Texas Teacher Evaluation and Support System (T -TESS ...

1 Texas Teacher Evaluation and Support System (T -TESS ) rubric planning . standards and alignment (Dimension ). Dimension DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED. standards and All rigorous and measurable goals All measurable goals aligned All goals Most goals aligned to Few goals aligned to alignment : to state content standards . aligned to state state content state content aligned to state content standards . The Teacher designs content standards . standards . All activities, materials and All activities, materials clear, well - standards . assessments that: and assessments that: Most activities, Few activities, organized, All activities, materials and materials and o are logically sequenced o are sequenced sequential o are relevant to students' prior o are relevant to materials and assessments that: assessments that: lessons that reflect understanding and real-world students' prior assessments that: o are sequenced o are sequenced best practice, align applications understanding o are sequenced o sometimes provide o rarely provide time for with standards o integrate and reinforce o integrate other disciplines o are relevant to appropriate time for lesson and lesson and are appropriate concepts from other o provide appropriate time students lesson and lesson closure for diverse learners.

2 Disciplines for student work, lesson o provide appropriate closure Lessons where few o provide appropriate time for and lesson closure time for lesson and Lessons where most objectives are aligned student work, student reflection, o reinforce broader unit lesson closure objectives are aligned and sequenced to the standards Basis: lesson and lesson closure and course objectives o fit into the broader and sequenced to the lesson 's goal. 1A, 1B, 3A, 3B, 3C o deepen understanding of o are vertically aligned unit and course lesson 's goal. broader unit and course to state standards objectives objectives o are appropriate for o are appropriate Potential Sources of o are vertically aligned to state diverse learners for diverse Evidence: standards All objectives aligned learners. Conferences and o are appropriate for diverse and logically sequenced All objectives conversations with the learners to the lesson s goal.

3 Aligned to the Teacher ; formal Objectives aligned and logically Integration of technology lesson 's goal. observations and sequenced to the lesson 's goal, to enhance mastery of Integration of walkthroughs; providing relevant and enriching goal(s). technology when classroom artifacts; extensions of the lesson applicable. student growth Integration of technology to processes enhance mastery of goal(s). STUDENT-CENTERED ACTIONS Teacher -CENTERED ACTIONS. Texas Education Agency 2/10/2022 T -TESS rubric -Working Copy 1. planning . Data and Assessment (Dimension ). Dimension DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED. Data and Assessment: Formal and informal assessments Formal and informal Formal and Formal and Few formal and The Teacher uses to monitor progress of all assessments to monitor informal informal informal formal and informal students, shares appropriate progress of all students and assessments to assessments to assessments to diagnostic, formative and incorporate appropriate monitor progress monitor progress monitor student methods summative assessment data with diagnostic, formative and of all students.

4 Of most students. progress. to measure student students to engage them in self- summative assessments Consistent Timely Few opportunities progress, then assessment, build awareness of data into lesson plans. feedback to feedback to for timely feedback manages and their own strengths and Substantive, specific and students, families students and to students or analyzes student data weaknesses and track their own timely feedback to and other school families. families. to inform instruction. progress. students, families and personnel while Utilization of Utilization of few Substantive, specific and timely other school personnel on maintaining multiple sources of student standards Basis: feedback to students, families and the growth of students in confidentiality. sources of data. 1B, 1F, 2B, 2C, 5A, 5B, school personnel on the growth of relation to classroom and Analysis of student student data.

5 5C, 5D students in relation to classroom campus goals, while data connected to and campus goals and engages maintaining student specific with colleagues to adapt school- confidentiality. instructional Potential Sources of wide instructional strategies and Analysis of student data strategies. Evidence: Conferences goals to meet student needs while connected to specific and conversations with maintaining confidentially. instructional strategies and the Teacher ; formal Analysis of student data connected use of results to reflect on observations and to specific instructional strategies his or her teaching and to walkthroughs; and use of results to reflect on his monitor teaching strategies classroom artifacts; or her teaching and to monitor and behaviors in relation to student growth teaching strategies and behaviors in student success.

6 Processes; analysis of relation to student success. student data STUDENT-CENTERED ACTIONS Teacher -CENTERED ACTIONS. TEA 2/10/2022 T -TESS rubric -Working Copy 2. planning . Knowledge of Students (Dimension ). Dimension DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED. Knowledge of Students: All lessons that connect to All lessons that connect All lessons that Most lessons that Few lessons that Through knowledge of students' prior knowledge, to students' prior connect to students' connect to connect to students'. students and proven experiences, interests and knowledge, experiences prior knowledge and students' prior prior knowledge and future learning expectations and future learning experiences. knowledge and experiences. practices, the Teacher across content areas. expectations.

7 Adjustments to address experiences. Adjustments to ensures high levels of Guidance for students to Guidance for students to strengths and gaps in Adjustments to address strengths and learning, social- apply their strengths, apply their strengths, background knowledge, address strengths gaps in background emotional background knowledge, life background knowledge, life experiences and and gaps in knowledge, life development and experiences and skills to life experiences and skills skills of all students. background experiences and skills achievement for all enhance each other's to enhance their own knowledge, life of few students. students. learning. learning. experiences and Opportunities for students Opportunities for skills of most standards Basis: to utilize their individual students to utilize their students.

8 1A, 1B, 1C, 2A, 2B, learning patterns, habits individual learning and needs to achieve high patterns, habits and 2C. levels of academic and needs. social-emotional success. Potential Sources of Evidence: Conferences and conversations with the Teacher ; formal observations and walkthroughs;. classroom artifacts;. student growth processes; analysis of student data STUDENT-CENTERED ACTIONS Teacher -CENTERED ACTIONS. TEA 2/10/2022 T -TESS rubric -Working Copy 3. planning . Activities (Dimension ). Dimension DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED. Activities: Opportunities for students to Questions that encourage Questions that Questions that Encourages The Teacher plans generate questions that lead all students to engage in encourage all promote limited, little to no engaging, flexible to further inquiry and complex, higher-order students to predictable or rote complex, lessons that promote complex, higher- thinking and problem engage in responses and higher-order encourage higher- order thinking, problem solving.

9 Complex, higher- encourage some thinking. order thinking, solving and real-world Instructional groups based order thinking. complex, higher- Instructional persistence and application on the needs of all students Instructional order thinking. groups based on achievement. Instructional groups based on and maintains both group groups based on Instructional groups the needs of a few the needs of all students, and and individual accountability. the needs of all based on the needs of students. allows for students to take All students understanding students. most students. Lack of student standards Basis: ownership of group and their individual roles within All students Most students understanding 1B, 1C, 1D, 1E individual accountability. instructional groups and understanding understanding of their Potential Sources of The ability for all students to facilitates opportunities for their individual their individual individual roles Evidence: Conferences set goals, reflect on, evaluate student input on goals and roles within roles within within and conversations with and hold each other outcomes of activities.

10 Instructional instructional instructional the Teacher ; formal accountable within Activities, resources, groups. groups. groups. observations and instructional groups. technology and instructional Activities, Activities, resources, Activities, walkthroughs; Activities, resources, materials that are all aligned resources, technology and/or resources, classroom artifacts; technology and instructional to instructional purposes, technology and instructional materials technology and/or student growth materials that are all aligned to are varied and appropriate instructional that are mostly instructional processes; analysis of instructional purposes, are to ability levels of students. materials that are aligned to materials student data varied and appropriate to all aligned to instructional purposes. misaligned to ability levels of students and instructional instructional actively engage them in purposes.