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T-TESS

Conferencing Tool Flip Chart

This tool was designed to be a resource for goal‐se ng, pre‐conference, and post‐

conference mee ngs that are the integral part of T‐TESS. It has full versions of Domains

1 and 4, abbreviated versions of Domains 2 and 3, and the Texas Teacher Standards

along with T‐TESS requirements/recommenda ons for these mee ngs and examples of

goal‐se ng op ons. Consult your T‐TESS Appraiser Training Handbook for full guidance

on these steps, or contact your T‐TESS team at your regional service center.

Visit our Smore page for more support as you roll out T‐TESS:

www.smore.com/bukqd

Directions for flip chart assembly:

1. Print the PDF.

2. Copy onto cardstock front to back flip‐

ping on long edge.

3. Cut along gray line on the front side of

each page.

4. Assemble with binding machine along

top edge.

5. Complete the purpose statement on the

back cover. Leading change is hard. Focus

on your end goal and vision for instruc on

on your campus.

Created at ESC Region 17

Contact [email protected] for PDF.

T-TESS Requirements/Recommendations from TEA, Updated 5/6/2016

Orienta on

Goal‐Se ng & Professional De‐

velopment (GSPD) Conference Pre‐Conference Post‐Conference

End‐of‐Year (EOY)

Conferences

Teacher’s First

Year with T‐TESS

Required for All

Teachers New to

T‐TESS

Required for All Teachers New to

T‐TESS to Develop an Ini al GSPD

Plan

Recommended for Formal

Observa ons

Required for the First

45‐Minute Formal

Observa on

Recommended for Oth‐

er Observa ons

Required for All

Teachers New to

T‐TESS

Teacher’s Second

Year and Beyond

with T‐TESS

(Only Required

for Teachers

New to the Dis‐

trict or When

District Appraisal

Policy Changes)

Recommended GSPD Conference

to Review and Approve Goals from

the EOY Conference

Required for Teachers New to the

District to Develop a GSPD Plan

Required Pre‐Conference for

Announced Observa ons

Recommended for Other

Unannounced Formal Obser‐

va ons

Required for the First

45‐Minute Formal

Observa on

Recommended for Oth‐

er Observa ons

Required for All

Teachers

Teachers in a Year

When a Full Ap‐

praisal is Not Con‐

ducted Due to the

Alterna ve Year

Waiver

(Only Required for

Teachers New to

the District or

When District

Appraisal Policy

Changes)

GSPD Conference to Review and

Approve Goals from the EOY Con‐

ference

N/A — No Formal Observa‐

on Conducted

N/A — No Formal Observa‐

on Conducted

Feedback/Evidence is

Provided for Informal

Observa ons Per Local

Policy

Modified Required For All

Teachers to Review Goals,

Professional Development,

Student Growth (2017‐18 &

Beyond), and to Discuss

DRAFT Goals for Next Year

For Planning, Dimension 1.1

Aligned goals, standards, and

objecves

Lesson structure/design and

pacing

Technology integraon

To start the conversaon, consider . . .

What is/was the standard?

What is/are the learning objecve(s)?

Talk to me about sequencing leading

up to this lesson and where you go

next.

How do you make decisions about us‐

ing technology?

Tell me how you plan for ming your

lessons.

Planning 1.1 Standards & Alignment

The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT

NEEDED

• All rigorous and measurable goals aligned to

state content standards.

• Integra on of technology to enhance mastery

of goal(s).

• All ac vi es, materials and assessments that:

—are logically sequenced

—are relevant to students’ prior understanding

and real‐world applica ons

—integrate and reinforce concepts from other

disciplines

—provide appropriate me for student work,

student reflec on, lesson and lesson closure

—deepen understanding of broader unit and

course objec ves

—are ver cally aligned to state standards

—are appropriate for diverse learners

• Objec ves that are aligned and logically se‐

quenced to the lesson’s goal, providing rele‐

vant and enriching extensions of the lesson.

• All measurable goals aligned to state

content standards.

• Integra on of technology to enhance

mastery of goal(s).

• All ac vi es, materials and assess‐

ments that:

—are sequenced

—are relevant to students’ prior un‐

derstanding

—integrate other disciplines

—provide appropriate me for student

work, lesson and lesson closure

—reinforce broader unit and course

objec ves

—are ver cally aligned to state stand‐

ards

—are appropriate for diverse learners

• All objec ves that are aligned and

logically sequenced to the lesson's

goal.

• All goals aligned to state

content standards.

• Integra on of technology

when applicable.

• All ac vi es, materials

and assessments that:

—are sequenced

—are relevant to students

—provide appropriate me

for lesson and lesson clo‐

sure

—fit into the broader unit

and course objec ves

—are appropriate for di‐

verse learners

• All objec ves that are

aligned to the lesson’s

goal.

• Most goals aligned to


• Most ac vi es, materi‐

als and assessments that:

—are sequenced

—some mes provide

appropriate me for

lesson and lesson closure

• Lessons where most

objec ves are aligned and

sequenced to the lesson’s

goal.

• Few goals aligned to


• Few ac vi es, materi‐

als and assessments that:

—are sequenced

—rarely provide me for

lesson and lesson closure

• Lessons where few

objec ves are aligned

and sequenced to the

lesson’s goal.

Student‐Centered Ac ons Teacher‐Centered Ac ons


Formal and informal assess‐

ments

Progress monitoring

Communicaon and feedback

Data to inform instrucon

You could say . . .

How do you check for understand‐

ing?

How do you monitor progress during

learning?

Talk to me about how you provide

feedback to students?

What data informed your instruc‐

onal choices for the lesson?

Planning 1.2 Data & Assessment

The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED

• Formal and informal assessments

to monitor progress of all students,

shares appropriate diagnos c, forma‐

ve and summa ve assessment data

with students to engage them in self

assessment, build awareness of their

own strengths and weaknesses and

track their own progress.

• Consistent feedback to students,

families and school personnel on the

growth of students in rela on to

classroom and campus goals and

engages with colleagues to adapt

school‐wide instruc onal strategies

and goals to meet student needs

while maintaining confiden ally.

• Analysis of student data connected

to specific instruc onal strategies

and uses results to reflect on his or

her teaching and to monitor teaching

strategies and behaviors in rela on

to student success.

• Formal and informal assess‐

ments to monitor progress of

all students and incorporates

appropriate diagnos c, forma‐

ve and summa ve assess‐

ments data into lesson plans.

• Consistent feedback to stu‐

dents, families and other

school personnel on the

growth of students in rela on

to classroom and campus

goals, while maintaining stu‐

dent confiden ality.

• Analysis of student data

connected to specific instruc‐

onal strategies and uses

results to reflect on his or her

teaching and to monitor

teaching strategies and behav‐

iors in rela on to student

success.

• Formal and informal as‐

sessments to monitor pro‐

gress of all students.

• Substan ve, specific and

mely feedback to stu‐

dents, families and other

school personnel while

maintaining confiden ality.

• Analysis of student data

connected to specific in‐

struc onal strategies.

• Formal and informal

assessments to monitor

progress of most stu‐

dents.

• Timely feedback to

students and families.

• U liza on of mul ple

sources of student data.

• Few formal and informal

assessments to monitor

student progress.

• Few opportuni es for

mely feedback to stu‐

dents or families.

• U liza on of few

sources of student data.

Student‐Centered Teacher‐Centered


Students’ prior knowledge

Adjustments to student needs

Diverse learning for strengths and

gaps

Social‐emoonal

Learning styles

You could ask . . .

What prior learning will/did you

reference?

What student experiences lend

themselves to the new learning?

Will you/did you have to address

gaps in knowledge or experience to

have all students achieve learning

goals for the lesson?

Planning 1.3 Knowledge of Students

Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development

andachievement for all students.


• All lessons that connect

to students’ prior

knowledge, life experienc‐

es, interests and future

learning expecta ons

across content areas.

• Opportuni es for stu‐

dents to u lize their indi‐

vidual learning pa erns,

habits and needs to

achieve high levels of aca‐

demic and social‐

emo onal success.

• Guidance for students to

apply their strengths, back‐

ground knowledge, life

experiences and skills to

enhance each others’

learning.

• All lessons that con‐

nect to students’ prior

knowledge, life experi‐

ences and future learn‐

ing expecta ons.

• Opportuni es for stu‐

dents to u lize their in‐

dividual learning

pa erns, habits and

needs.

• All lessons that con‐

nect to students’ prior

knowledge and experi‐

ences.

• Adjustments to ad‐

dress strengths and

gaps in background

knowledge, life experi‐

ences and skills of all

students.

• Most lessons that

connect to students’

prior knowledge and

experiences.

• Adjustments to ad‐

dress strengths and

gaps in background

knowledge, life expe‐

riences and skills of

most students.

Few lessons that con‐

nect to students’ pri‐

or knowledge and

experiences.

• Adjustments to

address strengths

and gaps in back‐

ground knowledge,

life experiences and

skills of few students.



Quesons/HOTS (higher order

thinking skills)

Grouping students

Roles & responsibilies

Acvies, resources, materials,

technology

Problem solving

Goal seng

You could say . . .

How do you plan for quesoning?

Talk to me about the student

grouping in this lesson.

What jobs do you assign your stu‐

dents as they work in class?

Tell me how you choose acvies,

resources, technology, and instruc‐

onal materials. What is your

thought process to ensure align‐

ment?

Planning 1.4 Activities

The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement.


• Opportuni es for students to

generate ques ons that lead

to further inquiry and promote

complex, higher order think‐

ing, problem solving and real‐

world applica on.

• Instruc onal groups based

on the needs of all students,

and allows for students to take

ownership of group and indi‐

vidual accountability.

• The ability for students to set

goals, reflect on, evaluate and

hold each other accountable

within instruc onal groups.

• Ac vi es, resources, tech‐

nology and instruc onal mate‐

rials that are all aligned to in‐

struc onal purposes, are var‐

ied and appropriate to ability

levels of students and ac vely

engage them in ownership of

their learning.

• Ques ons that encourage

all students to engage in com‐

plex, higher‐order thinking

and problem solving.

• Instruc onal groups based

on the needs of all students

and maintains both group and

individual accountability.

• All students understanding

their individual roles within

instruc onal groups and facili‐

tates opportuni es for stu‐

dent input on goals and out‐

comes of ac vi es.

• Ac vi es, resources, tech‐

nology and instruc onal ma‐

terials that are all aligned to

instruc onal purposes, are

varied and appropriate to

ability levels of students.

• Ques ons that en‐

courage all students to

engage in complex,

higher‐order thinking.

• Instruc onal groups

based on the needs of

all students.

• All students under‐

standing their individu‐

al roles within instruc‐

onal groups.

• Ac vi es, resources,

technology and instruc‐

onal materials that are

all aligned to instruc‐

onal purposes.

• Ques ons that pro‐

mote limited, predicta‐

ble or rote responses

and encourage some

complex, higher order

thinking.



most students.

• Most students under‐

standing their individu‐

al roles within instruc‐

onal groups.


technology and/or in‐

struc onal materials

that are mostly aligned

to instruc onal purpos‐

es.

• Encourages li le to

no complex, higher

order thinking.



a few students.

• Lack of student un‐

derstanding of their

individual roles within

instruc onal groups.


technology and/or in‐

struc onal materials

misaligned to instruc‐

onal purposes.

Student‐Centered Teacher‐Centered

NOTE: This Conferencing Tool flip chart focuses on conferencing requirements/recommendaons of T‐TESS, goal‐seng informaon for the

Goal‐Seng Conference, Domain 1 addressed extensively in Pre‐Conferencing, and Domain 4 that is addressed extensively in Post‐

Conferencing. An abbreviated version of Domains 2 and 3 can be found on the next two pages as a reference during these conferences, but

do consult the full rubric for more informaon. Only the Proficient descriptors are included below. Full versions of Domains 1, 2, and 3 can

be found in the Observaon Tool flip chart.

Dimension 2.1: Achieving Expectaons

The teacher supports all learners in their pursuit of high levels of academic and social‐emoonal success.

Proficient Descriptors:

Sets academic expectaons that challenge all students.

Persists with the lesson unl there is evidence that most students

demonstrate mastery of the objecve.

Addresses student mistakes and follows through to ensure stu‐

dent mastery.

Provides students opportunies to take iniave of their own

learning.

Dimension 2.2: Content Knowledge and Experse

The teacher uses content and pedagogical experse to design and execute lessons aligned with state standards, re‐

lated content, and student needs.

Domain 2: Instrucon (Most of the evidence for this domain will be collected during classroom observaon.)

Proficient Descriptors (2.2):

Conveys accurate content knowledge in mul ple contexts.

Integrates learning objec ves with other disciplines.

An cipates possible student misunderstandings.

Provides opportuni es for students to use different types of

thinking (e.g., analy cal, prac cal, crea ve and research‐based).

Accurately reflects how the lesson fits within the structure of the

discipline and the state standards.

Dimension 2.3: Communica on

The teacher clearly and accurately communicates to support persistence, deeper learning, and effec ve effort.


Establishes classroom prac ces that provide opportuni es for most students

to communicate effec vely with the teacher and their peers.

Recognizes student misunderstandings and responds with an array of teach‐

ing techniques to clarify concepts.

Provides explana ons that are clear and uses verbal and wri en communica‐

on that is clear and correct.

Asks remember, understand and apply level ques ons that focus on the ob‐

jec ve of the lesson and provoke discussion.

Uses probing ques ons to clarify and elaborate learning.

Domain 2: Instruction (Abbreviated Version)

2.2 Look Fors

Content knowledge in mul ple contexts

Objec ves ed to other disciplines (cross‐

disciplinary)

An cipa ng misunderstandings and

teaching techniques

Thinking/HOTS

Sequencing and linking instruc on

2.3 Look Fors

Two‐way communica on: T‐S,

P‐P

An cipa ng misunderstandings

Verbal & wri en communica‐

on

Ques oning/wait me

Technology/visual tools

Dimension 2.4: Differenaon

The teacher differenates instrucon, aligning methods and techniques to

diverse student needs.


Adapts lessons to address individual needs of all students.

Regularly monitors the quality of student parcipaon and performance.

Provides differenated instruconal methods and content to ensure stu‐

dents have the opportunity to master what is being taught.

Recognizes when students become confused or disengaged and responds

to student learning or social/emoonal needs.

Dimension 2.5: Monitor and Adjust

The teacher formally and informally collects, analyzes, and uses student pro‐

gress data and makes needed lesson adjustments.


Consistently invites input from students in order to monitor and adjust

instrucon and acvies.

Adjusts instrucon and acvies to maintain student engagement.

Monitors student behavior and responses for engagement and under‐

standing.

2.4 Look Fors

Individualized lessons

Monitoring parcipaon &

performance

Differenated content and

methods (process)

Recognizing confusion and

disengagement

2.5 Look Fors

Monitor and adjust instruc‐

on and acvies

Adjustments to maintain

engagement

Monitors “behaviors”

Checking for understanding

Quesoning and academic

feedback

Domain 3: Learning Environment (Abbreviated Version)

Dimension 3.1: Classroom Environment, Rou nes, and Procedures

The teacher organizes a safe, accessible and efficient classroom.


All procedures, rou nes and transi ons are clear and efficient.

Students ac vely par cipate in groups, manage supplies and equipment with

very limited teacher direc on.

The classroom is safe and organized to support learning objec ves and is

accessible to most students.

Dimension 3.2: Managing Student Behavior

The teacher establishes, communicates, and maintains, clear expecta ons for student

behavior.


Consistently implements the campus and/or classroom behavior system proficiently.

Most students meet expected classroom behavior standards.

Dimension 3.3: Classroom Culture

The teacher leads a mutually respec ul and collabora ve class of ac vely

engaged learners.


Engages all students in relevant, meaningful learning.

Students work respec ully individually and in groups.

Domain 3: Learning Environment (Most of the evidence for this domain will be collected during classroom observa on.)

3.3 Look Fors

Relevant, meaningful learning

Working respec ully (individual

and group)

Collabora on and rapport

3.2 Look Fors

Behavior systems

Behavior standards

For Professional Pracces &

Responsibilies, Dimension 4.1

Code of ethics

Professional standards

Student advocacy

This dimension is prey observa‐

ble as you work with a teacher.

However, you may not be aware of

advocacy efforts. You can dig into

the Proficient expectaon by ask‐

ing about what the teacher does

when it becomes clear that a stu‐

dent needs something more or

different from others.

Professional Practices & Responsibilities 4.1 Professional Demeanor and Ethics

The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and stat-

utory responsibilities.


• Behaves in accordance

with the Code of Ethics

and Standard Prac ces

for Texas Educators.

• Models all professional

standards (e.g., a end‐

ance, professional ap‐

pearance and behav‐

iors).

• Advocates successfully

for the needs of all stu‐

dents in the classroom

and campus.

• Behaves in accord‐

ance with the Code of

Ethics and Standard

Prac ces for Texas Ed‐

ucators.

• Consistently meets

all professional stand‐

ards (e.g., a endance,

professional appear‐

ance and behaviors).

• Advocates success‐

fully for the needs of

all students on the

campus.


ance with the Code of

Ethics and Standard

Prac ces for Texas

Educators.

• Meets all profes‐

sional standards (e.g.,

a endance, profes‐

sional appearance

and behaviors).

• Advocates success‐

fully for the needs of

students in the class‐

room.


ance with the Code

of Ethics and Stand‐

ard Prac ces for

Texas Educators.

• Meets most pro‐

fessional standards

(e.g., a endance,

professional appear‐

ance and behav‐

iors).

• Fails to meet the

Code of Ethics and

Standard Prac ces

for Texas Educa‐

tors.

• Meets few pro‐

fessional standards

(e.g., a endance,

professional ap‐

pearance and be‐

haviors) or violates

legal requirements.




Goals—short‐ and long‐term

Self‐assessment

This dimension focuses on a

teachers ability to reflect on his/

her work and find room for im‐

provement. Your quesons here

could guide toward that kind of

self‐awareness, reflecon on

pracce, and desire to elevate

pracce each year. Think

“SMART” goals (Specific, Meas‐

urable, Achievable, Realisc,

and Time‐bound).

Professional Practices & Responsibilities 4.2 Goal Setting

The teacher reflects on his/her practice.


• Consistently sets, mod‐

ifies and meets short‐

and long‐term profes‐

sional goals based on

self assessment, reflec‐

on, peer and supervisor

feedback, contemporary

research and analysis of

student learning.

• Implements substan‐

al changes in prac ce

resul ng in significant

improvement in student

performance.

• Sets some short‐ and

long‐term professional

goals based on self‐

assessment, reflec on,

peer and supervisor

feedback, contempo‐

rary research and

analysis of student

learning.

• Meets all profession‐

al goals resul ng in

improvement in prac‐

ce and student per‐

formance.

Sets short‐ and long‐

term professional


assessment, reflec on

and supervisor feed‐

back.

• Meets all profes‐

sional goals resul ng

in improvement in

prac ce and student

performance.

• Sets short‐term


assessment.

• Meets most pro‐

fessional goals re‐

sul ng in some visi‐

ble changes in prac‐

ce.

• Sets low or am‐

biguous goals unre‐

lated to student

needs or self‐

assessment.

• Meets few pro‐

fessional goals and

persists in instruc‐

onal prac ces

that remain sub‐

stan ally unim‐

proved over me.




Professional development

Team collaboraon/PLCs

Improvement plans

You could check . . .

Professional development

transcripts or cerficates.

Team or PLC meeng notes.

Planning based on individual

or team/PLC improvement

iniaves.

Listen for . . .

A teacher who is never sas‐

fied but always nocing

where pracce could be

beer.

A teacher who talks about

what he/she is planning to

learn next.

Professional Practices & Responsibilities 4.3 Professional Development

The teacher enhances the professional community.


• Leads colleagues col‐

labora vely in and be‐

yond the school to iden‐

fy professional devel‐

opment needs through

detailed data analysis

and self‐reflec on.

• Seeks resources and

collabora vely fosters

faculty knowledge and

skills.

• Develops and fulfills

the school and district

improvement plans

through professional

learning communi es,

grade‐ or subject‐level

team leadership, com‐

mi ee leadership or oth‐

er opportuni es beyond

the campus.

Leads colleagues col‐

labora vely on cam‐

pus to iden fy profes‐

sional development

needs through self‐

reflec on.

• Fosters faculty

knowledge and skills in

support of the school

improvement plan

through professional



team leadership, com‐

mi ee membership or

other opportuni es

beyond the campus.

• Collabora vely prac‐

ces in all scheduled

professional develop‐

ment ac vi es, cam‐

pus professional



team membership,

commi ee member‐

ship or other opportu‐

ni es.

• Engages in most

scheduled ac vi es,

professional learn‐

ing communi es,

commi ee, grade‐

or subject‐level

team mee ngs as

directed.

• Engages in few

professional devel‐

opment ac vi es,

professional learn‐

ing communi es or

commi ees to im‐

prove professional

prac ce.




Communicaon w/family

Outreach (stakeholders)

Mission/vision/goals

You could check . . .

Email (IDEA: Have your teachers

BCC you a predetermined number

of emails that reveal their response

to parents or colleagues in various

sengs. For example, have each

teacher BCC you on two informa‐

ve or “cold” emails and then two

“hot” emails or those that address

conflict or potenal conflict.

Efforts the teacher makes toward

community involvement.

Efforts the teacher makes to ad‐

vance the purpose of the campus.

Professional Practices & Responsibilities 4.4 School Community Involvement

The teacher demonstrates leadership with students, colleagues, and community members in the school, district and communi-

ty through effective communication and outreach.


• Leads students, col‐

leagues, families and

community members

toward reaching the mis‐

sion, vision and goals of

the school.

• Systema cally contacts

parents/ guardians re‐

garding students’ aca‐

demic and social/ emo‐

onal growth through

various media.

• Ini ates collabora ve

efforts that enhance stu‐

dent learning and

growth, and inspire

trust, understanding and

commitment in the

school.

• Clearly communi‐

cates the mission, vi‐

sion and goals of the

school to students,

colleagues, parents

and families, and oth‐

er community mem‐

bers.

• Systema cally con‐

tacts parents/

guardians regarding

students’ academic

and social/ emo onal

growth through vari‐

ous media.

• Joins colleagues in

collabora ve efforts

that enhance student

learning and welfare

and inspire trust and

understanding in the

school community.

• Communicates the

mission, vision and

goals of the school to

students, colleagues,

parents and families.

• Contacts parents/

guardians regularly

regarding students’

academic and social/

emo onal growth.

• Ac vely par cipates

in all school outreach

ac vi es.

• Communicates

school goals to stu‐

dents, parents and

families.

• Contacts parents/

guardians in accord‐

ance with campus

policy.

• A ends most re‐

quired school out‐

reach ac vi es.

• Contacts parents

generally about dis‐

ciplinary ma ers.

• A ends few re‐

quired school out‐

reach ac vi es.


Chapter 149. Commissioner's Rules Concerning Educator Standards

Subchapter AA. Teacher Standards

§149.1001. Teacher Standards.

(a) Purpose. The standards idenfied in this secon are performance standards to be used to inform the training, appraisal, and professional development of teachers.

(b) Standards.

(1) Standard 1‐‐Instruconal Planning and Delivery. Teachers demonstrate their understanding of instruconal planning and delivery by providing standards‐based, data‐driven, differenated instrucon that engages students, makes appropriate use of technology, and makes learning rele‐vant for today's learners.

(A) Teachers design clear, well organized, sequenal lessons that build on students' prior knowledge.

(i) Teachers develop lessons that build coherently toward objecves based on course content, curriculum scope and se‐quence, and expected student outcomes. (ii) Teachers effecvely communicate goals, expectaons, and objecves to help all students reach high levels of achievement. (iii) Teachers connect students' prior understanding and real‐world experiences to new content and contexts, maximizing learning opportunies.

(B) Teachers design developmentally appropriate, standards‐driven lessons that reflect evidence‐based best pracces.

(i) Teachers plan instrucon that is developmentally appropriate, is standards driven, and movates students to learn. (ii) Teachers use a range of instruconal strategies, appropriate to the content area, to make subject maer accessible to all students. (iii) Teachers use and adapt resources, technologies, and standards‐aligned instruconal materials to promote student success in meeng learning goals.

(C) Teachers design lessons to meet the needs of diverse learners, adapng methods when appropriate.

(i) Teachers differenate instrucon, aligning methods and techniques to diverse student needs, including acceleraon, reme‐diaon, and implementaon of individual educaon plans. (ii) Teachers plan student groupings, including pairings and individualized and small‐group instrucon, to facilitate student learning. (iii) Teachers integrate the use of oral, wrien, graphic, kinesthec, and/or tacle methods to teach key concepts.

(D) Teachers communicate clearly and accurately and engage students in a manner that encourages students' persistence and best efforts.

(i) Teachers ensure that the learning environment features a high degree of student engagement by facilitang discussion and student‐centered acvies as well as leading direct instrucon. (ii) Teachers validate each student's comments and quesons, ulizing them to advance learning for all students. (iii) Teachers encourage all students to overcome obstacles and remain persistent in the face of challenges, providing them with support in achieving their goals.

(E) Teachers promote complex, higher‐order thinking, leading class discussions and acvies that provide opportunies for deeper learning.

(i) Teachers set high expectaons and create challenging learning experiences for students, encouraging them to apply disci‐plinary and cross‐disciplinary knowledge to real‐world problems. (ii) Teachers provide opportunies for students to engage in individual and collaborave crical thinking and problem solving (iii) Teachers incorporate technology that allows students to interact with the curriculum in more significant and effecve ways, helping them reach mastery.

(F) Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary.

(i) Teachers monitor and assess student progress to ensure that their lessons meet students' needs. (ii) Teachers provide immediate feedback to students in order to reinforce their learning and ensure that they understand key concepts. (iii) Teachers adjust content delivery in response to student progress through the use of developmentally appropriate strate‐

Texas Teacher Standards

gies that maximize student engagement.

(2) Standard 2‐‐Knowledge of Students and Student Learning. Teachers work to ensure high levels of learning, social‐emo onal development, and achievement outcomes for all students, taking into considera on each student's educa onal and developmental backgrounds and focusing on each student's needs.

(A) Teachers demonstrate the belief that all students have the poten al to achieve at high levels and support all students in their pur‐suit of social‐emo onal learning and academic success.

(i) Teachers purposefully u lize learners' individual strengths as a basis for academic and social‐emo onal growth. (ii) Teachers create a community of learners in an inclusive environment that views differences in learning and background as educa onal assets. (iii) Teachers accept responsibility for the growth of all of their students, persis ng in their efforts to ensure high levels of growth on the part of each learner.

(B) Teachers acquire, analyze, and use background informa on (familial, cultural, educa onal, linguis c, and developmental characteris‐cs) to engage students in learning.

(i) Teachers connect learning, content, and expecta ons to students' prior knowledge, life experiences, and interests in mean‐ingful contexts. (ii) Teachers understand the unique quali es of students with excep onal needs, including disabili es and gi edness, and know how to effec vely address these needs through instruc onal strategies and resources. (iii) Teachers understand the role of language and culture in learning and know how to modify their prac ces to support lan‐guage acquisi on so that language is comprehensible and instruc on is fully accessible.

(C) Teachers facilitate each student's learning by employing evidence‐based prac ces and concepts related to learning and social‐emo onal development.

(i) Teachers understand how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills. (ii) Teachers iden fy readiness for learning and understand how development in one area may affect students' performance in other areas. (iii) Teachers apply evidence‐based strategies to address individual student learning needs and differences, adjust their in‐struc on, and support the learning needs of each student.

(3) Standard 3‐‐Content Knowledge and Exper se. Teachers exhibit a comprehensive understanding of their content, discipline, and related peda‐gogy as demonstrated through the quality of the design and execu on of lessons and their ability to match objec ves and ac vi es to relevant state standards.

(A) Teachers understand the major concepts, key themes, mul ple perspec ves, assump ons, processes of inquiry, structure, and real‐world applica ons of their grade‐level and subject‐area content.

(i) Teachers have exper se in how their content ver cally and horizontally aligns with the grade‐level/subject‐area con nuum, leading to an integrated curriculum across grade levels and content areas. (ii) Teachers iden fy gaps in students' knowledge of subject ma er and communicate with their leaders and colleagues to ensure that these gaps are adequately addressed across grade levels and subject areas. (iii) Teachers keep current with developments, new content, new approaches, and changing methods of instruc onal delivery within their discipline.

(B) Teachers design and execute quality lessons that are consistent with the concepts of their specific discipline, are aligned to state standards, and demonstrate their content exper se.

(i) Teachers organize curriculum to facilitate student understanding of the subject ma er. (ii) Teachers understand, ac vely an cipate, and adapt instruc on to address common misunderstandings and preconcep‐ons.

(iii) Teachers promote literacy and the academic language within the discipline and make discipline‐specific language accessi‐ble to all learners.

(C) Teachers demonstrate content‐specific pedagogy that meets the needs of diverse learners, u lizing engaging instruc onal materials to connect prior content knowledge to new learning.

(i) Teachers teach both the key content knowledge and the key skills of the discipline. (ii) Teachers make appropriate and authen c connec ons across disciplines, subjects, and students' real‐world experiences.

(4) Standard 4‐‐Learning Environment. Teachers interact with students in respec ul ways at all mes, maintaining a physically and emo onally safe, suppor ve learning environment that is characterized by efficient and effec ve rou nes, clear expecta ons for student behavior, and organ‐iza on that maximizes student learning.

(A) Teachers create a mutually respecul, collaborave, and safe community of learners by using knowledge of students' development and backgrounds.

(i) Teachers embrace students' backgrounds and experiences as an asset in their learning environment. (ii) Teachers maintain and facilitate respecul, supporve, posive, and producve interacons with and among students. (iii) Teachers establish and sustain learning environments that are developmentally appropriate and respond to students' needs, strengths, and personal experiences.

(B) Teachers organize their classrooms in a safe and accessible manner that maximizes learning.

(i) Teachers arrange the physical environment to maximize student learning and to ensure that all students have access to resources. (ii) Teachers create a physical classroom set‐up that is flexible and accommodates the different learning needs of students.

(C) Teachers establish, implement, and communicate consistent rounes for effecve classroom management, including clear expecta‐ons for student behavior.

(i) Teachers implement behavior management systems to maintain an environment where all students can learn effecvely. (ii) Teachers maintain a strong culture of individual and group accountability for class expectaons. (iii) Teachers culvate student ownership in developing classroom culture and norms.

(D) Teachers lead and maintain classrooms where students are acvely engaged in learning as indicated by their level of movaon and on‐task behavior.

(i) Teachers maintain a culture that is based on high expectaons for student performance and encourages students to be self‐movated, taking responsibility for their own learning. (ii) Teachers maximize instruconal me, including managing transions. (iii) Teachers manage and facilitate groupings in order to maximize student collaboraon, parcipaon, and achievement. (iv) Teachers communicate regularly, clearly, and appropriately with parents and families about student progress, providing detailed and construcve feedback and partnering with families in furthering their students' achievement goals.

(5) Standard 5‐‐Data‐Driven Pracce. Teachers use formal and informal methods to assess student growth aligned to instruconal goals and course objecves and regularly review and analyze mulple sources of data to measure student progress and adjust instruconal strategies and content delivery as needed.

(A) Teachers implement both formal and informal methods of measuring student progress.

(i) Teachers gauge student progress and ensure student mastery of content knowledge and skills by providing assessments aligned to instruconal objecves and outcomes that are accurate measures of student learning. (ii) Teachers vary methods of assessing learning to accommodate students' learning needs, linguisc differences, and/or vary‐ing levels of background knowledge.

(B) Teachers set individual and group learning goals for students by using preliminary data and communicate these goals with students and families to ensure mutual understanding of expectaons.

(i) Teachers develop learning plans and set academic as well as social‐emoonal learning goals for each student in response to previous outcomes from formal and informal assessments. (ii) Teachers involve all students in self‐assessment, goal seng, and monitoring progress. Page 4 June 2014 Update Teacher Standards §149.AA. (iii) Teachers communicate with students and families regularly about the importance of collecng data and monitoring pro‐gress of student outcomes, sharing mely and comprehensible feedback so they understand students' goals and progress.

(C) Teachers regularly collect, review, and analyze data to monitor student progress.

(i) Teachers analyze and review data in a mely, thorough, accurate, and appropriate manner, both individually and with col‐leagues, to monitor student learning. (ii) Teachers combine results from different measures to develop a holisc picture of students' strengths and learning needs.

(D) Teachers ulize the data they collect and analyze to inform their instruconal strategies and adjust short‐ and long‐term plans ac‐cordingly.

(i) Teachers design instrucon, change strategies, and differenate their teaching pracces to improve student learning based on assessment outcomes. (ii) Teachers regularly compare their curriculum scope and sequence with student data to ensure they are on track and make adjustments as needed.

(6) Standard 6‐‐Professional Pracces and Responsibilies. Teachers consistently hold themselves to a high standard for individual development, pursue leadership opportunies, collaborate with other educaonal professionals, communicate regularly with stakeholders, maintain profes‐sional relaonships, comply with all campus and school district policies, and conduct themselves ethically and with integrity.

(A) Teachers reflect on their teaching pracce to improve their instruconal effecveness and engage in connuous professional learn‐

Texas Teacher Standards & T-TESS Triangle

ing to gain knowledge and skills and refine professional judgment.

(i) Teachers reflect on their own strengths and professional learning needs, using this informa on to develop ac on plans for improvement. (ii) Teachers establish and strive to achieve professional goals to strengthen their instruc onal effec veness and be er meet students' needs. (iii) Teachers engage in relevant, targeted professional learning opportuni es that align with their professional growth goals and their students' academic and social‐emo onal needs.

(B) Teachers collaborate with their colleagues, are self‐aware in their interpersonal interac ons, and are open to construc ve feedback from peers and administrators.

(i) Teachers seek out feedback from supervisors, coaches, and peers and take advantage of opportuni es for job‐embedded professional development. (ii) Teachers ac vely par cipate in professional learning communi es organized to improve instruc onal prac ces and stu‐dent learning.

(C) Teachers seek out opportuni es to lead students, other educators, and community members within and beyond their classrooms.

(i) Teachers clearly communicate the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. (ii) Teachers seek to lead other adults on campus through professional learning communi es, grade‐ or subject‐level team leadership, commi ee membership, or other opportuni es.

(D) Teachers model ethical and respec ul behavior and demonstrate integrity in all situa ons.

(i) Teachers adhere to the educators' code of ethics in §247.2 of this tle (rela ng to Code of Ethics and Standard Prac ces for Texas Educators), including following policies and procedures at their specific school placement(s). (ii) Teachers communicate consistently, clearly, and respec ully with all members of the campus community, including stu‐dents, parents and families, colleagues, administrators, and staff. (iii) Teachers serve as advocates for their students, focusing a en on on students' needs and concerns and maintaining thor‐ough and accurate student records.

These images are from a Region 20 Goal‐Seng training session PowerPoint.

Goal Setting

Goal (What do you want to achieve?) Dimension (What is/are the correla ng di-mension(s)?

Ac ons (How will you accomplish the goal?)

Targeted Comple on Date (When do you an ci-pate your goal will be met?)

Evidence of Goal A ainment (How will you know your goal has been met? How will you know whether or not it has im-pacted instruc on and student achievement?)

Goal 1: Dimension(s):

Goal 2: Dimension(s):

This image is from a Region 20 Goal‐Se ng training session PowerPoint.

It’s okay to be where you are;

—Tim Regal, sharing an adage that has emerged as the state appraisal team has messaged T-TESS to districts.

it’s not okay to stay there.

Notes:

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My purpose for implemen ng T‐TESS with fidelity is _____________________

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Go to www.smore.com/bukqd for more on launching T‐TESS.

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