T-TESS_Teacher_Handbook

Dimension 3.2 DISTINGUISHED LEARNING EN Managing Student Managing Student Be Behavior: x Consistently monitors The teacher behavior subtly, ACCOMPLISHED establishes, reinforces positive communicates and behaviors x Consistently maintains clear appropriately and encourages and expectations for intercepts monitors student student behavior. misbehavior fluidly. behavior subtly and responds to Standards Basis: x Students and the misbehavior swiftly. teacher create, adopt 4A, 4B, 4C, 4D and maintain x Most students know, classroom behavior understand and Potential Sources of standards. respect classroom Evidence: behavior standards. Conferences and conversations with the teacher; formal observations and walkthroughs; classroom artifacts; analysis of student data STUDENT-CENTERED ACTIONS dͲd^^dĞĂĐŚĞƌ, © TEA

NVIRONMENT DEVELOPING IMPROVEMENT NEEDED ehavior (Dimension 3.2) x Inconsistently x Rarely or unfairly PROFICIENT implements the campus enforces campus or and/or classroom classroom behavior x Consistently implements behavior system. standards. the campus and/or classroom behavior x Student failure to x Student behavior system proficiently. meet expected impedes learning in the classroom behavior classroom. x Most students standards interrupts meet expected learning. classroom behavior standards. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 3.3 DISTINGUISHED LEARNING EN Classroom Culture: Classroom Cultu The teacher leads a x Consistently engages mutually respectful all students with ACCOMPLISHED and collaborative relevant, meaningful class of actively learning based on their x Engages all students engaged learners. interests and abilities with relevant, to create a positive meaningful learning, Standards Basis: rapport amongst sometimes adjusting students. lessons based on 1E, 1F, 3B, 4C, 4D, student interests and x Students collaborate abilities. 5A, 5B, 5D positively and encourage each x Students collaborate Potential Sources of other’s efforts and positively with each Evidence: achievements. other and the teacher. Conferences and conversations with the teacher; formal observations and walkthroughs; classroom artifacts; analysis of student data STUDENT-CENTERED ACTIONS dͲd^^dĞĂĐŚĞƌ, © TEA

NVIRONMENT DEVELOPING IMPROVEMENT NEEDED ure (Dimension 3.3) x Establishes a learning x Establishes a learning PROFICIENT environment where most environment where few students are engaged in students are engaged in x Engages all students the curriculum. the curriculum. in relevant, meaningful x Students are sometimes x Students are learning. disrespectful of each disrespectful of each other. other and of the x Students work teacher. respectfully individually and in groups. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 4.1 DISTINGUISHED PROFESSIONAL PRACTIC Professional x Behaves in accordance Demeanor and Professional Demeanor Ethics: with the Code of Ethics The teacher meets and Standard Practices ACCOMPLISHED district expectations for Texas Educators. for attendance, x Models all professional x Behaves in accordance professional standards (e.g., with the Code of Ethics appearance, attendance, and Standard Practices decorum, professional for Texas Educators. procedural, ethical, appearance and legal and statutory behaviors) across the x Models all professional responsibilities. campus and district for standards (e.g., educators and students. attendance, professional Standards Basis: x Advocates for the appearance and needs of all students in behaviors) within the 6B, 6C, 6D the classroom and classroom. campus. Potential Sources of x Advocates for the needs Evidence: STUDENT-CENTERED ACTIONS of all students in the Conferences and classroom. conversations with the teacher; formal observations and walkthroughs; classroom artifacts; analysis of student data; daily interaction with others © TEA  dͲd^^dĞĂĐŚĞƌ,

CES AND RESPONSIBILITIES and Ethics (Dimension 4.1) PROFICIENT DEVELOPING IMPROVEMENT NEEDED x Behaves in accordance x Behaves in accordance x Fails to meet the Code with the Code of Ethics x with the Code of Ethics of Ethics and Standard and Standard Practices and Standard Practices Practices for Texas for Texas Educators. for Texas Educators. Educators. Meets most professional x Meets all professional standards (e.g., x Meets few professional standards (e.g., attendance, professional standards (e.g., attendance, professional appearance and attendance, professional appearance and behaviors). appearance and behaviors). behaviors) or violates legal requirements. x Advocates for the needs of students in the classroom. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 4.2 DISTINGUISHED PROFESSIONAL PRACTIC Goal Setting: Goal Setting ( The teacher x Consistently sets, reflects on modifies and meets ACCOMPLISHED his/her practice. short- and long- term professional x Sets some short- and x Standards Basis: goals based on self- long- term professional x 5D, 6A, 6B assessment, goals based on self- reflection, peer and assessment, reflection, Potential Sources of supervisor feedback, peer and supervisor Evidence: Goal- contemporary feedback, contemporary setting and research and research and analysis of professional analysis of student student learning. development plan learning. (GSPD); conferences x Meets all professional and conversations x Implements goals resulting in with the teacher, substantial improvement in practice including the end-of- changes in and student performance. year conference; practice resulting analysis of student in significant data improvement in student performance. STUDENT-CENTERED ACTIONS dͲd^^dĞĂĐŚĞƌ, © TEA

CES AND RESPONSIBILITIES DEVELOPING IMPROVEMENT NEEDED (Dimension 4.2) Sets short-term goals x Sets low or ambiguous PROFICIENT based on self-assessment. goals unrelated to Meets most professional student needs or self- Sets short- and long-term x goals resulting in some assessment. professional goals based x visible changes in on self-assessment, practice. x Meets few professional reflection and supervisor goals and persists in feedback. instructional practices that remain substantially Meets all professional unimproved over time. goals resulting in improvement in practice and student performance. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 4.3 DISTINGUISHED PROFESSIONAL PRACTIC Professional Development: x Leads colleagues Professional Develop The teacher collaboratively in and enhances the beyond the school to ACCOMPLISHED professional identify professional community. development needs x Leads colleagues through detailed data collaboratively on Standards Basis: analysis and self- campus to identify 3A, 6A, 6B, 6C reflection. professional development needs Potential Sources of x Seeks resources and through self- Evidence: Goal- collaboratively reflection. setting and fosters faculty professional knowledge and skills. x Fosters faculty development plan knowledge and skills in (GSPD); conferences x Develops and fulfills the support of the school and conversations school and district improvement plan with the teacher, improvement plans through professional including the end-of- through professional learning communities, year conference; learning communities, grade- or subject-level analysis of student grade- or subject- level team leadership, data; daily team leadership, committee interaction with committee leadership or membership or other others other opportunities opportunities beyond beyond the campus. the campus. STUDENT-CENTERED ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

CES AND RESPONSIBILITIES pment (Dimension 4.3) PROFICIENT DEVELOPING IMPROVEMENT NEEDED x Collaboratively practices x Engages in most x Engages in few in all scheduled scheduled professional professional professional development activities, development activities, development activities, professional learning professional learning campus professional communities, committee, communities or learning communities, grade- or subject-level committees to improve grade- or subject-level team meetings as professional practice. team membership, directed. committee membership or other opportunities. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 4.4 DISTINGUISHED PROFESSIONAL PRACTIC School Community Involvement: x Systematically School Community Invo The teacher contacts parents/ demonstrates guardians regarding ACCOMPLISHED leadership with students’ academic students, colleagues, and social/emotional x Systematically contacts and community growth through parents/guardians members in the various methods. regarding students’ school, district and academic and community through x Initiates social/emotional effective collaborative growth through various communication and efforts that methods. outreach. enhance student learning and x Joins colleagues in Standards Basis: growth. collaborative efforts that enhance student 2A, 2B, 4A, 4D, 5B, x Leads students, learning and welfare. colleagues, families 6B, 6C, 6D and community x Clearly communicates members toward the mission, vision and Potential Sources of reaching the mission, goals of the school to Evidence: vision and goals of the students, colleagues, Conferences and school. parents and families, conversations with and other community the teacher, STUDENT-CENTERED ACTIONS members. including the end-of- year conference; classroom artifacts; student data; daily interaction with others © TEA  dͲd^^dĞĂĐŚĞƌ,

CES AND RESPONSIBILITIES DEVELOPING IMPROVEMENT NEEDED olvement (Dimension 4.4) Contacts x Contacts parents PROFICIENT parents/guardians in generally about accordance with campus disciplinary matters. x Contacts x policy. parents/guardians x Attends most required x Attends few required regularly regarding x school outreach school outreach students’ academic and activities. activities. social/emotional growth. Communicates school goals to students, x Actively participates in parents and families. all school outreach activities x Communicates the mission, vision and goals of the school to students, colleagues, parents and families. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

RUBRIC W (with examples of qualifiers t DIMENSION EXAMPLE: DISTINGUISHED ACCOMPLISHED LEARNING ENVIRONMENT: ALL ALL CLASSROOM CULTURE CONSISTENTLY CONSISTENTLY LEARNING ENVIRONMENT: ALL MOST MANAGING STUDENT BEHAVIOR CONSISTENTLY REGULARLY INSTRUCTION: ALWAYS REGULARLY ACHIEVING EXPECTATIONS INSTRUCTION: CONTENT KNOWLEDGE AND EXPERTISE INSTRUCTION: DIFFERENTIATION MOVES TO MOVES TO STUDENTCENTERED STUDENTCENTERED ACTIONS ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

WORD BANK that are interchangeably used) PROFICIENT DEVELOPING IMPROVEMENT NEEDED ALL MOST FEW CONSISTENTLY INCONSISTENTLY RARELY MOST SOME FEW DOES (ACTION) SOMETIMES FEW DOES NOT (ACTION) DOES (ACTION) SOMETIMES FOCUSES ON FOCUSES ON FOCUSES ON TEACHER- MOSTLY TEACHER- CENTERED CENTERED ACTIONS TEACHER- ACTIONS CENTERED  ACTIONS ,ĂŶĚŬ