T-TESS_Teacher_Handbook

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Monitor and Adjust Dimension 2.5 The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments. 7KLVGLPHQVLRQIRFXVHVRQKRZWHDFKHUVXVHIRUPDODQGLQIRUPDOPHDVXUHVWRFROOHFWDQDO\\]H DQGDSSO\\VWXGHQWSURJUHVVGDWDWRPDNHQHFHVVDU\\DGMXVWPHQWVWROHVVRQVDQGLQIRUPHG LQVWUXFWLRQDOGHFLVLRQV T-TESS Alignment to Practice: x 7HDFKHUVDQDO\\]HDQGUHYLHZGDWDLQDWLPHO\\WKRURXJKDFFXUDWHDQGDSSURSULDWHPDQQHU ERWKLQGLYLGXDOO\\DQGZLWKFROOHDJXHVWRPRQLWRUVWXGHQWOHDUQLQJ x 7HDFKHUVFRPELQHUHVXOWVIURPGLIIHUHQWPHDVXUHVLQFOXGLQJVWXGHQWVSHFLILFIHHGEDFNWR GHYHORSDKROLVWLFSLFWXUHRIVWXGHQWV¶VWUHQJWKVDQGOHDUQLQJQHHGV x 7HDFKHUVXVHWKHGDWDWKH\\FROOHFWDQGDQDO\\]HWRLQIRUPWKHLULQVWUXFWLRQDOVWUDWHJLHVDQG LQIRUPVKRUWDQGORQJWHUPSODQVDFFRUGLQJO\\ x 7HDFKHUVYDU\\PHWKRGVRIDVVHVVLQJOHDUQLQJWRDFFRPPRGDWHVWXGHQWV¶OHDUQLQJQHHGV OLQJXLVWLFGLIIHUHQFHVDQGRUYDU\\LQJOHYHOVRIEDFNJURXQGNQRZOHGJH x 7HDFKHUVDSSO\\HYLGHQFHEDVHGVWUDWHJLHVWRDGGUHVVLQGLYLGXDOVWXGHQWOHDUQLQJQHHGVDQG ΞdϭϭͬϭϬͬϮϬϭϲ dͲd^^dĞĂĐŚĞƌ,ĂŶĚŬ ϱϰ

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Texas Teacher Evaluation and S Dimension 1.1 DISTINGUISHED PLAN Standards and Alignment: x All rigorous and measurable goals Standards and Align The teacher designs aligned to state content standards. clear, well- ACCOMPLISHED organized, x All activities, materials and sequential assessments that: x All measurable goals align lessons that reflect o are logically sequenced to state content standard best practice, align o are relevant to students’ prior with standards understanding and real-world x All activities, materials and are appropriate applications and assessments that: for diverse learners. o integrate and reinforce o are sequenced concepts from other o are relevant to Standards Basis: disciplines students’ prior 1A, 1B, 3A, 3B, 3C o provide appropriate time for understanding student work, student reflection, o integrate other discipli Potential Sources of lesson and lesson closure o provide appropriate ti Evidence: o deepen understanding of for student work, lesso Conferences and broader unit and course and lesson closure conversations with the objectives o reinforce broader unit teacher; formal o are vertically aligned to state and course objectives observations and standards o are vertically aligned walkthroughs; o are appropriate for diverse to state standards classroom artifacts; learners o are appropriate for student growth diverse learners processes • Objectives aligned and logically sequenced to the lesson’s goal, x All objectives aligned providing relevant and enriching and logically sequenced extensions of the lesson to the lesson‘s goal. • Integration of technology to x Integration of technology enhance mastery of goal(s). to enhance mastery of goal(s). STUDENT-CENTERED ACTIONS © Texas Education Agency  dͲd^^dĞĂĐŚĞƌ

Support System (T-TESS) Rubric NNING DEVELOPING IMPROVEMENT NEEDED nment (Dimension 1.1) x Few goals aligned to x Most goals aligned to PROFICIENT state content state content standards. standards. ned x All goals x Few activities, ds. aligned to state x Most activities, materials and content materials and assessments that: ines standards. assessments that: o are sequenced ime o are sequenced o rarely provide time for on x All activities, o sometimes provide t materials and appropriate time for lesson and lesson assessments that: lesson and lesson closure y closure • Lessons where few o are sequenced objectives are aligned o are relevant to x Lessons where most and sequenced to the objectives are aligned lesson’s goal. students and sequenced to the o provide appropriate lesson’s goal. TEACHER-CENTERED ACTIONS time for lesson and  lesson closure o fit into the broader unit and course objectives o are appropriate for diverse learners. x All objectives aligned to the lesson’s goal. x Integration of technology when applicable. ,ĂŶĚŬ

Dimension 1.2 DISTINGUISHED PLAN Data and Assessment: x Formal and informal assessments Data and Assessm The teacher uses to monitor progress of all formal and informal students, shares appropriate ACCOMPLISHED methods diagnostic, formative and to measure student summative assessment data with x Formal and informa progress, then students to engage them in self- assessments to mo manages and assessment, build awareness of progress of all stud analyzes student data their own strengths and incorporate approp to inform instruction. weaknesses and track their own diagnostic, formativ progress. summative assessm Standards Basis: data into lesson pla 1B, 1F, 2B, 2C, 5A, 5B, x Substantive, specific and timely 5C, 5D feedback to students, families and x Substantive, specifi school personnel on the growth of timely feedback to Potential Sources of students in relation to classroom students, families a Evidence: Conferences and campus goals and engages other school person and conversations with with colleagues to adapt school- the growth of stude the teacher; formal wide instructional strategies and relation to classroo observations and goals to meet student needs while campus goals, while walkthroughs; maintaining confidentially. maintaining studen classroom artifacts; confidentiality. student growth x Analysis of student data connected processes; analysis of to specific instructional strategies x Analysis of student student data and use of results to reflect on his connected to specif or her teaching and to monitor instructional strateg teaching strategies and behaviors in use of results to ref relation to student success. his or her teaching monitor teaching st and behaviors in re student success. STUDENT-CENTERED ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

NNING DEVELOPING IMPROVEMENT NEEDED ment (Dimension 1.2) x Formal and x Few formal and PROFICIENT informal informal assessments to assessments to al x Formal and monitor progress monitor student onitor informal of most students. progress. dents and assessments to priate monitor progress x Timely x Few opportunities of all students. feedback to for timely feedback ve and students and to students or ments x Consistent families. families. ans. feedback to students, families x Utilization of x Utilization of few ic and and other school multiple sources of student personnel while sources of data. and maintaining student data. nnel on confidentiality. ents in om and x Analysis of student e data connected to nt specific instructional data strategies. fic gies and flect on and to trategies elation to ,ĂŶĚŬ TEACHER-CENTERED ACTIONS 1

Dimension 1.3 DISTINGUISHED PLAN Knowledge of Students: x All lessons that connect to Knowledge of Stud Through knowledge of students’ prior knowledge, students and proven experiences, interests and ACCOMPLISHED practices, the teacher future learning expectations ensures high levels of across content areas. x All lessons that connect learning, social- to students’ prior emotional x Guidance for students to knowledge, experiences development and apply their strengths, and future learning achievement for all background knowledge, life expectations. students. experiences and skills to enhance each other’s x Guidance for students to Standards Basis: learning. apply their strengths, 1A, 1B, 1C, 2A, 2B, background knowledge, 2C x Opportunities for students life experiences and skills to utilize their individual to enhance their own Potential Sources of learning patterns, habits learning. Evidence: Conferences and needs to achieve high and conversations with levels of academic and x Opportunities for the teacher; formal social-emotional success. students to utilize their observations and individual learning walkthroughs; STUDENT-CENTERED ACTIONS patterns, habits and classroom artifacts; needs. student growth processes; analysis of student data © TEA  dͲd^^dĞĂĐŚĞƌ,

NNING DEVELOPING IMPROVEMENT NEEDED dents (Dimension 1.3) x Most lessons that x Few lessons that PROFICIENT connect to connect to students’ students’ prior prior knowledge and x All lessons that knowledge and experiences. connect to students’ experiences. prior knowledge and x Adjustments to experiences. x Adjustments to address strengths and address strengths gaps in background x Adjustments to address and gaps in knowledge, life strengths and gaps in background experiences and skills background knowledge, knowledge, life of few students. life experiences and experiences and skills of all students. skills of most students. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 1.4 DISTINGUISHED PLAN Activities: The teacher plans x Opportunities for students to Activities (D engaging, flexible generate questions that lead lessons that to further inquiry and ACCOMPLISHED encourage higher- promote complex, higher- order thinking, order thinking, problem x Questions that encoura persistence and solving and real-world all students to engage achievement. application complex, higher-order thinking and problem Standards Basis: x Instructional groups based on solving. the needs of all students, and 1B, 1C, 1D, 1E allows for students to take x Instructional groups ba ownership of group and on the needs of all stud Potential Sources of individual accountability. and maintains both gro Evidence: Conferences and individual account and conversations with x The ability for all students to the teacher; formal set goals, reflect on, evaluate x All students understan observations and and hold each other their individual roles w walkthroughs; accountable within instructional groups an classroom artifacts; instructional groups. facilitates opportunitie student growth student input on goals processes; analysis of x Activities, resources, outcomes of activities. student data technology and instructional materials that are all aligned to x Activities, resources, instructional purposes, are technology and instruc varied and appropriate to materials that are all al ability levels of students and to instructional purpos actively engage them in are varied and appropr ownership of their learning. to ability levels of stude STUDENT-CENTERED ACTIONS © TEA 1 dͲd^^dĞĂĐŚĞƌ,

NNING Dimension 1.4) PROFICIENT DEVELOPING IMPROVEMENT NEEDED age x Questions that x Questions that x Encourages in encourage all promote limited, little to no students to predictable or rote complex, ased engage in responses and higher-order dents complex, higher- encourage some thinking. oup order thinking. complex, higher- tability. order thinking. x Instructional nding x Instructional groups based on within groups based on x Instructional groups the needs of a few nd the needs of all based on the needs of students. es for students. most students. x Lack of student and x All students x Most students understanding understanding understanding of their ctional their individual their individual individual roles ligned roles within roles within within ses, instructional instructional instructional riate groups. groups. groups. ents. x Activities, x Activities, resources, x Activities, resources, technology and/or resources, technology and instructional materials technology and/or instructional that are mostly instructional materials that are aligned to materials all aligned to instructional purposes. misaligned to instructional instructional purposes. purposes. TEACHER-CENTERED ACTIONS ,ĂŶĚŬ

Dimension 2.1 DISTINGUISHED INSTR Achieving Expectations: x Provides opportunities for Achieving Expectat The teacher students to establish high supports all learners in academic and social- ACCOMPLISHED their pursuit of high emotional expectations levels of academic and for themselves. x Provides opportunities social- emotional for students to establish success. x Persists with the lesson high academic and until there is evidence social- emotional Standards Basis: that all students expectations for 1B, 1D, 1E, 2A, 2C, demonstrate mastery of themselves. 3B, 4A, 4D, 5B the objective. x Persists with the lesson Potential Sources of x Provides opportunities until there is evidence Evidence: Conferences for students to self- that most students and conversations with monitor and self-correct demonstrate mastery of the teacher; formal mistakes. the objective. observations and walkthroughs; student x Systematically enables x Anticipates student growth processes; students to set goals for mistakes and encourages analysis of student data themselves and monitor students to avoid their progress over common learning pitfalls. time. x Establishes systems where students take initiative of their own learning and self- monitor. STUDENT-CENTERED ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

RUCTION DEVELOPING IMPROVEMENT NEEDED tions (Dimension 2.1) x Sets academic x Sets expectations expectations that that challenge few PROFICIENT challenge most students. students. x Sets academic x Concludes the lesson expectations that x Persists with the even though there is challenge all students. lesson until there is evidence that few evidence that some students demonstrate x Persists with the lesson students mastery of the until there is evidence demonstrate mastery objective. that most students of the objective. demonstrate mastery x Allows student of the objective. x Sometimes mistakes to go addresses unaddressed or x Addresses student student confronts student mistakes and follows mistakes. errors in a way that through to ensure discourages further student mastery. x Sometimes effort. provides x Provides opportunities for x Rarely provides students students to take opportunities for opportunities to initiative of their students to take take initiative of own learning. initiative of their own their own learning. learning. TEACHER-CENTERED ACTIONS ,ĂŶĚŬ

Dimension 2.2 DISTINGUISHED INSTR Content Knowledge and Expertise: x Displays extensive content Content Knowledge and The teacher uses knowledge of all the subjects content and she or he teaches and closely ACCOMPLISHED pedagogical related subjects. expertise to design x Conveys a depth of and execute lessons x Integrates learning content knowledge that aligned with state objectives with other allows for differentiated standards, related disciplines, content areas explanations. content and student and real-world experience. needs. x Integrates learning x Consistently anticipates objectives with other Standards Basis: 1A, possible student disciplines and real- misunderstandings and world experiences. 1C, 1E, 1F, 2C, 3A, proactively develops teaching techniques to x Anticipates possible 3B, 3C mitigate concerns. student misunderstandings and Potential Sources of x Consistently provides proactively develops Evidence: opportunities for students teaching techniques to Conferences and to use different types of mitigate concerns. conversations with thinking (e.g., analytical, the teacher; formal practical, creative and x Regularly provides observations and research-based). opportunities for walkthroughs; student students to use growth processes; x Sequences instruction that different types of analysis of student allows students to thinking (e.g., analytical, data understand how the lesson practical, creative and fits within the structure of research-based). the discipline, the state standards, related content x Sequences instruction and within real-world that allows students to scenarios. understand how the lesson fits within the structure of the discipline and the state standards. STUDENT-CENTERED ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

RUCTION x DEVELOPING IMPROVEMENT NEEDED x d Expertise (Dimension 2.2) x Conveys accurate content x Conveys inaccurate x knowledge. content knowledge PROFICIENT Sometimes integrates that leads to learning objectives with student confusion. x Conveys accurate other disciplines. content knowledge Sometimes anticipates x Rarely integrates in multiple contexts. possible student learning misunderstandings. objectives with x Integrates Sometimes provides other disciplines. learning opportunities for students objectives with to use different types of x Does not anticipate other thinking (e.g., analytical, possible student disciplines. practical, creative and misunderstandings. research-based). x Anticipates possible x Provides few student opportunities for misunderstandings. students to use different types of x Provides thinking (e.g., opportunities for analytical, practical, students to use creative and different types of research- based). thinking (e.g., analytical, practical, creative and research- based). x Accurately reflects how the lesson fits within the structure of the discipline and the state standards. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 2.3 DISTINGUISHED INSTR Communication: Communication The teacher clearly x Establishes classroom and accurately practices that encourage all ACCOMPLISHED communicates to students to communicate x Establishes classroom support persistence, safely and effectively using a deeper learning and variety of tools and methods practices that encourage effective effort. with the teacher and their all students to peers. communicate effectively, Standards Basis: including the use of visual x Uses possible student tools and technology, with 1D, 1E, 2A, 3A, 4D misunderstandings at strategic the teacher and their points in lessons to highlight peers. Potential Sources of misconceptions and inspire x Anticipates possible Evidence: exploration and discovery. student Conferences and misunderstandings and conversations with x Provides explanations that are proactively develops the teacher; formal clear and coherent and uses techniques to address observations and verbal and written obstacles to learning. walkthroughs; student communication that is clear x Provides explanations tha growth processes; and correct. are clear and coherent analysis of student and uses verbal and data x Asks questions at the creative, written communication evaluative and/or analysis that is clear and correct. levels that require a deeper x Asks questions at the learning and broader creative, evaluative understanding of the and/or analysis levels tha objective of the lesson. focus on the objective of the lesson and provoke x Skillfully balances wait time, thought and discussion. questioning techniques and x Skillfully uses integration of student probing questions responses to support student- to clarify, elaborate directed learning. and extend learning. x Provides wait time when x Skillfully provokes and guides questioning students. discussion to pique curiosity and inspire student-led dͲd^^dĞĂĐŚĞƌ, learning of meaningful and challenging content. STUDENT-CENTERED ACTIONS © TEA

RUCTION n (Dimension 2.3) l PROFICIENT DEVELOPING IMPROVEMENT NEEDED h x Establishes classroom x Leads lessons with x Directs lessons with at practices that provide some opportunity for little opportunity for opportunities for dialogue, clarification dialogue, clarification at most students to or elaboration. or elaboration. communicate effectively with the x Recognizes student x Is sometimes unaware teacher and their misunderstandings of or unresponsive to peers. but has a limited student ability to respond. misunderstandings. x Recognizes student misunderstandings x Uses verbal and x Uses verbal and responds with written communication that is an array of teaching communication that characterized by techniques to is generally clear inaccurate grammar; clarify concepts. with minor errors of written communication grammar. that has inaccurate x Provides explanations spelling, grammar, that are clear and x Asks remember and punctuation or uses verbal and understand level structure. written questions that focus communication that is on the objective of x Rarely asks questions, clear and correct. the lesson but do or asks questions that little to amplify do not amplify x Asks remember, discussion. discussion or align to understand and apply the objective of the level questions that lesson. focus on the objective of the lesson and provoke discussion. x Uses probing questions to clarify and elaborate learning. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 2.4 DISTINGUISHED INST Differentiation: The teacher x Adapts lessons with a wide Differentiatio differentiates variety of instructional instruction, aligning strategies to address ACCOMPLISHED methods and individual needs of all techniques to students. x Adapts lessons to diverse student address individual needs needs. x Consistently monitors the of all students. quality of student Standards Basis: participation and x Regularly monitors 1C, 1F, 2A, 2B, 2C, performance. the quality of student 3C, 4A, 5A, 5C, participation and 5D x Always provides performance. differentiated instructional Potential Sources of methods and content to x Regularly provides Evidence: ensure students have the differentiated instructional Conferences and opportunity to master what methods and content to conversations with is being taught. ensure students have the the teacher; formal opportunity to master observations and x Consistently prevents what is being taught. walkthroughs; student confusion or classroom artifacts; disengagement by x Proactively minimizes student growth addressing learning and/or student confusion or processes; analysis of social/emotional needs of disengagement by student data all students. addressing learning and/or social/emotional needs of all students. STUDENT-CENTERED ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

TRUCTION DEVELOPING IMPROVEMENT NEEDED on (Dimension 2.4) x Adapts lessons to x Provides one-size-fits- address some all lessons without PROFICIENT student needs. meaningful differentiation. x Adapts lessons to x Sometimes address individual monitors the quality x Rarely monitors the needs of all students. of student quality of student participation and participation and x Regularly monitors performance. performance. the quality of student x Sometimes provides x Rarely provides participation and differentiated differentiated performance. instructional methods instructional and content. methods and x Provides differentiated content. instructional methods x Sometimes recognizes and content to ensure when students become x Does not recognize students have the confused or disengaged when students opportunity to master and minimally responds become confused or what is being taught. to student learning or disengaged, or does social/emotional needs. not respond x Recognizes when appropriately to students become student learning or confused or disengaged social/ emotional and responds to student needs. learning or social/emotional needs. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 2.5 DISTINGUISHED INSTR Monitor and Adjust: The teacher formally x Systematically gathers Monitor and Adj and informally input from students in collects, analyzes order to monitor and ACCOMPLISHED and uses student adjust instruction, progress data and activities or pacing to x Utilizes input from makes needed respond to differences students in order to lesson adjustments. in student needs. monitor and adjust instruction, activities and Standards Basis: x Adjusts instruction pacing to respond to and activities to differences in student 1D, 1F, 2B, 2C, 3B, maintain student needs. engagement. 4D, 5C, 5D x Adjusts instruction x Uses discreet and and activities to Potential Sources of explicit checks for maintain student Evidence: understanding engagement. Conferences and through questioning conversations with and academic x Continually checks for the teacher; formal feedback. understanding through observations and purposeful questioning walkthroughs; and academic feedback. classroom artifacts; student growth processes; analysis of student data STUDENT-CENTERED ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

RUCTION DEVELOPING IMPROVEMENT NEEDED just (Dimension 2.5) x Sometimes utilizes x Rarely utilizes input input from students in from students in order PROFICIENT order to monitor and to monitor and adjust adjust instruction and instruction and x Consistently invites activities. activities. input from students in order to monitor and x Adjusts some x Persists with instruction adjust instruction and instruction within a or activities that do not activities. limited range. engage students. x Adjusts instruction x Sees student behavior x Generally does not and activities to but misses some signs link student behavior maintain student of disengagement. and responses with engagement. student engagement x Is aware of most student and understanding. x Monitors student responses but misses behavior and responses some clues of x Makes no attempts for engagement and misunderstanding. to engage students understanding. who appear disengaged or disinterested. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS

Dimension 3.1 DISTINGUISHED LEARNING EN Classroom Classroom Environment, Routin Environment, Routines and ACCOMPLISHED Procedures: The teacher x Establishes and uses x Establishes and uses organizes a safe, effective routines, effective routines, accessible and transitions and transitions and efficient classroom. procedures that procedures that she or primarily rely on he implements Standards Basis: student leadership effortlessly. and responsibility. 1D, 4A, 4B, 4C, 4D x Students take some x Students take primary responsibility for Potential Sources of leadership and managing student Evidence: responsibility for groups, supplies and/or Conferences and managing student equipment. conversations with groups, supplies, the teacher; formal and/or equipment. x The classroom is safe, observations and inviting and organized to walkthroughs; x The classroom is safe support learning classroom artifacts; and thoughtfully objectives and is analysis of student designed to engage, accessible to all data challenge and inspire students. students to participate in high- level learning beyond the learning objectives. STUDENT-CENTERED ACTIONS © TEA  dͲd^^dĞĂĐŚĞƌ,

NVIRONMENT nes and Procedures (Dimension 3.1) PROFICIENT DEVELOPING IMPROVEMENT NEEDED x All procedures, x Most procedures, x Few procedures and routines and routines and transitions routines guide student transitions are clear provide clear direction behavior and maximize and efficient. but others are unclear learning. Transitions are and inefficient. characterized by x Students actively confusion and participate in groups, x Students depend on the inefficiency. manage supplies and teacher to direct them in equipment with very managing student x Students often do limited teacher groups, supplies and/or not understand direction. equipment. what is expected of them. x The classroom is safe and x The classroom is safe and organized to support accessible to most x The classroom is learning objectives and is students, but is unsafe, disorganized accessible to most disorganized and and uncomfortable. students. cluttered. x Some students are not able to access materials. ,ĂŶĚŬ TEACHER-CENTERED ACTIONS