Overview: Participants will focus on the how of teacher evaluation, learning about the growth-focused observation cycle and professional conversations focused on teacher growth.

Intended Audience: Principals, Assistant Principals, and central office staff who evaluate teachers under the TPEP evaluation system.

Clock Hours: 6 clock hours are provided; participants may claim up to 6 leadership clock hours and up to 2 equity clock hours (not to exceed the total hours of the training).

Alignment to CCDEI Standards: Equity clock hours are aligned to CCDES Standards 1a (Understanding Self), 1c (Responsiveness), 3b (Collaboration), and 4c (Advocacy). By recognizing how their own identity, implicit biases, and subjectivity can influence classroom observations, participants will engage deeply with CCDEI Standard 1a (Understanding self). Building from this understanding of self, participants will develop skills and strategies to mitigate bias in evidence collection, interpretation and feedback, while engaging with CCDEI Standard 1c (Responsiveness). Administrators will use their understanding of how instructional frameworks explicitly support teacher growth to center CCDEI Standard 4c (Advocacy) by promoting teacher skills that highlight culturally responsive and equitable classroom practices. Central to all of this, participants will explore the importance of collaboration (CCDEI Standard 3b) within and across school settings to maximize equity and access.

Alignment to PSEL Standards: Standard 4: Curriculum, instruction, and assessment. Participants will build their capacity to support teachers in designing learning experiences that are engaging, authentic, and responsive to students' diverse strengths, needs, and experiences. Standard 6: Professional capacity of school personnel. Participants will engage in reflection, feedback, and collaborative growth opportunities that will support and strengthen teacher professional practice and build capacity for continuous improvement. Standard 7: Professional community for teachers and staff. Participants will engage in professional learning that promotes reflection, collegial feedback, and the examination of practice, while building the capacity of teacher leaders to foster a culture of continuous improvement, mutual accountability, and shared commitment to student success.