This is step 2 of the 7 step session.
Hi, I am Edna Phythian from Professional Learning.
The goal for this session is to build capacity for using the T-TESS and TPG/SLO process, alongside the PISD Instructional Model, to positively impact instructional practices and student learning.
That goal sound like this to you? It's, produced by the modial interaction of magneto reluctance and capacitive directives.
That's why I'm here.
I will help you move through the discussion and navigate all of the pieces so that you can dive in and enjoy the work.
Sound good? Let's start with the T-TESS Rubric.
In addition to the rubric, you may need a highlighter and a pen or a pencil.
There are four domains in the Texas Teacher Evaluation and Support System.
The first is the Planning Domain;.
The second is the Instruction Domain;.
The third is the Learning Environment Domain; and.
The fourth and final domain is Professional Practices and Responsibilities.
We will focus on domain 2., Please turn to Domain 2, which starts on page five of the rubric.
There are five dimensions in Domain 2.
This session, we will unpack 2.1, Achieving, Expectations and 2.4 Differentiation., 2.1, Achieving Expectations, says "the teacher supports all learners in their pursuit of high level of academic and social emotional, success." Using.
Utensil of choice, circle, the following performance, levels:, proficient, accomplished, and distinguished.
We- will spend time exploring the descriptors within these three performance levels for dimension, 2.1 and 2.4.
Please label the proficient column as "rock solid"., "Rock solid" means that the teacher actions observed are just that rock solid.
The two additional performance, levels, accomplished and distinguished, were added to account for teacher actions that allow for greater student, choice, leadership, and voice.
We will also unpack.
2.4 Differentiation, which says "the teacher differentiates instruction aligning methods and techniques to diverse student needs." Please circle.
The three target performance levels on dimension 2.4, as you did for 2.1.
The statements under each performance level, as "descriptors".
This, will hopefully help to eliminate confusion as we move through the discussion and reference components within the rubric using shared language.
Let's talk about the teacher professional goal process, so we are all on the same page about how this works in concert with the T-TESS Rubric.
The T-TESS Rubric names, the teacher actions that get us specific student, results., True? If.
We use the T-TESS Rubric to evaluate our current habits and current student behaviors.
Then we can identify a goal that would benefit both teacher practice and student outcomes.
The result is teacher and student growth;.
So this is how the T-TESS system, which includes the goal-setting process, can really be used to benefit all concerned.
The teacher goal.
Setting process is required for all PISD teachers.
The first step is to identify an area that you want to grow in as a teacher because you believe, if done well, it will have a positive impact on students.
The next step is to create what we call a TPG/SLO, goal.
The goal statement includes two elements.
The first is a teacher professional goal which articulates the foundational skills.
The teacher wants to get better at; and, the second element names, the desired impact for students.
You do not have to write your goal statement.
Today, we are working on building a shared understanding of the process and unpacking Domain 2, which may lead you to consider areas for growth relating to 2.1 and 2.4.
Your notes, one sentence stem that can be used for creating your goal.
Is, "I want to ___ so that my students can ___." Feel free to write that down in your notes for later.
Here is an example, "I want to learn how to design and facilitate meaningful learning for students in a virtual learning environment so that all students are engaged and show progress.".
Many of us might have had a goal that read something like this last year.
Notice, the two components: 1), the teacher professional goal and 2) the student learning objective.
It is called a process.
So that means that setting a goal is not the end.
The end goal is to improve our knowledge, skills, and habits, so that we can help our students.
In the resource folder.
There are several documents that will help with next steps and due dates.
There is a document that tells you what teachers must do in powerschool perform pertaining to the teacher professional goal.
The goal for this session is not for you to remember all of these things;.
We want you to know where these resources can be found and how they all work.
Together., Sound, good? Now.
It is time to move to step.
You will need the T-TESS Rubric, the says-means-matter chart on page three of the guide, and a timer and a time keeper.
You will have 15 minutes total to discuss what the dimension statement means and why this matters.
To create space for everyone to share their thoughts, I suggest using a three or four minute timer for each box., Enjoy! Now.
It is time to move to step.
You will need the T-TESS Rubric, the action-evidence chart, which is on page 4 of the guide and a timer and time keeper.
You will have 10 minutes total to brainstorm evidence.
Both teacher and student generated for each dimension that aligns with each descriptor within the proficient, accomplished, and distinguished performance.
This is an opportunity for your team to develop a clear vision of what success looks like in these two dimensions for each of the desired performance.
I suggest using a four or five minute timer for each box., Enjoy! Now.
It is time to move to step.
You will need the T-TESS Rubric, the PISD Instructional Model, which is also in the resource folder, the action-practices chart, which is on page five of the guide and a timer and a time keeper.
The, PISD, Instructional Model can be found in our resource.
The link on each instructional practice will take you to a one-pager that provides a summary of the essential information about the teaching.
It is a concise communication tool designed for teachers that explain how.
This specific strategy can be used to achieve a targeted goal with students.
You will have 10 minutes total, to examine the instructional model for instructional actions that align with the dimensions you have been discussing.
The goal for this step is to identify specific strategies, as a teacher, that will elevate teaching and learning as it relates to 2.1 and 2.4.
As before, I suggest using a four or five minute timer to ensure ideas are shared for each dimension.
Enjoy! Now it is time to move to step 6.
You will have 10 minutes total to consider potential teacher professional goals and student learning outcomes that would positively impact your instructional practices and student outcomes for your classes.
Reflect on these three questions: 1) What is an instructional goal you have for yourself this year? 2) How will your growth in.
This area impact students? and 3) How, might you utilize the full school year and your evaluator to help build your own capacity?.
The sake of student learning.
This can be done as a group.
Discussion or as an individual journal, activity.
Enjoy! You have made it to the final step! All you have to do is complete this two question: survey, click, submit, and, you are done.
I, hope you enjoyed these conversations with colleagues and find it useful as you use the T-TESS and teacher professional goal, setting process, alongside the PISD Instructional Model to positively impact instructional practices and student learning.
On behalf of your professional learning team.
We hope you have a wonderful school year., Take care.
T-TESS includes three components:
The evaluation cycle (including: pre-conference, observation, post-conference) Student growth measure.
The T-TESS rubric consists of five performance levels that, based on evidence collected during the observation, define where practices are occurring. Performance levels are as follows: Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.What are the 4 domains of T-Tess? ›
The T-TESS Rubric includes four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities.What is the T-Tess evaluation cycle? ›
T-TESS includes three components: Goal-Setting and Professional Development Plan (GSPD) The Evaluation Cycle (pre-conference, observation, post-conference) Student Growth Measure.What are the four stages of an assessment cycle? ›
Good assessment follows an intentional and reflective process of design, implementation, evaluation, and revision. The Assessment Cycle relies on four simple but dynamic words to represent this process: Plan-Do-Check-Act.What are the four parts to the assessment cycle? ›
The Cycle of Assessment. Good assessment follows an intentional and reflective process of design, implementation, evaluation, and revision.Is proficient a good score on T-Tess? ›
The observer will script the teacher's words and actions and the students' words and actions. The script becomes primary evidence to support various descriptors on the T-TESS rubric. Proficient is the rating of a terrific teacher! Teachers will receive the rating that the evidence supports.What is a good teacher observation score? ›
Scores of 6-7 mean that effective teacher-child interactions are consistently observed throughout the observation period.What is a passing T-Tess score? ›
Recognized designation > 55% Exemplary designation > 60% Master designation > 70% In order to be eligible for TIA designation, TEA has established minimum performance standards for T-TESS and student growth outcomes.What are the 4 domains of effective teaching? ›
Danielson's Framework for Teaching
Danielson divides the complex activity of teaching into twenty-two components clustered into four domains of teaching responsibility: (1) planning and preparation, (2) the classroom environment, (3) instruction, and (4) professional responsibilities.
They focus attention, concentrate intently, put forth effort, and process information cognitively to make meaning and transfer learning. Part of acquiring behavioral engagement is setting clear expectations and modeling appropriate behavior in the classroom.What are the four domains of instruction? ›
- Teacher Effectiveness.
- Planning and preparation.
- Classroom environment.
- Professional responsibilities.
How many T-TESS and SLO goals are teachers required to submit? The number of T-TESS goals is determined by the principal with a minimum of 1. Only 1 SLO goal is required. The professional goals we set at the end of the year are not showing in Strive.What are the 5 domains of the T-Tess rubric? ›
- Learning Environment.
- Professional Practice and Responsibilities.
Teachers who are new to the district and to the T-TESS rubric evaluation process may request a practice observation that will in- clude a pre and post conference prior to completing a formal evalu- ation. Practice observations will cover a minimum of 45 minutes of instruction.What are the teacher ratings in Texas? ›
Ratings. There are five performance levels under T-TESS: distinguished, accomplished, proficient, developing and improvement needed.What are the three components of T-Tess? ›
T-TESS includes three components: a goal-setting and professional development plan, the evaluation cycle (pre-conference, observation, post-conference), and student growth.What is dimension 2.1 achieving expectations? ›
Achieving Expectations (Dimension 2.1) • The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.What is the standard 5 of the Texas teacher standards? ›
Standard 5--Data-Driven Practice.
Teachers use formal and informal methods to assess student growth aligned to instructional goals and course objectives and regularly review and analyze multiple sources of data to measure student progress and adjust instructional strategies and content delivery as needed.