1. Teacher Excellence Support System (TESS) Leader Excellence and Development System (LEADS) Law and Process for Administrators

2. Today’s ground rules. . . 1. Be respectful of time and of others.
2. Be responsible for your learning and participation.
3. Be committed to success.
TESS Welcome
2014

3. A G E N D TESS & LEADS- Brief History Statute/Rules & Regs
Implementation Resources
TESS & LEADS Annual Implementation
After Year One. . . A G E N D
“Today’s agenda will show you what’s ahead. We will learn what TESS is and why it’s important to all teachers. There will be information on the Danielson Framework for Teaching that is the content used for Arkansas Teacher Evaluation. We’ll spend some time understanding the workflow for this system and what a teacher-role in TESS will be like. Before we leave today, we will ask and answer questions and then leave prepared with resources that are available should you need them to learn more about TESS.”

4. Learning Outcomes Develop a working knowledge of the TESS & LEADS
Become familiar with the responsibilities of implementation
Identify personal next- steps
“Today’s best outcome will be leaving with a basic knowledge of the scope of TESS; as well as feeling better prepared for benefiting as a professional educator from TESS because you will understand what TESS means for you as a teacher and what you will be expected to know and do.”

5. Why Teacher Support and Leader Development?
EFFECTIVE TEACHERS
Commit to students & learning
Know subject content
Manage students
Think about personal practice
Belong to the learning community
Defining the Effective Teacher: Current Arguments in Education, Tim Markley, November, 2004
TESS Foundation
2014

6. TESS Foundation
2014

7. TESS/LEADS begins. . . State Statute – Act 1209 of 2011
Arkansas’ ESEA Flexibility Plan: Federal waiver from NCLB
TESS Law – Act 709 of 2013 (Section 4)
Analyze student growth at every phase
Require annual evidence of student growth – artifacts and external assessments
Use clearly defined domains, ratings, and components
TESS Law—Act 1091 of 2015
TESS Foundation
2014

8. TESS Rules ADE promulgates Rules and Regulations
Written to clarify requirements for implementation
A time of public comment and Arkansas State Board approval
Fast find: TESS icon under Helpful Websites on Arkansased.gov
TESS Foundation
2014

9. Professional Learning Plan is changed to Professional Growth Plan
Professional Development Plan is defined as the overall school district plan and Professional Growth Plan is the individual educator’s plan
The timing of summative evaluations is changed to every four years (instead of three)
Informal observations are encouraged, but are no longer mandatory
Changes to TESS Law

10. TESS & LEADS Handbook
Required to show to teachers and staff (1 Hour) Com Memo LIC
New to the ADE Website. . .

11. Interim Teacher Appraisal Process Intensive Support Status
AR-TESS
Teacher Tracks
Track 1
Probationary/
Novice*
Track 2
Interim Teacher Appraisal Process
Year 3: SUMMATIVE EVALUATION
FORMAL OBSERVATION –Pre and Post Conference
INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components
COLLABORATIVE PGP – review and/or revise
SUMMATIVE EVALUATION MEETING - summative rating results over all components
2A: SUMMATIVE EVALUATION
FORMAL OBSERVATION –Pre and Post Conference
INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components
COLLABORATIVE PGP – review and/or revise
SUMMATIVE EVALUATION MEETING - summative rating results over all components
Track 3
Intensive Support Status
SUMMATIVE EVALUATION
COLLABORATIVE INTENSIVE PGP – review and/or revise often
MAY INCLUDE INFORMAL AND FORMAL OBSERVATIONS
FREQUENT TEACHER & EVALUATOR CONFERENCES
Note: Teacher may remain in this track for two semesters; and two additional semesters may be added if improvement is observed.
2B3: INTERIM APPRAISAL
INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components
COLLABORATIVE PGP – review and/or revise
END OF YEAR REVIEW - performance rating results based on PGP goals
Year 2: SUMMATIVE EVALUATION
FORMAL OBSERVATION –Pre and Post Conference
INFORMAL OBSERVATIONS - may be included: may focus on PGP growth components
COLLABORATIVE PGP – review and/or revise
SUMMATIVE EVALUATION MEETING - summative rating results over all components
2B2: INTERIM APPRAISAL
INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components
COLLABORATIVE PGP – review and/or revise
END OF YEAR REVIEW - performance rating results based on PGP goals
Year 1: SUMMATIVE EVALUATION
FORMAL OBSERVATION –Pre and Post Conference
INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components
COLLABORATIVE PGP – Develop PGP
SUMMATIVE EVALUATION MEETING - summative rating results over all components
2B1: INTERIM APPRAISAL
INFORMAL OBSERVATIONS - may be included; may focus on PGP growth components
COLLABORATIVE PGP – review and/or revise
END OF YEAR REVIEW - performance rating results based on PGP goals
Student growth will be a component of the educator’s overall rating. Student growth data will be available after the performance rating is established each year, in both summative and interim appraisal tracks.
*1) A first year teacher is both a novice and probationary teacher.
2)"Probationary teacher" means a teacher who has not completed three (3) successive years of employment in the school district in which the teacher is currently employed. A teacher employed in a school district in this state for three (3) years or a teacher who has been given credit for a prior service in another school district shall be deemed to have completed the probationary period; however, an employing school district may, by a majority vote of the directors, provide for one (1) additional year of probationary status. Arkansas Code: §
TESS does not conflict with, nor replace the Arkansas Teacher Fair Dismissal Act (ATFDA).
Revised 7/15/15

12. AR-LEADS Categories Intensive Category Probationary/ Novice Category
Inquiry Category
Year 3
Professional Growth Plan Monitored and Revised
Formative Assessment Conferences
Summative Evaluation Conference
Over all required functions; PGP is revised based on feedback from evaluations; Student growth Data included with professional practice rating
Year 2
Year 1
Summative Evaluation Year
Professional Growth Plan Monitored and Revised
Formative Assessment Conferences
Summative Evaluation Conference
Over all required functions; PGP is revised based on feedback from evaluations
Intensive Category
Interim Appraisal
(Non-Summative Years)
PGP
Focus on and review throughout the year
Collect evidence and artifacts
Reflect on Progress
Revise as needed
Conversations
Focus on PGP and evidence
End of Year Conference
Professional Growth Plan and performance rating results based on functions outlined in PGP
Intensive Growth Plan (IGP)
Develop based on identified
areas of need
Multiple Formative Assessment Conferences and Observation of PGP Progress
Multiple conferences between principal/supervisor to monitor progress
Summative Evaluation Conference to discuss final ratings (formative work of IGP considered)
Note: An administrator may remain in the Intensive Category for up to 2 consecutive semesters. Two additional semesters may be added if progress is observed.
-Interim Appraisal is 3 years of the 4 Year Inquiry Category cycle
-Student Growth Data will be included in an Administrator’s Yearly Rating
Revised 7/15/15

13. TESS Legal Requirements Quick Reference
Follow the discussion procedure as with the previous slide, mentioning the ‘requirements’ and the ‘district options’.
TESS Legal Requirements Quick Reference

14. PGP
Informal
Formal
Additional Artifacts
Mid-Year Review
Summative
End of Year Review
Final Ratings Report

15. TESS Objectives
Arkansas Code
Provide a transparent and consistent teacher evaluation system that ensures effective teaching and promotes professional learning
Provide feedback and a support system supporting teachers improvement in professional knowledge and skills, as well as improving student learning
Provide a basis for making teacher employment decisions
Provide links between evaluation procedures and curricular standards, professional development, targeted instructional support
Inform policymakers on benefits of a consistent evaluation and support system in regard to improving student achievement
Increase the awareness of parents and guardians of students concerning the effectiveness of teachers
“Established by state statute, the Arkansas TESS teacher evaluation system is planned and implemented with these purposes”
Read bullet points on slide.
Have participants discuss which objective they feel is the strongest objective and which they have the most concern about.

16. TESS Composite Data: Arkansas School Performance Reports 2018-2019
TESS Foundation
2014

17. TESS Defining Danielson
Charlotte Danielson:
“An effective system of teacher evaluation accomplishes two things:
it ensures quality teaching
it promotes professional learning.
The quality of teaching is the single most important determinant of student learning.
A school district’s system of teacher evaluation is the method by which it ensures that teaching is of high quality.
Therefore, the system developed for teacher evaluation must have certain characteristics; it must be rigorous, valid, reliable and defensible, and must be grounded in a research-based and accepted definition of good teaching.”
TESS Defining Danielson
2014

18. TESS Defining Danielson
Can be defined
Can be observed
Creates evidence
GOOD
TEACHING
“The Framework for Teaching that Charlotte Danielson put together works for teachers. Why? Because you can define ‘good teaching’. You can witness ‘good teaching’. And ‘good teaching’ leaves tracks. The descriptions of ‘what good teaching is’ are the content of the rubric for TESS. Charlotte Danielson not only developed the Framework for Teaching for classroom teachers, but she also extended the work into the specialty area rubrics that we use.”
TESS Defining Danielson

19. TESS Defining Danielson
Framework for Teaching Design
Teacher Practices – What teachers do and how well they do the work of teaching.
Results – What teachers accomplish; typically, how well their students learn.
TESS Defining Danielson
2014

20. TESS Defining Danielson
THEMES
Appropriate use of technology
Attention to individual student needs
Cultural competence
Developmental appropriateness
Equity
High expectations
Student acceptance of responsibility
TESS Defining Danielson
2014

21. TESS Licensed Teachers for and others Gifted Coordinators
Instructional Specialists
Library Media Specialists
School Counselors
School Psychologists
Speech-Language Pathologists
Notes:
‘Teacher’ = non-licensed classroom teacher working at public charter schools.
Pre-school teachers are not required to attend, but districts/co-ops may include them.
TESS Foundation
2014

22. Specialty Area Rubrics
Rubrics for the following specialty areas are available
School Counselor
Library Media Specialist
School Psychologist
Gifted Coordinator
Instructional Specialist
Speech Language Pathologist
Based on Danielson’s Framework for Teaching
Divide

23. Framework for Teaching
Domain – a group of components
Component – a statement of effective teaching practice(s)
Element(s) – essential part of the component 4 22
“The Organization of content follows the structure shown by this slide: There are 22 statements of good teaching practices which are the ‘components’ of the framework. Imagine – 22 descriptions of components of being an effective teacher, and the vital stuff is covered! Doesn’t it feel good to think that you can know what best instructional practices are?
There are 4 groups of components that describe practice before, during and after you teach.
Each of the components has important parts – it’s like components of the components. They are called ‘elements’. Components have different numbers of elements – they help us to better understand what is required to be successful in each component.”
If you have participants who will be using a Specialty Rubric, discuss the similarities and differences of Classroom and Specialty Rubrics (They all have 4 domains. Specialty Rubrics may include program planning and implementation in addition to working directly with students.) 76
TESS Defining Danielson

24. TESS Annual Process Data Gathering Use of Evidence Results
Professional Growth Plan
Evaluation Planning
Informal Evaluations & Evidence Collected
Pre and Post Observation Conferences
Rating of Practice & Evidence
Summative Evaluation/End of Year Conference
Use of Evidence Results
TESS Annual Process
TESS Process
2014

25. Observation Evidence
1. An observed aspect of the classroom environment. 2. Non-evaluative statements of observed teacher or student behavior. 3. Numeric information about time, student participation, resource use, etc. 4. Verbatim scripting of teacher or student comments.
TESS Process
2014

26. TESS Defining Danielson
Levels of Performance
Unsatisfactory
Basic
Proficient
Distinguished
Not No
Not clear
Unaware
Does not respond
Poor
Not congruent
Some
Attempts to
Limited
Moderate
Uneven
Inconsistent
Rudimentary
Consistent
High quality
Timely
Accurate
Appropriate
Clear
Effective
High expectations
All students
Highly effective
Entirely appropriate
Adapted for individual students
Fully aligned
Extensive
Let’s review what we know about the design of the Arkansas TESS Rubric:
Allow whole group responses as you remind participants of the Framework for Teaching – who designed it – how it is organized.
(Brief review of concepts here.)
We now know that the framework tell us ‘what effective teachers know’, but it also tells us ‘What an accomplished teacher does in the performance of his/her duties’. This is shown in the framework by categories known as ‘Levels of Performance’. Each teacher’s instructional work will prove a rating, so in addition to what we’ve learned about the design of the Framework, each component has descriptors for four levels of instructional practice. The levels are Unsatisfactory, Basic, Proficient, and Distinguished. As you become familiar with the framework, you can see that each level will be described consistently.
(Note: Click to bring in each list of level vocabulary and talk through them.)
Here is what we know about teachers at each level:
UNSATISFACTORY
The teacher performing at the Unsatisfactory level does not yet appear to understand the concepts underlying the component. This teacher must work on the fundamental practices associated with the elements to grow and develop into proper performance. In some areas of practice, performance at the Unsatisfactory level represents teaching that is below the licensing standard of “DO NO HARM”.
BASIC
The teacher performing at the Basic level appears to understand the concepts underlying the component and attempts to implement its elements, but implementation is sporadic, intermittent, or otherwise not entirely successful. Additional training and practice should lead a teacher to become proficient.
PROFICIENT
The teacher performing at the Proficient level clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level. Teachers at the Proficient level are experienced, professional educators. They thoroughly know their content, they know their students, they know the curriculum and have a broad repertoire of strategies and activities to use with students, and they can easily move to ‘Plan B’ if that turns out to be necessary. These teachers have mastered the work of teaching while working to improve their practice. They can serve as resources to one another as they participate in the professional learning community.
DISTINGUISHED
Teachers performing at the Distinguished level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level from those of other teachers. Such classrooms consist of a community of learners, with students highly motivated and engaged and assuming considerable responsibility for their own learning. All the common themes are manifested as appropriate, in the classroom of a Distinguished teacher.
Distinguished-level performance is very high performance. Some teachers (particularly in some situations) may never attain it consistently. Some educators have said, “Distinguished-level performance is a good place to visit, but don’t expect to live there.”
The student component is important. In some instances it is a challenge to create a community of learners, but Distinguished-level remains a goal for all teachers, regardless of the challenges.
One way to think of these might be to remember swimmers:
A swimmer at Unsatisfactory could be compared to a non-swimmer who has been thrown into deep water and is drowning.
At Basic level, the swimmer can dog paddle, but nothing else. Basic can get across the lake, but may be swamped if any waves come up.
The Proficient level swimmer knows several different strokes and when to use them – and will do it successfully.
A Distinguished swimmer is the competitive swimmer who is perfecting strokes – or is the swimming teacher. 26
TESS Defining Danielson

27. Professional Growth Plan Requirement
A major component of TESS
Identifies professional learning outcomes to advance the teacher’s professional skills
Clearly links professional development activities and the teacher’s individual professional learning needs identified through the observation process
Plan requires at least ½ of the professional development hours required by law or rule are related to one or more of the following:
Teacher’s content area
Instructional strategies applicable to the teacher’s content area
The educator’s identified needs
TESS Process
2014

28. Goals for PGP
What

29. Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work
Data have no meaning beyond that which we make of them
Shared meaning develops from collaboratively exploring, analyzing, and interpreting data
Provide Data

30. Goal Planning
WHAT

31. Goals and PGP
HOW

32. LEADS PGP Questions based on data

33. LEADS Ratings

34. LEADS Meeting Notes

35. Artifacts/Evidence No minimum required by the state
Use only to enhance evidence
Especially important on 2B1, 2B2, 2B3 years
Use Additional Artifacts throughout the year
Rename the artifacts with the component represented
If a pdf or picture--double click under rename, tag, add comment and save
Appears in e-portfolio and can be used for summative or end of year reviews

36. Professional Growth Plan
1. Target Area for Growth
2. Align TESS Component
3. Write Professional Growth Goal
4. Professional Growth Goal Plan (Steps & Timeframe)
5. Create Theory of Action (Strategies, Results, Data)
6. Reflection (Mid-Year & End-of-Year)
TESS Process
2014

37. TRACK 1: Novice/Probationary Teachers
All Track 1 Teachers have a summative evaluation over all framework components. Teachers may be in Track 1 for one to three years depending on teaching experience and district policy.
NOVICE TEACHER
Less than 3 years teaching experience.
In Track 1 for 3 years
PROBATIONARY TEACHER
New to district
Teachers are Probationary 1 year unless district policy provides for additional years.
Note:
Formative observations can focus on targeted growth areas.
Formal observation on all components.
Summative Evaluation on all components.
TESS Process
2014

38. TRACK 2: Interim Teachers Appraisal
Track 2 Teachers are in a 4-year cycle which means one of four years is a Summative Evaluation year. The other three years are focused on the teacher’s Professional Growth Plan Goals.
2A: SUMMATIVE EVALUATION YEAR
Multiple informal observations
Formal observation on all components
2B1, 2B2 & 2B3: INTERIM APPRAISAL YEARS
Evaluated on PGP Components
Teachers move from 2B2 to 2B1, then 2A
Note:
Teachers may be moved from an Interim Appraisal Track to 2A: Summative Evaluation Track by administrative decision following consideration of evidence collected and/or PGP work.
TESS Process
2014

39. TRACK 3: Intensive Support Teachers
Track 3 teachers need intense, targeted assistance to correct areas of concern from observations or teacher performance.
Placement is data-based.
Teachers may have received ‘Unsatisfactory’ or ‘Basic’ in the majority of components of a domain.
Teachers have received ‘Unsatisfactory’ in any one domain.
Placement may occur at any time from Track 1 or Track 2A.
Note:
TESS does not conflict, nor is it meant to replace the Arkansas Teacher Fair Dismissal Act.
TESS Process
2014

40. Formal Evaluation Reminders
Formal Observation (around December/January) is required with a Pre- and Post-Conference.
Only ONE Formal is required for Track 1 (each year) and Track 2A; however, additional formals may be necessary.
All Domains and Components are included.
Formal Observation includes a minimum observation 75% of the class period for regular classes and 45 minutes of block periods.
Evidence from Formative Observations is included in the final Summative Evaluation Year rating established by the Evaluator before Summative Evaluation Conference.
TESS Process
2014

41. Formal Evaluation (cont’d)
Only credentialed, licensed administrators complete Formal Observations.
Others who are TESS trained may complete formative observations.
Summative Evaluation Ratings are given for each Domain and a total Summative Rating.
TESS Process
2014

42. TESS Defining Danielson
Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.
Talk About Teaching!
Charlotte Danielson
2009, Corwin Press
What will having a professional conversation mean? When will it occur? What would be good practices for success in crucial conversations?
TESS Defining Danielson
2014

44. How Ratings Will Be Determined in 17-18 and Reported in 18-19
Overall Summative Rating
Performance Rating: Observations; Artifacts/Evidence; Professional Growth Plan
Student Growth
We have covered the design of the Rubric and the processes of TESS - We understand about components and levels of performance. What we haven’t covered in detail is the requirement of TESS to include evidence of student growth. Teacher ratings will be based on professional practice and student performance. The student performance component of the rating is based on student growth according to TESS Rules and Regulations.
Our state is in the process of finalizing the model of Student Growth Measurement that will be part of Teacher Performance Ratings.”
4/27/2017

45. TESS-Ready Administrator
System Non-negotiable Items
System Discretionary Items
Evaluator credentialing
Formative Evaluator
Teacher Training
Teacher Track placement
Proper Evidence Collection
Artifacts required
Professional Growth Plan
Data to inform PGP Goals
TESS Evaluation Rubric
Specialist Evaluation Rubric required components
Inclusion of Arkansas Teacher Fair Dismissal [1983]
Number of Informal Observations
Scope of Informal Observations
Format of Informal Observations
TESS Process
2014

46. TESS/LEADS-Ready District
Ensures proper training and testing for school/ district personnel
Provides clear and consistent communication concerning TESS/LEADS implementation following appropriate district policies
Provides appropriate support for building-level leaders in TESS/LEADS planning and implementation
Demonstrates implementation of TESS/LEADS with fidelity
TESS Process
2014

47. TESS Teacher Training
Requirements for teacher training in the Danielson Framework for Teachers are established at the school/district level.
Decisions about on-going training should be based on previous evaluations, professional learning, and/or a needs assessment.
Remember – New teachers must be trained in the evaluation system to be used. Use care in omitting component training.
TESS Process
2014

48. The Arkansas Department of Education posted a one (1) hour video up-date on TESS for viewing by all teachers and administrators on Arkansased.gov
Remind participants to check on new information for TESS on the ADE website.

49. - Using the rubric works -
Allow the language of the rubric to become the language of your communication. . .
Use it for your Goals
Use it with your Artifacts and tagging
- Using the rubric works -
Best Practices cont’d.

50. TESS Defining Danielson
Professional
Development
AIMM
(mentoring)
Educator
Evaluation
TESS
Data
Literacy
Student
Growth
Disciplinary
Literacy
CCSS
Implementation
TESS Defining Danielson
2014

51. TESS Support & Feedback
YOU CAN DO IT!
Plan and implement with fidelity.
Be aware of district evaluation policies.
Remember The Arkansas Teacher Fair Dismissal Act of 1983, codified at Arkansas Code. Annotated section et seq.
TESS Support & Feedback
2014

52. Recommended Resources
Enhancing Professional Practice: A Framework for Teaching, C. Danielson, 2nd edition
The Handbook for Enhancing Professional Practice, C. Danielson
Implementing the Framework for Teaching in Enhancing Professional Practice, C. Danielson
Visible Learning, John Hattie
Visible Learning for Teachers, John Hattie
TESS Support & Feedback
2014

53. Recommended Resources
Eduleadership.org
for Justin Baeder of The Principal Center
subscribe to his newsletter for Framework-
centered learning
2. Achievethecore.org
“What will you see when teachers have transitioned to teaching the Common Core?” Leadership tools and Newsletter
TESS Support & Feedback
2014

54. Upcoming Events BloomBoard for Teachers BloomBoard University
BloomBoard in Co-Ops
ADE Equitable Access Project
Upcoming Events

55. Sandra Hurst, Director of Educator Evaluation
Becky Gibson, Program Advisor
Diann Gathright, State Trainer
Jim Johnson, State Trainer