What is T-TESS? T-TESS strives to capture the holistic nature of teaching – the idea that a constant feedback loop exists between teachers and students, and gauging the effectiveness of teachers requires a consistent focus on how students respond to their teacher’s instructional practices. For those reasons, each of the observable domains in T-TESS focuses on teachers and students rather than separating them out into separate domains. Ultimately, T-TESS is a process that seeks to develop habits of continuous improvement, and the process itself best leads to that outcome when appraisers and teachers focus on evidence-based feedback and professional development decisions based on that feedback through ongoing dialogue and collaboration.
T-TESS includes three components: Goal-setting and professional development plan The evaluation cycle (including: pre-conference, observation, post-conference) Student growth measure
Standards and Alignment(Dimension 1.1) The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with the standards and are appropriate for diverse learners.
Data and Assessment(Dimension 1.2) The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.
Knowledge of Students(Dimension 1.3) Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students.
Activities(Dimension 1.4) The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement.
Instruction (Domain 2)
Achieving Expectations(Dimension 2.1) The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.
Content Knowledge and Expertise(Dimension 2.2) The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.
Communication(Dimension 2.3) The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.
Differentiation(Dimension 2.4) The teacher differentiates instruction, aligning methods and techniques to diverse student needs.
Monitor and Adjust(Dimension 2.5) The teacher formally and informally collects, analyzes and uses student progress data and makes necessary lesson adjustments.
Learning Environment (Domain 3)
Classroom Environment, Routines and Procedures(Dimension 3.1) The teacher organizes a safe, accessible and efficient classroom.
Managing Student Behavior(Dimension 3.2) The teacher establishes, communicates and maintains clear expectations for student behavior.
Classroom Culture(Dimension 3.3) The teacher leads a mutually respectful and collaborative class of actively engaged learners.
Professional Practices and Responsibilities (Domain 4)
Professional Demeanor and Ethics(Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities.
Goal Setting(Dimension 4.2) The teacher reflects on his/her practice.
Professional Development(Dimension 4.3) The teacher enhances the professional community.
School Community Involvement(Dimension 4.4) The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach.
TTESS Virtual Instruction Rubric
Now Available: T-TESS Virtual Instruction Rubric Given the increase in virtual classrooms and requests from districts statewide, the TEA has developed an aligned T-TESS rubric which isolates relevant, high-leverage practices in virtual instruction settings. This streamlined rubric will address the Planning, Instruction, and Learning Environment domains, including all current T-TESS dimensions within these domains. The rubric communicates best practices for virtual instruction and allows for focused observations and feedback with virtual instruction teachers