T-TESS Flip Chart--Conferencing Tool.pub
T-TESS Conferencing Tool Flip Chart This tool was designed to be a resource for goal‐se ng, pre‐conference, and post‐ conference mee ngs that are the integral part of T‐TESS. It has full versions of Domains 1 and 4, abbreviated versions of Domains 2 and 3, and the Texas Teacher Standards along with T‐TESS requirements/recommenda ons for these mee ngs and examples of goal‐se ng op ons. Consult your T‐TESS Appraiser Training Handbook for full guidance on these steps, or contact your T‐TESS team at your regional service center.
Visit our Smore page for more support as you roll out T‐TESS: www.smore.com/bukqd
Directions for flip chart assembly: 1. Print the PDF. 2. Copy onto cardstock front to back flip‐ ping on long edge. 3. Cut along gray line on the front side of each page. 4. Assemble with binding machine along top edge. 5. Complete the purpose statement on the back cover. Leading change is hard. Focus on your end goal and vision for instruc on on your campus.
Created at ESC Region 17 Contact [email protected] for PDF.
Orienta on
Goal‐Se ng & Professional De‐ velopment (GSPD) Conference
Pre‐Conference
Post‐Conference
End‐of‐Year (EOY) Conferences
Teacher’s First Required for All Required for All Teachers New to Recommended for Formal Year with T‐TESS Teachers New to T‐TESS to Develop an Ini al GSPD Observa ons T‐TESS Plan
Required for the First Required for All 45‐Minute Formal Teachers New to Observa on T‐TESS Recommended for Oth‐ er Observa ons
Teacher’s Second (Only Required Year and Beyond for Teachers with T‐TESS New to the Dis‐ trict or When District Appraisal Policy Changes)
Required for the First Required for All 45‐Minute Formal Teachers Observa on Recommended for Oth‐ er Observa ons
Teachers in a Year When a Full Ap‐ praisal is Not Con‐ ducted Due to the Alterna ve Year Waiver
Recommended GSPD Conference Required Pre‐Conference for to Review and Approve Goals from Announced Observa ons the EOY Conference Recommended for Other Required for Teachers New to the Unannounced Formal Obser‐ va ons District to Develop a GSPD Plan
(Only Required for GSPD Conference to Review and Teachers New to Approve Goals from the EOY Con‐ the District or ference When District Appraisal Policy Changes)
N/A — No Formal Observa‐ on Conducted
N/A — No Formal Observa‐ on Conducted Feedback/Evidence is Provided for Informal Observa ons Per Local Policy
Modified Required For All Teachers to Review Goals, Professional Development, Student Growth (2017‐18 & Beyond), and to Discuss DRAFT Goals for Next Year
T-TESS Requirements/Recommendations from TEA, Updated 5/6/2016
To start the conversa on, consider . . .
Talk to me about sequencing leading up to this lesson and where you go next.
What is/are the learning objec ve(s)?
What is/was the standard?
For Planning, Dimension 1.1
Technology integra on
Lesson structure/design and pacing
Aligned goals, standards, and objec ves
How do you make decisions about us‐ ing technology? Tell me how you plan for ming your lessons.
The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. DISTINGUISHED • All rigorous and measurable goals aligned to
ACCOMPLISHED
PROFICIENT
• All measurable goals aligned to state
• All goals aligned to state
IMPROVEMENT NEEDED
DEVELOPING
• Most goals aligned to state content standards. content standards. • Integra on of technology • Most ac vi es, materi‐ als and assessments that: of goal(s). mastery of goal(s). when applicable. —are sequenced • All ac vi es, materials and assessments that: • All ac vi es, materials and assess‐ • All ac vi es, materials —some mes provide —are logically sequenced ments that: and assessments that: appropriate me for —are relevant to students’ prior understanding —are sequenced —are sequenced and real‐world applica ons —are relevant to students’ prior un‐ —are relevant to students lesson and lesson closure —integrate and reinforce concepts from other derstanding —provide appropriate me • Lessons where most objec ves are aligned and disciplines —integrate other disciplines for lesson and lesson clo‐ sequenced to the lesson’s —provide appropriate me for student work, —provide appropriate me for student sure work, lesson and lesson closure —fit into the broader unit goal. student reflec on, lesson and lesson closure —reinforce broader unit and course and course objec ves —deepen understanding of broader unit and —are appropriate for di‐ course objec ves objec ves —are ver cally aligned to state standards —are ver cally aligned to state stand‐ verse learners —are appropriate for diverse learners ards • All objec ves that are • Objec ves that are aligned and logically se‐ —are appropriate for diverse learners aligned to the lesson’s • All objec ves that are aligned and quenced to the lesson’s goal, providing rele‐ goal. vant and enriching extensions of the lesson. logically sequenced to the lesson's goal. state content standards. content standards. • Integra on of technology to enhance mastery • Integra on of technology to enhance
Student‐Centered Ac ons
Planning
• Few goals aligned to state content standards. • Few ac vi es, materi‐ als and assessments that: —are sequenced —rarely provide me for lesson and lesson closure • Lessons where few objec ves are aligned and sequenced to the lesson’s goal.
Teacher‐Centered Ac ons
1.1 Standards & Alignment
You could say . . .
How do you monitor progress during learning?
How do you check for understand‐ ing?
For Planning, Dimension 1.2
Data to inform instruc on
Communica on and feedback
Progress monitoring
Formal and informal assess‐ ments
Talk to me about how you provide feedback to students? What data informed your instruc‐ onal choices for the lesson?
The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. DISTINGUISHED
ACCOMPLISHED
• Formal and informal assessments • Formal and informal assess‐ to monitor progress of all students, ments to monitor progress of shares appropriate diagnos c, forma‐ all students and incorporates ve and summa ve assessment data appropriate diagnos c, forma‐ with students to engage them in self ve and summa ve assess‐ assessment, build awareness of their ments data into lesson plans. own strengths and weaknesses and • Consistent feedback to stu‐ track their own progress. dents, families and other • Consistent feedback to students, school personnel on the families and school personnel on the growth of students in rela on to classroom and campus growth of students in rela on to classroom and campus goals and goals, while maintaining stu‐ engages with colleagues to adapt dent confiden ality. school‐wide instruc onal strategies • Analysis of student data and goals to meet student needs connected to specific instruc‐ while maintaining confiden ally. onal strategies and uses • Analysis of student data connected results to reflect on his or her to specific instruc onal strategies teaching and to monitor and uses results to reflect on his or teaching strategies and behav‐ her teaching and to monitor teaching iors in rela on to student success. strategies and behaviors in rela on Student‐Centered to student success.
Planning
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Formal and informal as‐ sessments to monitor pro‐ gress of all students. • Substan ve, specific and mely feedback to stu‐ dents, families and other school personnel while maintaining confiden ality. • Analysis of student data connected to specific in‐ struc onal strategies.
• Formal and informal assessments to monitor progress of most stu‐ dents. • Timely feedback to students and families. • U liza on of mul ple sources of student data.
• Few formal and informal assessments to monitor student progress. • Few opportuni es for mely feedback to stu‐ dents or families. • U liza on of few sources of student data.
Teacher‐Centered
1.2 Data & Assessment
You could ask . . .
What student experiences lend themselves to the new learning?
What prior learning will/did you reference?
For Planning, Dimension 1.3
Learning styles
Social‐emo onal
Diverse learning for strengths and gaps
Adjustments to student needs
Students’ prior knowledge
Will you/did you have to address gaps in knowledge or experience to have all students achieve learning goals for the lesson?
Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development andachievement for all students. DISTINGUISHED
ACCOMPLISHED
• All lessons that connect • All lessons that con‐ to students’ prior nect to students’ prior knowledge, life experienc‐ knowledge, life experi‐ es, interests and future ences and future learn‐ learning expecta ons ing expecta ons. across content areas. • Opportuni es for stu‐ • Opportuni es for stu‐ dents to u lize their in‐ dents to u lize their indi‐ dividual learning vidual learning pa erns, pa erns, habits and habits and needs to needs. achieve high levels of aca‐ demic and social‐ emo onal success. • Guidance for students to apply their strengths, back‐ ground knowledge, life experiences and skills to enhance each others’ learning. Student‐Centered Ac ons
Planning
PROFICIENT
• All lessons that con‐ nect to students’ prior knowledge and experi‐ ences. • Adjustments to ad‐ dress strengths and gaps in background knowledge, life experi‐ ences and skills of all students.
DEVELOPING
• Most lessons that connect to students’ prior knowledge and experiences. • Adjustments to ad‐ dress strengths and gaps in background knowledge, life expe‐ riences and skills of most students.
IMPROVEMENT NEEDED
Few lessons that con‐ nect to students’ pri‐ or knowledge and experiences. • Adjustments to address strengths and gaps in back‐ ground knowledge, life experiences and skills of few students.
Teacher‐Centered Ac ons
1.3 Knowledge of Students
You could say . . .
Talk to me about the student grouping in this lesson.
How do you plan for ques oning?
For Planning, Dimension 1.4
Goal se ng
Problem solving
Ac vi es, resources, materials, technology
Roles & responsibili es
Grouping students
Ques ons/HOTS (higher order thinking skills)
What jobs do you assign your stu‐ dents as they work in class? Tell me how you choose ac vi es, resources, technology, and instruc‐ onal materials. What is your thought process to ensure align‐ ment?
The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Opportuni es for students to generate ques ons that lead to further inquiry and promote complex, higher order think‐ ing, problem solving and real‐ world applica on. • Instruc onal groups based on the needs of all students, and allows for students to take ownership of group and indi‐ vidual accountability. • The ability for students to set goals, reflect on, evaluate and hold each other accountable within instruc onal groups. • Ac vi es, resources, tech‐ nology and instruc onal mate‐ rials that are all aligned to in‐ struc onal purposes, are var‐ ied and appropriate to ability levels of students and ac vely engage them in ownership of their learning.
• Ques ons that encourage all students to engage in com‐ plex, higher‐order thinking and problem solving. • Instruc onal groups based on the needs of all students and maintains both group and individual accountability. • All students understanding their individual roles within instruc onal groups and facili‐ tates opportuni es for stu‐ dent input on goals and out‐ comes of ac vi es. • Ac vi es, resources, tech‐ nology and instruc onal ma‐ terials that are all aligned to instruc onal purposes, are varied and appropriate to ability levels of students.
• Ques ons that en‐ courage all students to engage in complex, higher‐order thinking. • Instruc onal groups based on the needs of all students. • All students under‐ standing their individu‐ al roles within instruc‐ onal groups. • Ac vi es, resources, technology and instruc‐ onal materials that are all aligned to instruc‐ onal purposes.
• Ques ons that pro‐ mote limited, predicta‐ ble or rote responses and encourage some complex, higher order thinking. • Instruc onal groups based on the needs of most students. • Most students under‐ standing their individu‐ al roles within instruc‐ onal groups. • Ac vi es, resources, technology and/or in‐ struc onal materials that are mostly aligned to instruc onal purpos‐ es.
• Encourages li le to no complex, higher order thinking. • Instruc onal groups based on the needs of a few students. • Lack of student un‐ derstanding of their individual roles within instruc onal groups. • Ac vi es, resources, technology and/or in‐ struc onal materials misaligned to instruc‐ onal purposes.
Planning
Student‐Centered
Teacher‐Centered
1.4 Activities
NOTE: This Conferencing Tool flip chart focuses on conferencing requirements/recommenda ons of T‐TESS, goal‐se ng informa on for the Goal‐Se ng Conference, Domain 1 addressed extensively in Pre‐Conferencing, and Domain 4 that is addressed extensively in Post‐ Conferencing. An abbreviated version of Domains 2 and 3 can be found on the next two pages as a reference during these conferences, but do consult the full rubric for more informa on. Only the Proficient descriptors are included below. Full versions of Domains 1, 2, and 3 can be found in the Observa on Tool flip chart.
Domain 2: Instruc on (Most of the evidence for this domain will be collected during classroom observa
on.)
Dimension 2.1: Achieving Expecta ons The teacher supports all learners in their pursuit of high levels of academic and social‐emo onal success. Proficient Descriptors:
Sets academic expecta ons that challenge all students.
Persists with the lesson un l there is evidence that most students demonstrate mastery of the objec ve. Addresses student mistakes and follows through to ensure stu‐ dent mastery. Provides students opportuni es to take ini a ve of their own learning.
Dimension 2.2: Content Knowledge and Exper se The teacher uses content and pedagogical exper se to design and execute lessons aligned with state standards, re‐ lated content, and student needs.
Proficient Descriptors (2.2):
2.2 Look Fors
Content knowledge in mul ple contexts
Objec ves ed to other disciplines (cross‐ disciplinary)
An cipa ng misunderstandings and teaching techniques
Thinking/HOTS
Sequencing and linking instruc on
Conveys accurate content knowledge in mul ple contexts.
Integrates learning objec ves with other disciplines.
An cipates possible student misunderstandings.
Provides opportuni es for students to use different types of thinking (e.g., analy cal, prac cal, crea ve and research‐based).
Accurately reflects how the lesson fits within the structure of the discipline and the state standards.
Dimension 2.3: Communica on The teacher clearly and accurately communicates to support persistence, deeper learning, and effec ve effort. Proficient Descriptors:
2.3 Look Fors
Establishes classroom prac ces that provide opportuni es for most students Two‐way communica on: T‐S, to communicate effec vely with the teacher and their peers.
Recognizes student misunderstandings and responds with an array of teach‐ ing techniques to clarify concepts.
Provides explana ons that are clear and uses verbal and wri en communica‐ on that is clear and correct.
Asks remember, understand and apply level ques ons that focus on the ob‐ jec ve of the lesson and provoke discussion.
P‐P
An cipa ng misunderstandings
Verbal & wri en communica‐ on
Ques oning/wait me
Technology/visual tools
Uses probing ques ons to clarify and elaborate learning.
Domain 2: Instruction (Abbreviated Version)
2.4 Look Fors
Individualized lessons
Monitoring par cipa on & performance Differen ated content and methods (process) Recognizing confusion and disengagement
Dimension 2.4: Differen a on The teacher differen ates instruc on, aligning methods and techniques to diverse student needs. Proficient Descriptors:
Regularly monitors the quality of student par cipa on and performance.
Adapts lessons to address individual needs of all students.
Provides differen ated instruc onal methods and content to ensure stu‐ dents have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student learning or social/emo onal needs.
2.5 Look Fors Monitor and adjust instruc‐ on and ac vi es Adjustments to maintain engagement
Checking for understanding
Monitors “behaviors”
Ques oning and academic feedback
Dimension 2.5: Monitor and Adjust The teacher formally and informally collects, analyzes, and uses student pro‐ gress data and makes needed lesson adjustments. Proficient Descriptors: Consistently invites input from students in order to monitor and adjust instruc on and ac vi es.
Adjusts instruc on and ac vi es to maintain student engagement.
Monitors student behavior and responses for engagement and under‐ standing.
Domain 3: Learning Environment (Most of the evidence for this domain will be collected during classroom observa
on.)
Dimension 3.1: Classroom Environment, Rou nes, and Procedures The teacher organizes a safe, accessible and efficient classroom. Proficient Descriptors:
All procedures, rou nes and transi ons are clear and efficient.
Students ac vely par cipate in groups, manage supplies and equipment with very limited teacher direc on.
The classroom is safe and organized to support learning objec ves and is accessible to most students.
Dimension 3.2: Managing Student Behavior
3.2 Look Fors
Behavior systems
The teacher establishes, communicates, and maintains, clear expecta ons for student behavior.
Behavior standards
Proficient Descriptors:
Consistently implements the campus and/or classroom behavior system proficiently.
Most students meet expected classroom behavior standards.
Dimension 3.3: Classroom Culture The teacher leads a mutually respec ul and collabora ve class of ac vely engaged learners. Proficient Descriptors:
Engages all students in relevant, meaningful learning.
Students work respec ully individually and in groups.
3.3 Look Fors
Relevant, meaningful learning
Working respec ully (individual and group)
Collabora on and rapport
Domain 3: Learning Environment (Abbreviated Version)
For Professional Prac ces & Responsibili es, Dimension 4.1
Student advocacy
Professional standards
Code of ethics
This dimension is pre y observa‐ ble as you work with a teacher. However, you may not be aware of advocacy efforts. You can dig into the Proficient expecta on by ask‐ ing about what the teacher does when it becomes clear that a stu‐ dent needs something more or different from others.
The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Behaves in accordance with the Code of Ethics and Standard Prac ces for Texas Educators. • Models all professional standards (e.g., a end‐ ance, professional ap‐ pearance and behav‐ iors). • Advocates successfully for the needs of all stu‐ dents in the classroom and campus.
• Behaves in accord‐ ance with the Code of Ethics and Standard Prac ces for Texas Ed‐ ucators. • Consistently meets all professional stand‐ ards (e.g., a endance, professional appear‐ ance and behaviors). • Advocates success‐ fully for the needs of all students on the campus.
• Behaves in accord‐ ance with the Code of Ethics and Standard Prac ces for Texas Educators. • Meets all profes‐ sional standards (e.g., a endance, profes‐ sional appearance and behaviors). • Advocates success‐ fully for the needs of students in the class‐ room.
• Behaves in accord‐ ance with the Code of Ethics and Stand‐ ard Prac ces for Texas Educators. • Meets most pro‐ fessional standards (e.g., a endance, professional appear‐ ance and behav‐ iors).
• Fails to meet the Code of Ethics and Standard Prac ces for Texas Educa‐ tors. • Meets few pro‐ fessional standards (e.g., a endance, professional ap‐ pearance and be‐ haviors) or violates legal requirements.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.1 Professional Demeanor and Ethics
For Professional Prac ces & Responsibili es, Dimension 4.2
Self‐assessment
Goals—short‐ and long‐term
This dimension focuses on a teachers ability to reflect on his/ her work and find room for im‐ provement. Your ques ons here could guide toward that kind of self‐awareness, reflec on on prac ce, and desire to elevate prac ce each year. Think “SMART” goals (Specific, Meas‐ urable, Achievable, Realis c, and Time‐bound).
The teacher reflects on his/her practice. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Consistently sets, mod‐ ifies and meets short‐ and long‐term profes‐ sional goals based on self assessment, reflec‐ on, peer and supervisor feedback, contemporary research and analysis of student learning. • Implements substan‐ al changes in prac ce resul ng in significant improvement in student performance.
• Sets some short‐ and long‐term professional goals based on self‐ assessment, reflec on, peer and supervisor feedback, contempo‐ rary research and analysis of student learning. • Meets all profession‐ al goals resul ng in improvement in prac‐ ce and student per‐ formance.
Sets short‐ and long‐ term professional goals based on self‐ assessment, reflec on and supervisor feed‐ back. • Meets all profes‐ sional goals resul ng in improvement in prac ce and student performance.
• Sets short‐term goals based on self‐ assessment. • Meets most pro‐ fessional goals re‐ sul ng in some visi‐ ble changes in prac‐ ce.
• Sets low or am‐ biguous goals unre‐ lated to student needs or self‐ assessment. • Meets few pro‐ fessional goals and persists in instruc‐ onal prac ces that remain sub‐ stan ally unim‐ proved over me.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.2 Goal Setting
You could check . . .
Planning based on individual or team/PLC improvement ini a ves.
Team or PLC mee ng notes.
Professional development transcripts or cer ficates.
For Professional Prac ces & Responsibili es, Dimension 4.3
Improvement plans
Team collabora on/PLCs
Professional development
Listen for . . .
A teacher who is never sa s‐ fied but always no cing where prac ce could be be er. A teacher who talks about what he/she is planning to learn next.
The teacher enhances the professional community. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Leads colleagues col‐ labora vely in and be‐ yond the school to iden‐ fy professional devel‐ opment needs through detailed data analysis and self‐reflec on. • Seeks resources and collabora vely fosters faculty knowledge and skills. • Develops and fulfills the school and district improvement plans through professional learning communi es, grade‐ or subject‐level team leadership, com‐ mi ee leadership or oth‐ er opportuni es beyond the campus.
Leads colleagues col‐ labora vely on cam‐ pus to iden fy profes‐ sional development needs through self‐ reflec on. • Fosters faculty knowledge and skills in support of the school improvement plan through professional learning communi es, grade‐ or subject‐level team leadership, com‐ mi ee membership or other opportuni es beyond the campus.
• Collabora vely prac‐ ces in all scheduled professional develop‐ ment ac vi es, cam‐ pus professional learning communi es, grade‐ or subject‐level team membership, commi ee member‐ ship or other opportu‐ ni es.
• Engages in most scheduled ac vi es, professional learn‐ ing communi es, commi ee, grade‐ or subject‐level team mee ngs as directed.
• Engages in few professional devel‐ opment ac vi es, professional learn‐ ing communi es or commi ees to im‐ prove professional prac ce.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.3 Professional Development
You could check . . .
For Professional Prac ces & Responsibili es, Dimension 4.4
Mission/vision/goals
Outreach (stakeholders)
Communica on w/family
Email (IDEA: Have your teachers BCC you a predetermined number of emails that reveal their response to parents or colleagues in various se ngs. For example, have each teacher BCC you on two informa‐ ve or “cold” emails and then two “hot” emails or those that address conflict or poten al conflict. Efforts the teacher makes toward community involvement. Efforts the teacher makes to ad‐ vance the purpose of the campus.
The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Leads students, col‐ leagues, families and community members toward reaching the mis‐ sion, vision and goals of the school. • Systema cally contacts parents/ guardians re‐ garding students’ aca‐ demic and social/ emo‐ onal growth through various media. • Ini ates collabora ve efforts that enhance stu‐ dent learning and growth, and inspire trust, understanding and commitment in the school.
• Clearly communi‐ cates the mission, vi‐ sion and goals of the school to students, colleagues, parents and families, and oth‐ er community mem‐ bers. • Systema cally con‐ tacts parents/ guardians regarding students’ academic and social/ emo onal growth through vari‐ ous media. • Joins colleagues in collabora ve efforts that enhance student learning and welfare and inspire trust and understanding in the school community.
• Communicates the mission, vision and goals of the school to students, colleagues, parents and families. • Contacts parents/ guardians regularly regarding students’ academic and social/ emo onal growth. • Ac vely par cipates in all school outreach ac vi es.
• Communicates school goals to stu‐ dents, parents and families. • Contacts parents/ guardians in accord‐ ance with campus policy. • A ends most re‐ quired school out‐ reach ac vi es.
• Contacts parents generally about dis‐ ciplinary ma ers. • A ends few re‐ quired school out‐ reach ac vi es.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.4 School Community Involvement
Chapter 149. Commissioner's Rules Concerning Educator Standards Subchapter AA. Teacher Standards §149.1001. Teacher Standards. (a) Purpose. The standards iden fied in this sec on are performance standards to be used to inform the training, appraisal, and professional development of teachers. (b) Standards. (1) Standard 1‐‐Instruc onal Planning and Delivery. Teachers demonstrate their understanding of instruc onal planning and delivery by providing standards‐based, data‐driven, differen ated instruc on that engages students, makes appropriate use of technology, and makes learning rele‐ vant for today's learners. (A) Teachers design clear, well organized, sequen al lessons that build on students' prior knowledge. (i) Teachers develop lessons that build coherently toward objec ves based on course content, curriculum scope and se‐ quence, and expected student outcomes. (ii) Teachers effec vely communicate goals, expecta ons, and objec ves to help all students reach high levels of achievement. (iii) Teachers connect students' prior understanding and real‐world experiences to new content and contexts, maximizing learning opportuni es. (B) Teachers design developmentally appropriate, standards‐driven lessons that reflect evidence‐based best prac ces. (i) Teachers plan instruc on that is developmentally appropriate, is standards driven, and mo vates students to learn. (ii) Teachers use a range of instruc onal strategies, appropriate to the content area, to make subject ma er accessible to all students. (iii) Teachers use and adapt resources, technologies, and standards‐aligned instruc onal materials to promote student success in mee ng learning goals. (C) Teachers design lessons to meet the needs of diverse learners, adap ng methods when appropriate. (i) Teachers differen ate instruc on, aligning methods and techniques to diverse student needs, including accelera on, reme‐ dia on, and implementa on of individual educa on plans. (ii) Teachers plan student groupings, including pairings and individualized and small‐group instruc on, to facilitate student learning. (iii) Teachers integrate the use of oral, wri en, graphic, kinesthe c, and/or tac le methods to teach key concepts. (D) Teachers communicate clearly and accurately and engage students in a manner that encourages students' persistence and best efforts. (i) Teachers ensure that the learning environment features a high degree of student engagement by facilita ng discussion and student‐centered ac vi es as well as leading direct instruc on. (ii) Teachers validate each student's comments and ques ons, u lizing them to advance learning for all students. (iii) Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. (E) Teachers promote complex, higher‐order thinking, leading class discussions and ac vi es that provide opportuni es for deeper learning. (i) Teachers set high expecta ons and create challenging learning experiences for students, encouraging them to apply disci‐ plinary and cross‐disciplinary knowledge to real‐world problems. (ii) Teachers provide opportuni es for students to engage in individual and collabora ve cri cal thinking and problem solving (iii) Teachers incorporate technology that allows students to interact with the curriculum in more significant and effec ve ways, helping them reach mastery. (F) Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. (i) Teachers monitor and assess student progress to ensure that their lessons meet students' needs. (ii) Teachers provide immediate feedback to students in order to reinforce their learning and ensure that they understand key concepts. (iii) Teachers adjust content delivery in response to student progress through the use of developmentally appropriate strate‐
gies that maximize student engagement. (2) Standard 2‐‐Knowledge of Students and Student Learning. Teachers work to ensure high levels of learning, social‐emo onal development, and achievement outcomes for all students, taking into considera on each student's educa onal and developmental backgrounds and focusing on each student's needs. (A) Teachers demonstrate the belief that all students have the poten al to achieve at high levels and support all students in their pur‐ suit of social‐emo onal learning and academic success. (i) Teachers purposefully u lize learners' individual strengths as a basis for academic and social‐emo onal growth. (ii) Teachers create a community of learners in an inclusive environment that views differences in learning and background as educa onal assets. (iii) Teachers accept responsibility for the growth of all of their students, persis ng in their efforts to ensure high levels of growth on the part of each learner. (B) Teachers acquire, analyze, and use background informa on (familial, cultural, educa onal, linguis c, and developmental characteris‐ cs) to engage students in learning. (i) Teachers connect learning, content, and expecta ons to students' prior knowledge, life experiences, and interests in mean‐ ingful contexts. (ii) Teachers understand the unique quali es of students with excep onal needs, including disabili es and gi edness, and know how to effec vely address these needs through instruc onal strategies and resources. (iii) Teachers understand the role of language and culture in learning and know how to modify their prac ces to support lan‐ guage acquisi on so that language is comprehensible and instruc on is fully accessible. (C) Teachers facilitate each student's learning by employing evidence‐based prac ces and concepts related to learning and social‐ emo onal development. (i) Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. (ii) Teachers iden fy readiness for learning and understand how development in one area may affect students' performance in other areas. (iii) Teachers apply evidence‐based strategies to address individual student learning needs and differences, adjust their in‐ struc on, and support the learning needs of each student. (3) Standard 3‐‐Content Knowledge and Exper se. Teachers exhibit a comprehensive understanding of their content, discipline, and related peda‐ gogy as demonstrated through the quality of the design and execu on of lessons and their ability to match objec ves and ac vi es to relevant state standards. (A) Teachers understand the major concepts, key themes, mul ple perspec ves, assump ons, processes of inquiry, structure, and real‐ world applica ons of their grade‐level and subject‐area content. (i) Teachers have exper se in how their content ver cally and horizontally aligns with the grade‐level/subject‐area con nuum, leading to an integrated curriculum across grade levels and content areas. (ii) Teachers iden fy gaps in students' knowledge of subject ma er and communicate with their leaders and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas. (iii) Teachers keep current with developments, new content, new approaches, and changing methods of instruc onal delivery within their discipline. (B) Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content exper se. (i) Teachers organize curriculum to facilitate student understanding of the subject ma er. (ii) Teachers understand, ac vely an cipate, and adapt instruc on to address common misunderstandings and preconcep‐ ons. (iii) Teachers promote literacy and the academic language within the discipline and make discipline‐specific language accessi‐ ble to all learners. (C) Teachers demonstrate content‐specific pedagogy that meets the needs of diverse learners, u lizing engaging instruc onal materials to connect prior content knowledge to new learning. (i) Teachers teach both the key content knowledge and the key skills of the discipline. (ii) Teachers make appropriate and authen c connec ons across disciplines, subjects, and students' real‐world experiences. (4) Standard 4‐‐Learning Environment. Teachers interact with students in respec ul ways at all mes, maintaining a physically and emo onally safe, suppor ve learning environment that is characterized by efficient and effec ve rou nes, clear expecta ons for student behavior, and organ‐ iza on that maximizes student learning.
Texas Teacher Standards
(A) Teachers create a mutually respec ul, collabora ve, and safe community of learners by using knowledge of students' development and backgrounds. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. (ii) Teachers maintain and facilitate respec ul, suppor ve, posi ve, and produc ve interac ons with and among students. (iii) Teachers establish and sustain learning environments that are developmentally appropriate and respond to students' needs, strengths, and personal experiences. (B) Teachers organize their classrooms in a safe and accessible manner that maximizes learning. (i) Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. (ii) Teachers create a physical classroom set‐up that is flexible and accommodates the different learning needs of students. (C) Teachers establish, implement, and communicate consistent rou nes for effec ve classroom management, including clear expecta‐ ons for student behavior. (i) Teachers implement behavior management systems to maintain an environment where all students can learn effec vely. (ii) Teachers maintain a strong culture of individual and group accountability for class expecta ons. (iii) Teachers cul vate student ownership in developing classroom culture and norms. (D) Teachers lead and maintain classrooms where students are ac vely engaged in learning as indicated by their level of mo va on and on‐task behavior. (i) Teachers maintain a culture that is based on high expecta ons for student performance and encourages students to be self ‐mo vated, taking responsibility for their own learning. (ii) Teachers maximize instruc onal me, including managing transi ons. (iii) Teachers manage and facilitate groupings in order to maximize student collabora on, par cipa on, and achievement. (iv) Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing detailed and construc ve feedback and partnering with families in furthering their students' achievement goals. (5) Standard 5‐‐Data‐Driven Prac ce. Teachers use formal and informal methods to assess student growth aligned to instruc onal goals and course objec ves and regularly review and analyze mul ple sources of data to measure student progress and adjust instruc onal strategies and content delivery as needed. (A) Teachers implement both formal and informal methods of measuring student progress. (i) Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instruc onal objec ves and outcomes that are accurate measures of student learning. (ii) Teachers vary methods of assessing learning to accommodate students' learning needs, linguis c differences, and/or vary‐ ing levels of background knowledge. (B) Teachers set individual and group learning goals for students by using preliminary data and communicate these goals with students and families to ensure mutual understanding of expecta ons. (i) Teachers develop learning plans and set academic as well as social‐emo onal learning goals for each student in response to previous outcomes from formal and informal assessments. (ii) Teachers involve all students in self‐assessment, goal se ng, and monitoring progress. Page 4 June 2014 Update Teacher Standards §149.AA. (iii) Teachers communicate with students and families regularly about the importance of collec ng data and monitoring pro‐ gress of student outcomes, sharing mely and comprehensible feedback so they understand students' goals and progress. (C) Teachers regularly collect, review, and analyze data to monitor student progress. (i) Teachers analyze and review data in a mely, thorough, accurate, and appropriate manner, both individually and with col‐ leagues, to monitor student learning. (ii) Teachers combine results from different measures to develop a holis c picture of students' strengths and learning needs. (D) Teachers u lize the data they collect and analyze to inform their instruc onal strategies and adjust short‐ and long‐term plans ac‐ cordingly. (i) Teachers design instruc on, change strategies, and differen ate their teaching prac ces to improve student learning based on assessment outcomes. (ii) Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. (6) Standard 6‐‐Professional Prac ces and Responsibili es. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportuni es, collaborate with other educa onal professionals, communicate regularly with stakeholders, maintain profes‐ sional rela onships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. (A) Teachers reflect on their teaching prac ce to improve their instruc onal effec veness and engage in con nuous professional learn‐
ing to gain knowledge and skills and refine professional judgment. (i) Teachers reflect on their own strengths and professional learning needs, using this informa on to develop ac on plans for improvement. (ii) Teachers establish and strive to achieve professional goals to strengthen their instruc onal effec veness and be er meet students' needs. (iii) Teachers engage in relevant, targeted professional learning opportuni es that align with their professional growth goals and their students' academic and social‐emo onal needs. (B) Teachers collaborate with their colleagues, are self‐aware in their interpersonal interac ons, and are open to construc ve feedback from peers and administrators. (i) Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportuni es for job‐embedded professional development. (ii) Teachers ac vely par cipate in professional learning communi es organized to improve instruc onal prac ces and stu‐ dent learning. (C) Teachers seek out opportuni es to lead students, other educators, and community members within and beyond their classrooms. (i) Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. (ii) Teachers seek to lead other adults on campus through professional learning communi es, grade‐ or subject‐level team leadership, commi ee membership, or other opportuni es. (D) Teachers model ethical and respec ul behavior and demonstrate integrity in all situa ons. (i) Teachers adhere to the educators' code of ethics in §247.2 of this tle (rela ng to Code of Ethics and Standard Prac ces for Texas Educators), including following policies and procedures at their specific school placement(s). (ii) Teachers communicate consistently, clearly, and respec ully with all members of the campus community, including stu‐ dents, parents and families, colleagues, administrators, and staff. (iii) Teachers serve as advocates for their students, focusing a en on on students' needs and concerns and maintaining thor‐ ough and accurate student records.
Texas Teacher Standards & T-TESS Triangle
These images are from a Region 20 Goal‐Se ng training session PowerPoint.
It’s okay to be where you are; it’s not okay to stay there.
—Tim Regal, sharing an adage that has emerged as the state appraisal team has messaged T-TESS to districts. Goal (What do you want to achieve?) Dimension (What is/are the correla ng dimension(s)?
Ac ons (How will you accomplish the goal?)
Goal 1: Dimension(s): Goal 2: Dimension(s):
(How will you know your goal has been met? How will you know whether or not it has impacted instruc on and student achievement?)
Targeted Comple on Date (When do you an cipate your goal will be met?)
This image is from a Region 20 Goal‐Se ng training session PowerPoint.
Goal Setting
Evidence of Goal A ainment
Notes: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ My purpose for implemen ng T‐TESS with fidelity is _____________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
Go to www.smore.com/bukqd for more on launching T‐TESS.
Visit our Smore page for more support as you roll out T‐TESS: www.smore.com/bukqd
Directions for flip chart assembly: 1. Print the PDF. 2. Copy onto cardstock front to back flip‐ ping on long edge. 3. Cut along gray line on the front side of each page. 4. Assemble with binding machine along top edge. 5. Complete the purpose statement on the back cover. Leading change is hard. Focus on your end goal and vision for instruc on on your campus.
Created at ESC Region 17 Contact [email protected] for PDF.
Orienta on
Goal‐Se ng & Professional De‐ velopment (GSPD) Conference
Pre‐Conference
Post‐Conference
End‐of‐Year (EOY) Conferences
Teacher’s First Required for All Required for All Teachers New to Recommended for Formal Year with T‐TESS Teachers New to T‐TESS to Develop an Ini al GSPD Observa ons T‐TESS Plan
Required for the First Required for All 45‐Minute Formal Teachers New to Observa on T‐TESS Recommended for Oth‐ er Observa ons
Teacher’s Second (Only Required Year and Beyond for Teachers with T‐TESS New to the Dis‐ trict or When District Appraisal Policy Changes)
Required for the First Required for All 45‐Minute Formal Teachers Observa on Recommended for Oth‐ er Observa ons
Teachers in a Year When a Full Ap‐ praisal is Not Con‐ ducted Due to the Alterna ve Year Waiver
Recommended GSPD Conference Required Pre‐Conference for to Review and Approve Goals from Announced Observa ons the EOY Conference Recommended for Other Required for Teachers New to the Unannounced Formal Obser‐ va ons District to Develop a GSPD Plan
(Only Required for GSPD Conference to Review and Teachers New to Approve Goals from the EOY Con‐ the District or ference When District Appraisal Policy Changes)
N/A — No Formal Observa‐ on Conducted
N/A — No Formal Observa‐ on Conducted Feedback/Evidence is Provided for Informal Observa ons Per Local Policy
Modified Required For All Teachers to Review Goals, Professional Development, Student Growth (2017‐18 & Beyond), and to Discuss DRAFT Goals for Next Year
T-TESS Requirements/Recommendations from TEA, Updated 5/6/2016
To start the conversa on, consider . . .
Talk to me about sequencing leading up to this lesson and where you go next.
What is/are the learning objec ve(s)?
What is/was the standard?
For Planning, Dimension 1.1
Technology integra on
Lesson structure/design and pacing
Aligned goals, standards, and objec ves
How do you make decisions about us‐ ing technology? Tell me how you plan for ming your lessons.
The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. DISTINGUISHED • All rigorous and measurable goals aligned to
ACCOMPLISHED
PROFICIENT
• All measurable goals aligned to state
• All goals aligned to state
IMPROVEMENT NEEDED
DEVELOPING
• Most goals aligned to state content standards. content standards. • Integra on of technology • Most ac vi es, materi‐ als and assessments that: of goal(s). mastery of goal(s). when applicable. —are sequenced • All ac vi es, materials and assessments that: • All ac vi es, materials and assess‐ • All ac vi es, materials —some mes provide —are logically sequenced ments that: and assessments that: appropriate me for —are relevant to students’ prior understanding —are sequenced —are sequenced and real‐world applica ons —are relevant to students’ prior un‐ —are relevant to students lesson and lesson closure —integrate and reinforce concepts from other derstanding —provide appropriate me • Lessons where most objec ves are aligned and disciplines —integrate other disciplines for lesson and lesson clo‐ sequenced to the lesson’s —provide appropriate me for student work, —provide appropriate me for student sure work, lesson and lesson closure —fit into the broader unit goal. student reflec on, lesson and lesson closure —reinforce broader unit and course and course objec ves —deepen understanding of broader unit and —are appropriate for di‐ course objec ves objec ves —are ver cally aligned to state standards —are ver cally aligned to state stand‐ verse learners —are appropriate for diverse learners ards • All objec ves that are • Objec ves that are aligned and logically se‐ —are appropriate for diverse learners aligned to the lesson’s • All objec ves that are aligned and quenced to the lesson’s goal, providing rele‐ goal. vant and enriching extensions of the lesson. logically sequenced to the lesson's goal. state content standards. content standards. • Integra on of technology to enhance mastery • Integra on of technology to enhance
Student‐Centered Ac ons
Planning
• Few goals aligned to state content standards. • Few ac vi es, materi‐ als and assessments that: —are sequenced —rarely provide me for lesson and lesson closure • Lessons where few objec ves are aligned and sequenced to the lesson’s goal.
Teacher‐Centered Ac ons
1.1 Standards & Alignment
You could say . . .
How do you monitor progress during learning?
How do you check for understand‐ ing?
For Planning, Dimension 1.2
Data to inform instruc on
Communica on and feedback
Progress monitoring
Formal and informal assess‐ ments
Talk to me about how you provide feedback to students? What data informed your instruc‐ onal choices for the lesson?
The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. DISTINGUISHED
ACCOMPLISHED
• Formal and informal assessments • Formal and informal assess‐ to monitor progress of all students, ments to monitor progress of shares appropriate diagnos c, forma‐ all students and incorporates ve and summa ve assessment data appropriate diagnos c, forma‐ with students to engage them in self ve and summa ve assess‐ assessment, build awareness of their ments data into lesson plans. own strengths and weaknesses and • Consistent feedback to stu‐ track their own progress. dents, families and other • Consistent feedback to students, school personnel on the families and school personnel on the growth of students in rela on to classroom and campus growth of students in rela on to classroom and campus goals and goals, while maintaining stu‐ engages with colleagues to adapt dent confiden ality. school‐wide instruc onal strategies • Analysis of student data and goals to meet student needs connected to specific instruc‐ while maintaining confiden ally. onal strategies and uses • Analysis of student data connected results to reflect on his or her to specific instruc onal strategies teaching and to monitor and uses results to reflect on his or teaching strategies and behav‐ her teaching and to monitor teaching iors in rela on to student success. strategies and behaviors in rela on Student‐Centered to student success.
Planning
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Formal and informal as‐ sessments to monitor pro‐ gress of all students. • Substan ve, specific and mely feedback to stu‐ dents, families and other school personnel while maintaining confiden ality. • Analysis of student data connected to specific in‐ struc onal strategies.
• Formal and informal assessments to monitor progress of most stu‐ dents. • Timely feedback to students and families. • U liza on of mul ple sources of student data.
• Few formal and informal assessments to monitor student progress. • Few opportuni es for mely feedback to stu‐ dents or families. • U liza on of few sources of student data.
Teacher‐Centered
1.2 Data & Assessment
You could ask . . .
What student experiences lend themselves to the new learning?
What prior learning will/did you reference?
For Planning, Dimension 1.3
Learning styles
Social‐emo onal
Diverse learning for strengths and gaps
Adjustments to student needs
Students’ prior knowledge
Will you/did you have to address gaps in knowledge or experience to have all students achieve learning goals for the lesson?
Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development andachievement for all students. DISTINGUISHED
ACCOMPLISHED
• All lessons that connect • All lessons that con‐ to students’ prior nect to students’ prior knowledge, life experienc‐ knowledge, life experi‐ es, interests and future ences and future learn‐ learning expecta ons ing expecta ons. across content areas. • Opportuni es for stu‐ • Opportuni es for stu‐ dents to u lize their in‐ dents to u lize their indi‐ dividual learning vidual learning pa erns, pa erns, habits and habits and needs to needs. achieve high levels of aca‐ demic and social‐ emo onal success. • Guidance for students to apply their strengths, back‐ ground knowledge, life experiences and skills to enhance each others’ learning. Student‐Centered Ac ons
Planning
PROFICIENT
• All lessons that con‐ nect to students’ prior knowledge and experi‐ ences. • Adjustments to ad‐ dress strengths and gaps in background knowledge, life experi‐ ences and skills of all students.
DEVELOPING
• Most lessons that connect to students’ prior knowledge and experiences. • Adjustments to ad‐ dress strengths and gaps in background knowledge, life expe‐ riences and skills of most students.
IMPROVEMENT NEEDED
Few lessons that con‐ nect to students’ pri‐ or knowledge and experiences. • Adjustments to address strengths and gaps in back‐ ground knowledge, life experiences and skills of few students.
Teacher‐Centered Ac ons
1.3 Knowledge of Students
You could say . . .
Talk to me about the student grouping in this lesson.
How do you plan for ques oning?
For Planning, Dimension 1.4
Goal se ng
Problem solving
Ac vi es, resources, materials, technology
Roles & responsibili es
Grouping students
Ques ons/HOTS (higher order thinking skills)
What jobs do you assign your stu‐ dents as they work in class? Tell me how you choose ac vi es, resources, technology, and instruc‐ onal materials. What is your thought process to ensure align‐ ment?
The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Opportuni es for students to generate ques ons that lead to further inquiry and promote complex, higher order think‐ ing, problem solving and real‐ world applica on. • Instruc onal groups based on the needs of all students, and allows for students to take ownership of group and indi‐ vidual accountability. • The ability for students to set goals, reflect on, evaluate and hold each other accountable within instruc onal groups. • Ac vi es, resources, tech‐ nology and instruc onal mate‐ rials that are all aligned to in‐ struc onal purposes, are var‐ ied and appropriate to ability levels of students and ac vely engage them in ownership of their learning.
• Ques ons that encourage all students to engage in com‐ plex, higher‐order thinking and problem solving. • Instruc onal groups based on the needs of all students and maintains both group and individual accountability. • All students understanding their individual roles within instruc onal groups and facili‐ tates opportuni es for stu‐ dent input on goals and out‐ comes of ac vi es. • Ac vi es, resources, tech‐ nology and instruc onal ma‐ terials that are all aligned to instruc onal purposes, are varied and appropriate to ability levels of students.
• Ques ons that en‐ courage all students to engage in complex, higher‐order thinking. • Instruc onal groups based on the needs of all students. • All students under‐ standing their individu‐ al roles within instruc‐ onal groups. • Ac vi es, resources, technology and instruc‐ onal materials that are all aligned to instruc‐ onal purposes.
• Ques ons that pro‐ mote limited, predicta‐ ble or rote responses and encourage some complex, higher order thinking. • Instruc onal groups based on the needs of most students. • Most students under‐ standing their individu‐ al roles within instruc‐ onal groups. • Ac vi es, resources, technology and/or in‐ struc onal materials that are mostly aligned to instruc onal purpos‐ es.
• Encourages li le to no complex, higher order thinking. • Instruc onal groups based on the needs of a few students. • Lack of student un‐ derstanding of their individual roles within instruc onal groups. • Ac vi es, resources, technology and/or in‐ struc onal materials misaligned to instruc‐ onal purposes.
Planning
Student‐Centered
Teacher‐Centered
1.4 Activities
NOTE: This Conferencing Tool flip chart focuses on conferencing requirements/recommenda ons of T‐TESS, goal‐se ng informa on for the Goal‐Se ng Conference, Domain 1 addressed extensively in Pre‐Conferencing, and Domain 4 that is addressed extensively in Post‐ Conferencing. An abbreviated version of Domains 2 and 3 can be found on the next two pages as a reference during these conferences, but do consult the full rubric for more informa on. Only the Proficient descriptors are included below. Full versions of Domains 1, 2, and 3 can be found in the Observa on Tool flip chart.
Domain 2: Instruc on (Most of the evidence for this domain will be collected during classroom observa
on.)
Dimension 2.1: Achieving Expecta ons The teacher supports all learners in their pursuit of high levels of academic and social‐emo onal success. Proficient Descriptors:
Sets academic expecta ons that challenge all students.
Persists with the lesson un l there is evidence that most students demonstrate mastery of the objec ve. Addresses student mistakes and follows through to ensure stu‐ dent mastery. Provides students opportuni es to take ini a ve of their own learning.
Dimension 2.2: Content Knowledge and Exper se The teacher uses content and pedagogical exper se to design and execute lessons aligned with state standards, re‐ lated content, and student needs.
Proficient Descriptors (2.2):
2.2 Look Fors
Content knowledge in mul ple contexts
Objec ves ed to other disciplines (cross‐ disciplinary)
An cipa ng misunderstandings and teaching techniques
Thinking/HOTS
Sequencing and linking instruc on
Conveys accurate content knowledge in mul ple contexts.
Integrates learning objec ves with other disciplines.
An cipates possible student misunderstandings.
Provides opportuni es for students to use different types of thinking (e.g., analy cal, prac cal, crea ve and research‐based).
Accurately reflects how the lesson fits within the structure of the discipline and the state standards.
Dimension 2.3: Communica on The teacher clearly and accurately communicates to support persistence, deeper learning, and effec ve effort. Proficient Descriptors:
2.3 Look Fors
Establishes classroom prac ces that provide opportuni es for most students Two‐way communica on: T‐S, to communicate effec vely with the teacher and their peers.
Recognizes student misunderstandings and responds with an array of teach‐ ing techniques to clarify concepts.
Provides explana ons that are clear and uses verbal and wri en communica‐ on that is clear and correct.
Asks remember, understand and apply level ques ons that focus on the ob‐ jec ve of the lesson and provoke discussion.
P‐P
An cipa ng misunderstandings
Verbal & wri en communica‐ on
Ques oning/wait me
Technology/visual tools
Uses probing ques ons to clarify and elaborate learning.
Domain 2: Instruction (Abbreviated Version)
2.4 Look Fors
Individualized lessons
Monitoring par cipa on & performance Differen ated content and methods (process) Recognizing confusion and disengagement
Dimension 2.4: Differen a on The teacher differen ates instruc on, aligning methods and techniques to diverse student needs. Proficient Descriptors:
Regularly monitors the quality of student par cipa on and performance.
Adapts lessons to address individual needs of all students.
Provides differen ated instruc onal methods and content to ensure stu‐ dents have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student learning or social/emo onal needs.
2.5 Look Fors Monitor and adjust instruc‐ on and ac vi es Adjustments to maintain engagement
Checking for understanding
Monitors “behaviors”
Ques oning and academic feedback
Dimension 2.5: Monitor and Adjust The teacher formally and informally collects, analyzes, and uses student pro‐ gress data and makes needed lesson adjustments. Proficient Descriptors: Consistently invites input from students in order to monitor and adjust instruc on and ac vi es.
Adjusts instruc on and ac vi es to maintain student engagement.
Monitors student behavior and responses for engagement and under‐ standing.
Domain 3: Learning Environment (Most of the evidence for this domain will be collected during classroom observa
on.)
Dimension 3.1: Classroom Environment, Rou nes, and Procedures The teacher organizes a safe, accessible and efficient classroom. Proficient Descriptors:
All procedures, rou nes and transi ons are clear and efficient.
Students ac vely par cipate in groups, manage supplies and equipment with very limited teacher direc on.
The classroom is safe and organized to support learning objec ves and is accessible to most students.
Dimension 3.2: Managing Student Behavior
3.2 Look Fors
Behavior systems
The teacher establishes, communicates, and maintains, clear expecta ons for student behavior.
Behavior standards
Proficient Descriptors:
Consistently implements the campus and/or classroom behavior system proficiently.
Most students meet expected classroom behavior standards.
Dimension 3.3: Classroom Culture The teacher leads a mutually respec ul and collabora ve class of ac vely engaged learners. Proficient Descriptors:
Engages all students in relevant, meaningful learning.
Students work respec ully individually and in groups.
3.3 Look Fors
Relevant, meaningful learning
Working respec ully (individual and group)
Collabora on and rapport
Domain 3: Learning Environment (Abbreviated Version)
For Professional Prac ces & Responsibili es, Dimension 4.1
Student advocacy
Professional standards
Code of ethics
This dimension is pre y observa‐ ble as you work with a teacher. However, you may not be aware of advocacy efforts. You can dig into the Proficient expecta on by ask‐ ing about what the teacher does when it becomes clear that a stu‐ dent needs something more or different from others.
The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Behaves in accordance with the Code of Ethics and Standard Prac ces for Texas Educators. • Models all professional standards (e.g., a end‐ ance, professional ap‐ pearance and behav‐ iors). • Advocates successfully for the needs of all stu‐ dents in the classroom and campus.
• Behaves in accord‐ ance with the Code of Ethics and Standard Prac ces for Texas Ed‐ ucators. • Consistently meets all professional stand‐ ards (e.g., a endance, professional appear‐ ance and behaviors). • Advocates success‐ fully for the needs of all students on the campus.
• Behaves in accord‐ ance with the Code of Ethics and Standard Prac ces for Texas Educators. • Meets all profes‐ sional standards (e.g., a endance, profes‐ sional appearance and behaviors). • Advocates success‐ fully for the needs of students in the class‐ room.
• Behaves in accord‐ ance with the Code of Ethics and Stand‐ ard Prac ces for Texas Educators. • Meets most pro‐ fessional standards (e.g., a endance, professional appear‐ ance and behav‐ iors).
• Fails to meet the Code of Ethics and Standard Prac ces for Texas Educa‐ tors. • Meets few pro‐ fessional standards (e.g., a endance, professional ap‐ pearance and be‐ haviors) or violates legal requirements.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.1 Professional Demeanor and Ethics
For Professional Prac ces & Responsibili es, Dimension 4.2
Self‐assessment
Goals—short‐ and long‐term
This dimension focuses on a teachers ability to reflect on his/ her work and find room for im‐ provement. Your ques ons here could guide toward that kind of self‐awareness, reflec on on prac ce, and desire to elevate prac ce each year. Think “SMART” goals (Specific, Meas‐ urable, Achievable, Realis c, and Time‐bound).
The teacher reflects on his/her practice. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Consistently sets, mod‐ ifies and meets short‐ and long‐term profes‐ sional goals based on self assessment, reflec‐ on, peer and supervisor feedback, contemporary research and analysis of student learning. • Implements substan‐ al changes in prac ce resul ng in significant improvement in student performance.
• Sets some short‐ and long‐term professional goals based on self‐ assessment, reflec on, peer and supervisor feedback, contempo‐ rary research and analysis of student learning. • Meets all profession‐ al goals resul ng in improvement in prac‐ ce and student per‐ formance.
Sets short‐ and long‐ term professional goals based on self‐ assessment, reflec on and supervisor feed‐ back. • Meets all profes‐ sional goals resul ng in improvement in prac ce and student performance.
• Sets short‐term goals based on self‐ assessment. • Meets most pro‐ fessional goals re‐ sul ng in some visi‐ ble changes in prac‐ ce.
• Sets low or am‐ biguous goals unre‐ lated to student needs or self‐ assessment. • Meets few pro‐ fessional goals and persists in instruc‐ onal prac ces that remain sub‐ stan ally unim‐ proved over me.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.2 Goal Setting
You could check . . .
Planning based on individual or team/PLC improvement ini a ves.
Team or PLC mee ng notes.
Professional development transcripts or cer ficates.
For Professional Prac ces & Responsibili es, Dimension 4.3
Improvement plans
Team collabora on/PLCs
Professional development
Listen for . . .
A teacher who is never sa s‐ fied but always no cing where prac ce could be be er. A teacher who talks about what he/she is planning to learn next.
The teacher enhances the professional community. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Leads colleagues col‐ labora vely in and be‐ yond the school to iden‐ fy professional devel‐ opment needs through detailed data analysis and self‐reflec on. • Seeks resources and collabora vely fosters faculty knowledge and skills. • Develops and fulfills the school and district improvement plans through professional learning communi es, grade‐ or subject‐level team leadership, com‐ mi ee leadership or oth‐ er opportuni es beyond the campus.
Leads colleagues col‐ labora vely on cam‐ pus to iden fy profes‐ sional development needs through self‐ reflec on. • Fosters faculty knowledge and skills in support of the school improvement plan through professional learning communi es, grade‐ or subject‐level team leadership, com‐ mi ee membership or other opportuni es beyond the campus.
• Collabora vely prac‐ ces in all scheduled professional develop‐ ment ac vi es, cam‐ pus professional learning communi es, grade‐ or subject‐level team membership, commi ee member‐ ship or other opportu‐ ni es.
• Engages in most scheduled ac vi es, professional learn‐ ing communi es, commi ee, grade‐ or subject‐level team mee ngs as directed.
• Engages in few professional devel‐ opment ac vi es, professional learn‐ ing communi es or commi ees to im‐ prove professional prac ce.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.3 Professional Development
You could check . . .
For Professional Prac ces & Responsibili es, Dimension 4.4
Mission/vision/goals
Outreach (stakeholders)
Communica on w/family
Email (IDEA: Have your teachers BCC you a predetermined number of emails that reveal their response to parents or colleagues in various se ngs. For example, have each teacher BCC you on two informa‐ ve or “cold” emails and then two “hot” emails or those that address conflict or poten al conflict. Efforts the teacher makes toward community involvement. Efforts the teacher makes to ad‐ vance the purpose of the campus.
The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach. DISTINGUISHED
ACCOMPLISHED
PROFICIENT
DEVELOPING
IMPROVEMENT NEEDED
• Leads students, col‐ leagues, families and community members toward reaching the mis‐ sion, vision and goals of the school. • Systema cally contacts parents/ guardians re‐ garding students’ aca‐ demic and social/ emo‐ onal growth through various media. • Ini ates collabora ve efforts that enhance stu‐ dent learning and growth, and inspire trust, understanding and commitment in the school.
• Clearly communi‐ cates the mission, vi‐ sion and goals of the school to students, colleagues, parents and families, and oth‐ er community mem‐ bers. • Systema cally con‐ tacts parents/ guardians regarding students’ academic and social/ emo onal growth through vari‐ ous media. • Joins colleagues in collabora ve efforts that enhance student learning and welfare and inspire trust and understanding in the school community.
• Communicates the mission, vision and goals of the school to students, colleagues, parents and families. • Contacts parents/ guardians regularly regarding students’ academic and social/ emo onal growth. • Ac vely par cipates in all school outreach ac vi es.
• Communicates school goals to stu‐ dents, parents and families. • Contacts parents/ guardians in accord‐ ance with campus policy. • A ends most re‐ quired school out‐ reach ac vi es.
• Contacts parents generally about dis‐ ciplinary ma ers. • A ends few re‐ quired school out‐ reach ac vi es.
Student‐Centered Ac ons
Professional Practices & Responsibilities
Teacher‐Centered Ac ons
4.4 School Community Involvement
Chapter 149. Commissioner's Rules Concerning Educator Standards Subchapter AA. Teacher Standards §149.1001. Teacher Standards. (a) Purpose. The standards iden fied in this sec on are performance standards to be used to inform the training, appraisal, and professional development of teachers. (b) Standards. (1) Standard 1‐‐Instruc onal Planning and Delivery. Teachers demonstrate their understanding of instruc onal planning and delivery by providing standards‐based, data‐driven, differen ated instruc on that engages students, makes appropriate use of technology, and makes learning rele‐ vant for today's learners. (A) Teachers design clear, well organized, sequen al lessons that build on students' prior knowledge. (i) Teachers develop lessons that build coherently toward objec ves based on course content, curriculum scope and se‐ quence, and expected student outcomes. (ii) Teachers effec vely communicate goals, expecta ons, and objec ves to help all students reach high levels of achievement. (iii) Teachers connect students' prior understanding and real‐world experiences to new content and contexts, maximizing learning opportuni es. (B) Teachers design developmentally appropriate, standards‐driven lessons that reflect evidence‐based best prac ces. (i) Teachers plan instruc on that is developmentally appropriate, is standards driven, and mo vates students to learn. (ii) Teachers use a range of instruc onal strategies, appropriate to the content area, to make subject ma er accessible to all students. (iii) Teachers use and adapt resources, technologies, and standards‐aligned instruc onal materials to promote student success in mee ng learning goals. (C) Teachers design lessons to meet the needs of diverse learners, adap ng methods when appropriate. (i) Teachers differen ate instruc on, aligning methods and techniques to diverse student needs, including accelera on, reme‐ dia on, and implementa on of individual educa on plans. (ii) Teachers plan student groupings, including pairings and individualized and small‐group instruc on, to facilitate student learning. (iii) Teachers integrate the use of oral, wri en, graphic, kinesthe c, and/or tac le methods to teach key concepts. (D) Teachers communicate clearly and accurately and engage students in a manner that encourages students' persistence and best efforts. (i) Teachers ensure that the learning environment features a high degree of student engagement by facilita ng discussion and student‐centered ac vi es as well as leading direct instruc on. (ii) Teachers validate each student's comments and ques ons, u lizing them to advance learning for all students. (iii) Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals. (E) Teachers promote complex, higher‐order thinking, leading class discussions and ac vi es that provide opportuni es for deeper learning. (i) Teachers set high expecta ons and create challenging learning experiences for students, encouraging them to apply disci‐ plinary and cross‐disciplinary knowledge to real‐world problems. (ii) Teachers provide opportuni es for students to engage in individual and collabora ve cri cal thinking and problem solving (iii) Teachers incorporate technology that allows students to interact with the curriculum in more significant and effec ve ways, helping them reach mastery. (F) Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary. (i) Teachers monitor and assess student progress to ensure that their lessons meet students' needs. (ii) Teachers provide immediate feedback to students in order to reinforce their learning and ensure that they understand key concepts. (iii) Teachers adjust content delivery in response to student progress through the use of developmentally appropriate strate‐
gies that maximize student engagement. (2) Standard 2‐‐Knowledge of Students and Student Learning. Teachers work to ensure high levels of learning, social‐emo onal development, and achievement outcomes for all students, taking into considera on each student's educa onal and developmental backgrounds and focusing on each student's needs. (A) Teachers demonstrate the belief that all students have the poten al to achieve at high levels and support all students in their pur‐ suit of social‐emo onal learning and academic success. (i) Teachers purposefully u lize learners' individual strengths as a basis for academic and social‐emo onal growth. (ii) Teachers create a community of learners in an inclusive environment that views differences in learning and background as educa onal assets. (iii) Teachers accept responsibility for the growth of all of their students, persis ng in their efforts to ensure high levels of growth on the part of each learner. (B) Teachers acquire, analyze, and use background informa on (familial, cultural, educa onal, linguis c, and developmental characteris‐ cs) to engage students in learning. (i) Teachers connect learning, content, and expecta ons to students' prior knowledge, life experiences, and interests in mean‐ ingful contexts. (ii) Teachers understand the unique quali es of students with excep onal needs, including disabili es and gi edness, and know how to effec vely address these needs through instruc onal strategies and resources. (iii) Teachers understand the role of language and culture in learning and know how to modify their prac ces to support lan‐ guage acquisi on so that language is comprehensible and instruc on is fully accessible. (C) Teachers facilitate each student's learning by employing evidence‐based prac ces and concepts related to learning and social‐ emo onal development. (i) Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. (ii) Teachers iden fy readiness for learning and understand how development in one area may affect students' performance in other areas. (iii) Teachers apply evidence‐based strategies to address individual student learning needs and differences, adjust their in‐ struc on, and support the learning needs of each student. (3) Standard 3‐‐Content Knowledge and Exper se. Teachers exhibit a comprehensive understanding of their content, discipline, and related peda‐ gogy as demonstrated through the quality of the design and execu on of lessons and their ability to match objec ves and ac vi es to relevant state standards. (A) Teachers understand the major concepts, key themes, mul ple perspec ves, assump ons, processes of inquiry, structure, and real‐ world applica ons of their grade‐level and subject‐area content. (i) Teachers have exper se in how their content ver cally and horizontally aligns with the grade‐level/subject‐area con nuum, leading to an integrated curriculum across grade levels and content areas. (ii) Teachers iden fy gaps in students' knowledge of subject ma er and communicate with their leaders and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas. (iii) Teachers keep current with developments, new content, new approaches, and changing methods of instruc onal delivery within their discipline. (B) Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content exper se. (i) Teachers organize curriculum to facilitate student understanding of the subject ma er. (ii) Teachers understand, ac vely an cipate, and adapt instruc on to address common misunderstandings and preconcep‐ ons. (iii) Teachers promote literacy and the academic language within the discipline and make discipline‐specific language accessi‐ ble to all learners. (C) Teachers demonstrate content‐specific pedagogy that meets the needs of diverse learners, u lizing engaging instruc onal materials to connect prior content knowledge to new learning. (i) Teachers teach both the key content knowledge and the key skills of the discipline. (ii) Teachers make appropriate and authen c connec ons across disciplines, subjects, and students' real‐world experiences. (4) Standard 4‐‐Learning Environment. Teachers interact with students in respec ul ways at all mes, maintaining a physically and emo onally safe, suppor ve learning environment that is characterized by efficient and effec ve rou nes, clear expecta ons for student behavior, and organ‐ iza on that maximizes student learning.
Texas Teacher Standards
(A) Teachers create a mutually respec ul, collabora ve, and safe community of learners by using knowledge of students' development and backgrounds. (i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. (ii) Teachers maintain and facilitate respec ul, suppor ve, posi ve, and produc ve interac ons with and among students. (iii) Teachers establish and sustain learning environments that are developmentally appropriate and respond to students' needs, strengths, and personal experiences. (B) Teachers organize their classrooms in a safe and accessible manner that maximizes learning. (i) Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. (ii) Teachers create a physical classroom set‐up that is flexible and accommodates the different learning needs of students. (C) Teachers establish, implement, and communicate consistent rou nes for effec ve classroom management, including clear expecta‐ ons for student behavior. (i) Teachers implement behavior management systems to maintain an environment where all students can learn effec vely. (ii) Teachers maintain a strong culture of individual and group accountability for class expecta ons. (iii) Teachers cul vate student ownership in developing classroom culture and norms. (D) Teachers lead and maintain classrooms where students are ac vely engaged in learning as indicated by their level of mo va on and on‐task behavior. (i) Teachers maintain a culture that is based on high expecta ons for student performance and encourages students to be self ‐mo vated, taking responsibility for their own learning. (ii) Teachers maximize instruc onal me, including managing transi ons. (iii) Teachers manage and facilitate groupings in order to maximize student collabora on, par cipa on, and achievement. (iv) Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing detailed and construc ve feedback and partnering with families in furthering their students' achievement goals. (5) Standard 5‐‐Data‐Driven Prac ce. Teachers use formal and informal methods to assess student growth aligned to instruc onal goals and course objec ves and regularly review and analyze mul ple sources of data to measure student progress and adjust instruc onal strategies and content delivery as needed. (A) Teachers implement both formal and informal methods of measuring student progress. (i) Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instruc onal objec ves and outcomes that are accurate measures of student learning. (ii) Teachers vary methods of assessing learning to accommodate students' learning needs, linguis c differences, and/or vary‐ ing levels of background knowledge. (B) Teachers set individual and group learning goals for students by using preliminary data and communicate these goals with students and families to ensure mutual understanding of expecta ons. (i) Teachers develop learning plans and set academic as well as social‐emo onal learning goals for each student in response to previous outcomes from formal and informal assessments. (ii) Teachers involve all students in self‐assessment, goal se ng, and monitoring progress. Page 4 June 2014 Update Teacher Standards §149.AA. (iii) Teachers communicate with students and families regularly about the importance of collec ng data and monitoring pro‐ gress of student outcomes, sharing mely and comprehensible feedback so they understand students' goals and progress. (C) Teachers regularly collect, review, and analyze data to monitor student progress. (i) Teachers analyze and review data in a mely, thorough, accurate, and appropriate manner, both individually and with col‐ leagues, to monitor student learning. (ii) Teachers combine results from different measures to develop a holis c picture of students' strengths and learning needs. (D) Teachers u lize the data they collect and analyze to inform their instruc onal strategies and adjust short‐ and long‐term plans ac‐ cordingly. (i) Teachers design instruc on, change strategies, and differen ate their teaching prac ces to improve student learning based on assessment outcomes. (ii) Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed. (6) Standard 6‐‐Professional Prac ces and Responsibili es. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportuni es, collaborate with other educa onal professionals, communicate regularly with stakeholders, maintain profes‐ sional rela onships, comply with all campus and school district policies, and conduct themselves ethically and with integrity. (A) Teachers reflect on their teaching prac ce to improve their instruc onal effec veness and engage in con nuous professional learn‐
ing to gain knowledge and skills and refine professional judgment. (i) Teachers reflect on their own strengths and professional learning needs, using this informa on to develop ac on plans for improvement. (ii) Teachers establish and strive to achieve professional goals to strengthen their instruc onal effec veness and be er meet students' needs. (iii) Teachers engage in relevant, targeted professional learning opportuni es that align with their professional growth goals and their students' academic and social‐emo onal needs. (B) Teachers collaborate with their colleagues, are self‐aware in their interpersonal interac ons, and are open to construc ve feedback from peers and administrators. (i) Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportuni es for job‐embedded professional development. (ii) Teachers ac vely par cipate in professional learning communi es organized to improve instruc onal prac ces and stu‐ dent learning. (C) Teachers seek out opportuni es to lead students, other educators, and community members within and beyond their classrooms. (i) Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. (ii) Teachers seek to lead other adults on campus through professional learning communi es, grade‐ or subject‐level team leadership, commi ee membership, or other opportuni es. (D) Teachers model ethical and respec ul behavior and demonstrate integrity in all situa ons. (i) Teachers adhere to the educators' code of ethics in §247.2 of this tle (rela ng to Code of Ethics and Standard Prac ces for Texas Educators), including following policies and procedures at their specific school placement(s). (ii) Teachers communicate consistently, clearly, and respec ully with all members of the campus community, including stu‐ dents, parents and families, colleagues, administrators, and staff. (iii) Teachers serve as advocates for their students, focusing a en on on students' needs and concerns and maintaining thor‐ ough and accurate student records.
Texas Teacher Standards & T-TESS Triangle
These images are from a Region 20 Goal‐Se ng training session PowerPoint.
It’s okay to be where you are; it’s not okay to stay there.
—Tim Regal, sharing an adage that has emerged as the state appraisal team has messaged T-TESS to districts. Goal (What do you want to achieve?) Dimension (What is/are the correla ng dimension(s)?
Ac ons (How will you accomplish the goal?)
Goal 1: Dimension(s): Goal 2: Dimension(s):
(How will you know your goal has been met? How will you know whether or not it has impacted instruc on and student achievement?)
Targeted Comple on Date (When do you an cipate your goal will be met?)
This image is from a Region 20 Goal‐Se ng training session PowerPoint.
Goal Setting
Evidence of Goal A ainment
Notes: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ My purpose for implemen ng T‐TESS with fidelity is _____________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
Go to www.smore.com/bukqd for more on launching T‐TESS.
