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Evidence and Artifacts PEP Workshop Sponsored by WE, EEA and EPS Session goals and objectives: *Demystify the magnitude of collecting and providing evidence *Introduce tips to harvest evidence to
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How to fill out evidence and artifacts tpep

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How to fill out evidence and artifacts TPEP:

01
Start by compiling evidence: Gather relevant documents, photographs, videos, and any other artifacts that demonstrate your teaching practice. This can include lesson plans, student work samples, assessments, and professional development certificates.
02
Organize your evidence: Create a system for categorizing and labeling your evidence to make it easier to reference later on. This could be done by subject area, grade level, or specific teaching standards.
03
Reflect on your evidence: Take the time to review each piece of evidence and think about how it aligns with the teaching standards outlined in your district's TPEP framework. Consider the impact it had on student learning and any evidence of your professional growth.
04
Write clear explanations: For each artifact, provide a brief description that explains its relevance and highlights the teaching practices it exemplifies. Use specific examples of how the artifact demonstrates your ability to meet the TPEP expectations.
05
Include reflection statements: Alongside each artifact, write a reflection statement that explains what you learned from the experience, how it influenced your teaching practice, and any areas for improvement or future goals.
06
Complete the TPEP documentation: Once you have organized and reflected upon your evidence, follow the guidelines provided by your district for submitting the TPEP documentation. This may involve using a digital platform or completing paper forms.

Who needs evidence and artifacts TPEP?

01
Teachers: Evidence and artifacts are crucial components of the TPEP process for teachers. They serve as proof of their teaching effectiveness, professional growth, and adherence to teaching standards.
02
Administrators: School administrators, principals, and instructional coaches require evidence and artifacts to assess and provide feedback on teacher performance. It helps them identify areas of strengths and weaknesses, guide professional development, and make informed decisions about evaluations, promotions, and support.
03
Districts and School Boards: Evidence and artifacts play a role at the district and school board level as well. They are used to monitor and ensure that teachers are meeting the established standards and to provide accountability in the teaching profession.
04
TPEP Evaluators: Evaluators, who may be principals, instructional coaches, or other trained personnel, rely on evidence and artifacts to assess teacher performance and provide feedback during formal evaluations. It assists them in making informed judgments about a teacher's effectiveness and aligning their instructional practices with the district's goals.
In conclusion, filling out evidence and artifacts for the TPEP process involves compiling, organizing, reflecting on, and documenting teaching artifacts that align with district standards. It is a necessary step for teachers, administrators, districts, school boards, and evaluators to ensure quality teaching and professional growth.
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Evidence and artifacts TPEP refers to the documentation and materials collected to support the Teacher/Principal Evaluation Program (TPEP) process.
Teachers and principals who are undergoing the TPEP evaluation process are required to file evidence and artifacts.
To fill out evidence and artifacts TPEP, individuals should gather relevant documentation, organize it according to TPEP criteria, and submit it through the designated TPEP platform.
The purpose of evidence and artifacts TPEP is to provide a comprehensive view of an educator's performance and growth, based on concrete evidence and examples.
Information such as lesson plans, student work samples, reflective journals, and observations must be reported on evidence and artifacts TPEP.
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