It was for me another affirming experience. Our focus on teacher growth aligns with the intent of the authors, something that he spoke to multiple times and complimented us on our practice. The power in the model is found in the conversations between teacher and evaluator and teacher-to-teacher around supporting growth in instructional practice.
In response to a reflection from Rob on retaining our focus and culture while we work through this new process, Scott labelled it as "negligent" if we were to lose our identity because of this mandate. He called us a "lighthouse" in the state for our focus on teaching, learning, and growth. It certainly felt good to hear him speak in those terms about what we are creating on our instructional practice and leadership journey. I was proud to hear the questions and comments that resulted in Scott continuing to say we get it and how that is not the norm in many other systems in the state.
Over time, TPEP is becoming another tool to support teacher growth. Just as we have integrated our Classroom 10 model into CEL 5D+, structures in TPEP are leading to more and better conversations in the system. The many questions still unanswered and the ambiguity built into the model will become more clear over time as we "Tahomize" this process to support our core beliefs.