From Policy to Practice: A Qualitative Study of Stakeholder Views on the Effectiveness of Teacher Evaluation in Washington State

Washington State's Teacher Principal Evaluation Program (TPEP) was established to support both educator accountability and professional growth through a structured evaluation process. Since its statewide implementation, TPEP has required educators to be assessed on eight criteria, incorporate student growth goals, and be evaluated through one of three state-approved instructional frameworks. While the policy framework is intended to standardize and elevate evaluation practices, its application has proven to be inconsistent across districts and even between schools within the same district. Teachers and principals often experience varying levels of support, feedback, and expectations depending on the evaluation framework in use and the leadership style of the building principal. This qualitative study explores stakeholder perceptions of TPEP's effectiveness through semi-structured interviews with 18 participants across six school districts in Washington. Using a multiple case study design, the research identifies key themes including rater reliability, the burden of evidence collection, principal workload, and the influence of differing evaluation models. Findings indicate that while TPEP is indeed a powerful tool for instructional growth, its impact is significantly shaped by local implementation practices. Participants consistently highlighted the need for stronger evaluator training and more time for meaningful observation and feedback. Additionally, a key recommendation emerging from the study is the adoption of a single, statewide instructional framework to reduce variability and promote consistency in teacher evaluations. By addressing these implementation challenges, the state can more effectively leverage TPEP as a system that supports both teacher development and improved student learning outcomes.