School districts across Washington state are starting to evaluate teachers and principals in new, more rigorous ways. Not surprisingly, that’s not easy. Rather than simply rating teachers and principals as satisfactory or unsatisfactory, districts are using a four-level scale and, for the first time, must include student academic growth as a significant part of those evaluations. Just how to do that well? A panel last week at the University of Washington made it clear that question is far from settled. The article is in the Seattle Times.