1. MOVING TO T-TESS Texas Teacher Evaluation and Support System Copyright 2016

2. THE WHY OF T-TESS

3. Where were you in 1997? © 2016 TEPSA

4. What about PDAS?? © 2016 TEPSA

5. - George Couros

6. OVERVIEW OF T-TESS

7. Texas Teacher Evaluation and Support System © 2016 TEPSA

8. Objectives Today you will: become familiar with T-TESS process begin to move from procedural to conceptual in understanding how the domains, dimensions, descriptors, and performance levels of the T-TESS rubric apply to their roles and responsibilities Learn about the observation cycle understand that the T-TESS process is based on best practices and an ongoing system of feedback and support © 2016 TEPSA

9. Components of T-TESS © 2016 TEPSA Teacher Growth Goal Setting Professional Development Plan Evaluation Cycle Pre-conference Observation Post-conference Student Growth Portfolios District Assessments SLOs or State Assessments Not included until 2017-2018 School Year

10. Goal Setting and Professional Development Plan Cycle of Continuous Improvement Goal Setting – 1 st 3 weeks of school Based on data and processes used to assess students’ academic and developmental needs Utilize rubric descriptors to set goals Professional Development Plan Based on goals Differentiated for each teacher (should include district, campus and individual learning actions)

11. T-TESS Rubric Overview Standards and Alignment Data and Assessment Knowledge of Students Activities 1. Planning Classroom Environment, Routines, and Procedures Managing Student Behavior Classroom Culture 3. Learning Environment Achieving Expectations Content Knowledge and Expertise Communication Differentiation Monitor and Adjust 2. Instruction Professional Practices and Responsibilities Professional Demeanor and Ethics Goal Setting Professional Development School Community Involvement 4. Professional Practices and Responsibilities

12. Constant Feedback Loop Between: Teacher & Student Holistic nature of teaching Consistent focus on student response to teaching practice Observable domains focus on teachers and students rather than separating them Teacher & Administrator Teacher’s role to share insights and reflect on pedagogy Teachers included in systematic way System supports individualized professional growth

13. T-TESS Rubric Domain Dimension Descriptors

14. T-TESS Rubric Performance Levels

15. Proficient is WHAT??? T-TESS Proficient = PDAS Exceeds Expectations

16. Digging into the Rubric I do Think Aloud You do Explain Thinking We do Scaffold & Cue

17. Communication Instruction Dimension 2.3

18. Rubric Activity Directions: Modeled metacognition for Communication 2.3 Each group will use the same process to deconstruct the rubric for the following dimensions: Standards and Alignment (1.1) Content Knowledge and Expertise (2.2) Classroom Environment, Routines and Procedures (3.2) You will have 5 minutes per dimension.

19. When is Evidence Collected? Pre-conference Review of lesson and/or unit plans as applicable Communication between classroom observation and post- conference Prior to the Lesson Being Observed During the Lesson After the Lesson What the teacher says and does What the students say and do

20. Evaluation Cycle AnnouncedUnannounced Pre- Conference Observation Post- Conference Observation Post- Conference

21. The Pre-conference Purpose ? Benefits ?

22. Pre-Conference Purpose : To provide the teacher with an opportunity to share his/her thought process in developing the lesson/plan and provide additional details about the upcoming observation. To clarify expectations for teacher and student performance. To provide the appraiser with information about the lesson observation and criteria that may not be directly observable. © 2016 TEPSA

23. Congratulations – You are now the Appraiser!

24. Collective Evidence is Essential Teacher Actions What does the teacher say? What does the teacher do? Student Actions What do the students say? What do the students do? Copy wording from visuals used during the lesson Record time segments of the lesson Script only what you see occurring Do not include judgments or value statements

25. Lesson

26. Reflections Based on the evidence you collected, do you view this teacher’s instruction: Proficient Above Proficient Below Proficient

27. WHAT EVIDENCE DO YOU HAVE?

28. Evidence Activity – 10 minutes Table Groups 1.Categorize your evidence as a group on assigned dimension 2.Align to the rubric 3.Assign ratings to one of these dimensions 1.Achieving Expectations (2.1) 2.Content Knowledge & Expertise (2.2) 3.Communication (2.3) 4.Differentiation (2.4) 5.Monitor & Adjust (2.5) Group Share Once you complete table activity, choose a spokesperson to share your group findings

29. As the teacher, what do you want from a Post-Conference? Wants ? Don’t Want ?

30. Post-Conference Format Introduction Greeting Review Conference Process Ask a general impression question about the lesson. Reinforcement Reinforcement Area (Dimension) Self-Analysis and Follow-Up Questions Share Evidence for Reinforcement Refinement Refinement Area (Dimension) Self-Analysis and Follow-Up Questions Share Evidence for Refinement Share Recommendations Review Ratings Share Evidence for Ratings

31. OBJECTIVES © 2016 TEPSA

32. How Did We Do? become familiar with T-TESS process begin to move from procedural to conceptual in understanding how the domains, dimensions, descriptors, and performance levels of the T-TESS rubric apply to their roles and responsibilities learn about the observation cycle understand that the T-TESS process is based on best practices and an ongoing system of feedback and support

33. © 2016 TEPSA Remember…

34. T-TESS Thoughts… Great teaching is at the core of every quality education system. Research shows that there is no greater in-school factor than having an outstanding education in the classroom. T-TESS was developed by educators for educators. T-TESS is aligned to research-based, best practices for teaching and learning. The T-TESS process provides for actionable, timely feedback, allowing teachers set goals and identify professional development that will lead to refinement in knowledge and skills.

35. T-TESS Thoughts… The 'Proficient' performance level is representative of a 'Rock Solid' teacher. Trust is key to establish a new mindset for the relationship with appraisals and supporting teachers. Everyone in the school community is a public learner. The ultimate outcome is improved student achievement.

36. Let’s do laundry!

38. Learn more and register at tepsa.org/AceNetwork.tepsa.org/AceNetwork. © 2016 TEPSA