skills to enhance questioning across the curriculum. (CH,PGP)

  • Teachers work together to learn collaborative strategies for improving student learning. (CH,PGP)

  • A group of teachers on Comprehensive evaluations meet monthly to discuss various aspects of the process, share successes, and address common challenges. (PGP)