T-TESS Refresher Step By Step Walk-Through (2023)

Introduction

This is step 2 of the 7 step session.

Video

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.

Did.

That goal sound like this to you? It's, produced by the modial interaction of magneto reluctance and capacitive directives.

Well.

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.

For.

This session.

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.

In.

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.

Your writing.

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.

Also, label.

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.

Now.

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.

Yes? Therefore.

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.

Every year.

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.

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.

For.

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.

Goal.

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.

For example.

There is a document that tells you what teachers must do in powerschool perform pertaining to the teacher professional goal.

Process.

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.

Three.

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.

Four.

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.

Levels.

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.

Levels.

I suggest using a four or five minute timer for each box., Enjoy! Now.

It is time to move to step.

Five.

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.

Folder.

The link on each instructional practice will take you to a one-pager that provides a summary of the essential information about the teaching.

Strategy.

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?.

For.

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.