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

T-TESS Implementation Guidebook

T-TESS Teacher Handbook

T-TESS Appraiser Handbook

T-TESS Rubric

T-TESS Rubric (working)

T-TESS Virtual Instruction Rubric

Guidance for T-TESS Virtual Instruction Rubric

T-TESS Calibration Form

T-TESS Skill Dimension Crosswalk

T-TESS Observation Evidence Template

T-TESS Post Conference Plan Template

• August: T-TESS Refresher campus sign-in sheets (Zoom attendance) 

• August: T-PESS Principal Refresher certificates updated to HR program (i.e. TalentEd) and personnel file.

• Set Deadline for teacher goals for TTESS submitted to the online tool (i.e. DMAC, Strive) Suggestion: 1 professional, 1-2 student-centered (as determined by district)

• Establish Formal walk-throughs

• Establish an expectation of # of walk-throughs per teacher while doing virtual learning. This can/will change when we return to traditional learning.

• Review the Calibration Protocol with your administrative team so that you may begin collaborating on walk-throughs.

• Calibration suggestion: The administrative team should plan to do 1 calibration set (4 teachers minimum) a semester

• Establish a time for Strive/DMAC Administrator training

Teacher Rubric Domains and Dimensions Overview

4 Domains 16 Dimensions

Planning (Domain 1)

• 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.

Update (9-1-2020)

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

Teach for Texas 

https://www.teachfortexas.org/

T-TESS Virtual Instruction Rubric

TTESS Implementation Guidebook

T-TESS Rubric

T-TESS Rubric - Working Copy

Teacher Handbook

Appraiser Handbook

Guidance on Student Growth