texas teacher evaluation support system (t-tess) plc at ... · texas teacher evaluation support...

Texas Teacher Evaluation Support System (T-TESS)& PLC AT WORKTM Alignment

Supporting source document T-TESS Rubric© TEA 2016

By Paula RogersSolution Tree AssociateUniversity of Virginia—Partners in Leadership Excellence

888.409.1682 | www.SolutionTree.comFor More Information

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Key Elements of the Texas Teacher Evaluation and Support System (T-TESS) and PLC at Work™

► Relevant Conversations and Collaboration

► Questioning and Coaching

► Ongoing Feedback Regarding Professional Goals and Student Learning

► Continuous Improvement

► Professional Learning

► Focus on Student Achievement

PLANNINGDIMENSION 1.1 Standards and Alignment ...................................................... 4DIMENSION 1.2 Data and Assessment ........................................................... 5DIMENSION 1.3 Knowledge of Students ......................................................... 6DIMENSION 1.4 Activities .............................................................................. 7

INSTRUCTIONDIMENSION 2.1 Achieving Expectations.......................................................... 8DIMENSION 2.2 Content Knowledge and Expertise ......................................... 9DIMENSION 2.3 Communication ...................................................................10DIMENSION 2.4 Differentiation .....................................................................11DIMENSION 2.5 Monitor and Adjust ..............................................................12

LEARNING ENVIRONMENTDIMENSION 3.1 Classroom Environment, Routines, and Procedures ................13DIMENSION 3.2 Managing Student Behavior .................................................14DIMENSION 3.3 Classroom Culture ...............................................................15

PROFESSIONAL PRACTICES AND RESPONSBILITIESDIMENSION 4.1 Professional Demeanor and Ethics ........................................16DIMENSION 4.2 Goal Setting ........................................................................17DIMENSION 4.3 Professional Development ....................................................18DIMENSION 4.4 School Community Involvement ............................................19

TABLE OF CONTENTS

T-TESS & PLC AT WORK™

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PLANNING DIMENSION 1.1Standards and Alignment

Distinguished Instructional Planning Includes: Connection to Three Big Ideas of a PLC at Work™The Four Questions Essential for Learning

Connection to PLC AT WORK™ Practices

All rigorous and measurable goals aligned to state content standards

Big Idea: A Focus on Learning

Question: What Do We Expect All Students to Learn?

Common planning with grade, content team

Integration of technology to enhance mastery of goal(s)

Big Ideas: A Focus on Learning and A Focus on Collaboration


Collaboratively plan and provide PD with all disciplines and specialists (such as technology) to share best practices related to student achievement

Deepen understanding of broader unit and course expectation


Question: What Will We Do if They Already Know It?

Using the Four Questions Essential for Learning to Guide Collaborative Planning

Objectives that are aligned and logically sequenced to the lesson’s goal, providing relevant and enriching extensions of the lesson


Questions:What Do We Expect All Students to Learn?How Will We Know if They Have Learned It?What Will We Do if They Don’t?What Will We Do if They Already Know It?

Teams using The Four Questions Essential for Learning to design instruction at Tier 1 so that they are planning in advance to meet the needs of all learners

Sources of Evidence:Pre-Conference, Formal Observation, Classroom

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

Standards Basis:1.1, 1.2, 3.1, 3.2, 3.3

Key Resources Common Formative AssessmentA Toolkit for Professional Learning Communities at Work™

By Kim Bailey, Chris Jakicic

5

T-TESS & PLCPLANNING DIMENSION 1.2Data and Assessment

Distinguished Instructional Planning Includes:Connection to Three Big Ideas of a PLCThe Four Questions Essential for Learning


Consistent feedback to students, families, and school personnel on the growth of students in relation to classroom and campus goals, and engages with colleagues to adapt schoolwide instructional strategies and goals to meet student needs while maintaining con� dentiality

Big Ideas:A Focus on Learning A Focus on Results A Focus on Collaboration

Question:How Will We Know if They Have Learned It?

Collaborative teams utilize common assessments to gather timely student data in order to improve their own practices and to meet the individual learning needs of their students.

Analysis of student data connected to speci� c instructional strategies, and uses results to re� ect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success

Big Ideas:A Focus on Learning A Focus on Results A Focus on Collaboration

Question:How Will We Know if They Have Learned It?

By monitoring student data on frequent common formative assessments, teams can determine which teaching practices are being successful and therefore should be replicated by all members of the team.

Sources of Evidence: Analysis of Student Data, Pre-Conference, Formal Observation, Classroom Walkthroughs/Informal Observation, Post-Conference Instructional Planning

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

Standards Basis: 1.2, 1.6, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4

Key Resources Simplifying Common AssessmentBy Kim Bailey, Chris Jakicic

Creating a Culture of FeedbackBy William M. Ferriter, Paul J. Cancellieri

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T-TESS & PLCPLANNING DIMENSION 1.3Knowledge of Students

Distinguished Instructional Planning Includes: Connection to Three Big Ideas of a PLCThe Four Questions Essential for Learning


All lessons that connect to students’ prior knowledge, life experiences, interests, and future learning expectations across content areas

Big Ideas: A Focus on Learning A Focus on Collaboration

Questions: What Do We Expect All Students to Know?How Will We Know if They Have Learned It?What Will We Do if They Don’t?What Will We Do if They Already Know It?

Collaborative/common planning teams use the question, “What do we expect all students to learn?” to guide their planning. In doing so, their analysis of the learning standard(s) will include looking at the standard in the prior grade or course, as well as what will be expected in the subsequent grade or course.

Collaborative planning teams may include multiple content areas in order to integrate standards or skills across content areas.

Opportunities for students to utilize their individual learning patterns, habits, and needs to achieve high levels of academic and social-emotional success



As teachers collaboratively plan, they become experts in the standards that they are teaching. This allows them to engage students in being active partners in learning by creating “I can” statements. Students fully understand what they are learning and why it is important.

Guidance for students to apply their strengths, background knowledge, life experiences, and skills to enhance each other’s learning



Collaborative teams participate in action research, which leads them to incorporate best practices such as students working in collaborative arrangements, project-based learning, and technology integration.

Sources of Evidence:Analysis of Student Data, Pre-Conference, Formal Observation

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

Standards Basis: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3

Key Resources Kid by Kid, Skill by SkillTeaching in a Professional Learning Community at Work™

By Robert Eaker, Janel Keating

7

T-TESS & PLCPLANNING DIMENSION 1.4Activities

Distinguished Instructional Planning Includes: Connection to Three Big Ideas of a PLCThe Four Questions Essential for Learning


Opportunities for students to generate questions that lead to further inquiry and promote complex, higher-order thinking, problem solving, and real-world application

Big Idea:A Focus on Learning

Question:What Do We Expect All Students to Learn?

As teachers work collaboratively and do action research, they will implement practices such as:

High Yield Questioning Strategies.

Instructional groups based on the needs of all students, and allows for students to take ownership of group and individual accountability


Questions:What Do We Do if They Don’t?What Do We Do if They Already Know It?

As collaborative teams review team data, they regroup students at Tier 1, plan for reteaching as well as extension.

The ability for students to set goals, re� ect on, evaluate, and hold each other accountable within instructional groups

Big Idea: A Focus on Results

Question: What Do We Expect All Students to Know?

Student goal setting is a best practice that teams should research and utilize as they collect and use formative student data.

Activities, resources, technology, and instructional materials that are all aligned to instructional purposes, are varied and appropriate to ability levels of students, and actively engage them in ownership of their learning



Collaborative teams who plan in advance of instruction with the Four Questions Essential for Learning will plan to differentiate their lesson in response to Questions 3 and 4.

Sources of Evidence: Pre-Conference, Formal Observation

The teacher plans engaging, � exible lessons that encourage higher-order thinking, persistence, and achievement.

Standards Basis: 1.2, 1.3, 1.4, 1.5

Key Resources Real-World Learning Framework for Elementary SchoolsReal-World Learning Framework for Secondary SchoolsDigital Tools and Practical Strategies for Successful Implementation

By Marge Maxwell, Rebecca Stobaugh, Janet Lynne Tassell

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T-TESS & PLC

INSTRUCTION DIMENSION 2.1Achieving Expectations

Distinguished: The Teacher:Connection to Three Big Ideas of a PLCThe Four Questions Essential for Learning


Provides evidence that all students demonstrate mastery of the objective

Big Ideas:A Focus on Learning A Focus on Results

Question:How Will We Know That They Have Learned It?

Collaborative teacher teams backward plan assessments in advance of instruction and use formative assessment data to adjust instruction.

Systematically enables students to set goals for themselves and monitor their progress over time

Big Ideas: A Focus on Learning A Focus on Results

Question:How Will We Know That They Have Learned It?

In a professional learning community, teams set SMART goals, which are then used by individual teachers for goal setting. Utilizing a continuous-improvement process makes student goal setting and student ownership of their own data part of an overall system.

Sources of Evidence:Pre-Conference, Formal Observation

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

Standards Basis: 1.2, 1.4, 1.5, 2.1, 2.3, 3.2, 4.1, 4.4, 5.2

Key Resources Coaching Classroom InstructionBy Robert J. Marzano, Julia A. Simms

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T-TESS & PLCINSTRUCTION DIMENSION 2.2Content Knowledge and Expertise

Distinguished: The Teacher: Connection to Three Big Ideas of a PLCThe Four Questions Essential for Learning


Displays extensive content knowledge of all the subjects she or he teaches and closely related subjects



In a professional learning community, teachers plan instruction, review data, and share best practices related to student achievement. This increases the expertise of each teacher on the team.

Integrates learning objectives with other disciplines, content areas and real-world experience



There are many con� gurations of collaborative teacher teams. Many schools have cross-curricular teams that plan integrated instruction.

Conveys a depth of content knowledge that allows for differentiated explanations.



As teachers plan together and consider the Four Questions Essential for Learning, they plan differentiated instruction, to meet the varied learning needs of their students.

Consistently provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based).



Collaborative planning draws on the expertise of the team. This allows for instructional plans to be more rigorous, differentiated to meet the needs of students, and aligned to standards.


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

Standards Basis: 1.1, 1.3, 1.5, 1.6, 2.3, 3.1, 3.2, 3.3

Key Resources Collaborative Teams That Transform SchoolsThe Next Step in PLCs

By Robert J. Marzano, Tammy He� ebower, Jan K. Hoegh, Phil Warrick, Gavin Grift

10

T-TESS & PLC

INSTRUCTION DIMENSION 2.3Communication

Distinguished: The Teacher:Connection to Three Big Ideas of a PLCThe Four Questions Essential for Learning


Skillfully provokes and guides discussion to pique curiosity and inspire student-led learning of meaningful and challenging content


Questions:What Do We Expect All Students to Learn? What Will We Do if They Already Know It?

In a professional learning community, teachers have roles and responsibilities in common planning so that they can share the workload. This allows planning for questioning strategies, group activities, differentiation, and challenging content.

Establishes classroom practices that encourage all students to safely communicate effectively using visual tools and technology, artistic, spatial, tactile, or other media with the teacher and their peers


Question:What Will We Do if They Don’t Learn It?

The culture of a professional learning community is a respectful, trusting, and collaborative environment for staff members, and fosters the same environment in classrooms. This culture is supported by the mission, vision, and values developed by a professional learning community.


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

Standards Basis: 1.4, 1.5, 2.1, 3.1, 4.4

Key Resources Motivating and Inspiring StudentsStrategies to Awaken the Learner

By Robert J. Marzano, Darrell Scott, Tina H. Boogren, Ming Lee Newcomb

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T-TESS & PLCINSTRUCTION DIMENSION 2.4Differentiation



Adapts lessons with a wide variety of instructional strategies to address individual needs of all students



A key responsibility of collaborative teacher teams is to plan in advance for students who will “not get it” the � rst time, as well as use formative data to reteach at Tier 1.

Consistently monitors the quality of student participation and performance



In a professional learning community, individual teachers will have the bene� t of ideas generated by their team for students who have dif� culty and the results of common formative assessments to use to adjust instruction.

Always provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught



Teams of teachers plan instruction that is differentiated to meet the needs of all students. Teachers working in a professional learning community draw on the expertise of their team to support student mastery of standards.


The teacher differentiates instruction, aligning methods and techniques to diverse student needs.

Standards Basis: 1.3 1.6, 2.1, 2.2, 2.3, 3.3, 4.1, 5.1, 5.3, 5.4

Key Resources Best Practices at Tier 1Daily Differentiation for Effective Instruction, Elementary and Secondary

By Gayle Gregory, Martha Kaufeldt, Mike Mattos

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T-TESS & PLCINSTRUCTION DIMENSION 2.5Monitor and Adjust



Systematically gathers input from students in order to monitor and adjust instruction, activities, or pacing to respond to differences in student needs


Questions:How Will We Know if They Learned It? What Will We Do if They Don’t?

In a professional learning community, teachers gather common formative data, meet,discuss successful practices, and then plan for reteaching. A teacher does not shoulder this responsibility in isolation.

Consistently adjusts instruction and activities within a broad range to maintain student engagement


Questions:How Will We Know if They Learned It? What Will We Do if They Don’t? What Will We Do if They Already Know It?

Collaborative teacher teams share strategies that are most successful, which increases the level of instruction and achievement in all classrooms.

Uses discreet and explicit checks for understanding through questioning and academic feedback


Question:How Will We Know if They Learned It?

Practices such as questioning and formative assessment are the type of skills that teachers learn when discussing and researching ways to increase student achievement. In a professional learning community, teams learn and plan in advance to utilize new and creative practices.


The teacher formally and informally collects, analyzes, and uses student progress data and makes needed lesson adjustments.

Standards Basis: 1.4, 1.6, 2.2, 2.3, 3.2, 4.4, 5.3, 5.4

Key Resources Simplifying Response to InterventionFour Essential Guiding Principles

By Austin Buffum, Mike Mattos, Chris Weber

13

T-TESS & PLC

LEARNING ENVIRONMENT DIMENSION 3.1Classroom Environment, Routines, and Procedures



Establishes and uses effective routines, transitions, and procedures that primarily rely on student leadership and responsibility



Establishing schoolwide procedures such as PBIS (Positive Behavior Intervention and Support) promotes campus and classroom student responsibility. Practices designed to meet the needs of all students at Tier 1 are consistent with the philosophy of PLC and the RTI at WorkTM model.

The teacher organizes a safe, accessible, and ef� cient classroom.

Sources of Evidence:Formal Observation, Classroom, Pre-Conference

Standards Basis: 1.4, 4.1, 4.2, 4.3, 4.4

Key Resources Seven Keys to a Positive Learning Environment in Your ClassroomBy Tom Hierck

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T-TESS & PLC

LEARNING ENVIRONMENT DIMENSION 3.2Managing Student Behavior



Consistently monitors behavior subtly, reinforces positive behaviors appropriately, and intercepts misbehavior � uidly



In a professional learning community that implements a schoolwide behavior support system, expectations and appropriate behavior are taught at Tier 1. Teaching behavior, like teaching academic skills, requires that students be reinforced and redirected.

Students and the teacher create, adopt, and maintain classroom behavior standards



In a professional learning community that has developed a culture of collective responsibility, teachers work together for the success of all students in both academics and behavior. This environment fosters student responsibility.

Sources of Evidence:Formal Observation, Classroom, Pre-Conference

The teacher establishes, communicates, and maintains clear expectations for student behavior.


Key Resources Uniting Academic and Behavior InterventionsSolving the Skill or Will Dilemma

By Austin Buffum, Mike Mattos, Chris Weber, Tom Hierck

15

T-TESS & PLC

LEARNING ENVIRONMENT DIMENSION 3.3Classroom Culture



Consistently engages all students with relevant, meaningful learning based on their interests and abilities to create a positive rapport among students



In a professional learning community, each student is valued for his or her unique talent and skill, and teachers ensure that each student’s learning needs are met.

Students collaborate positively and encourage each other’s efforts and achievements



Professional learning communities are environments that focus on the continuous improvement of teachers to bene� t student learning. This environment encourages campus and classroom individual student data tracking. When students work in an environment that recognizes the growth of students and students share data, they encourage each other to reach personal goals

Sources of Evidence:Formal Observation, Classroom

The teacher leads a mutually respectful and collaborative class of actively engaged learners.

Standards Basis: 1.5, 1.6, 3.2, 4.3, 4.4, 5.1, 5.2, 5.4

Key Resources You’ve Got to Reach Them to Teach ThemHard Facts About the Soft Skills of Student Engagement

By Mary Kim Schreck

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T-TESS & PLCPROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.1Professional Demeanor and Ethics



Advocates successfully for the needs of all students in the classroom and campus


Questions:What Do We Expect All Students to Learn? What Will We Do if They Don’t?What Will We Do if They Already Know It?

In a professional learning community, all teachers are responsible for the success of all students. Teachers who accept this responsibility encourage their peers, share best practices, and support their colleagues in meeting the needs of all students in the building.

Sources of Evidence:Development Plan or Improvement Plan, Pre-Conference, Post-Conference, Daily Interaction with Others

The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal, and statutory responsibilities.

Standards Basis: 6.2, 6.3, 6.4

Key Resources A Leader’s Guide to Excellence in Every ClassroomCreating Support Systems for Teacher Success

By John R. Wink

Score to SoarMoving Teachers From Evaluation to Professional Growth

By John F. Eller, Sheila A. Eller

17

T-TESS & PLC

PROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.2Goal Setting



Implements substantial changes in practice, resulting in signi� cant improvement in student performance

Big Idea:A Focus on Results


A professional learning community focuses on continual improvement. Adult learning is focused on increasing student achievement. Teachers and teams use SMART goals to track their progress in meeting student achievement goals.


The teacher re� ects on his or her practice.

Standards Basis: 5.4, 6.1, 6.2

Key Resources Becoming a Re� ective TeacherBy Robert J. Marzano

Thriving as a New TeacherTools and Strategies for Your First Year

By John F. Eller, Sheila A. Eller

18

T-TESS & PLCPROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.3Professional Development



Leads colleagues collaboratively in and beyond the school to identify professional development needs through detailed data analysis and self-re� ection

Big Ideas:A Focus on Collaboration; A Focus on Results

Questions:How Will We Know if They Have Learned It? What Will We Do if They Don’t? What Will We Do if They Already Know It?

In a professional learning community, staff members review formative student data in order to prescriptively intervene with students and answer the question “What do we need to do differently?”

Teachers share best practices and learn new strategies for the purpose of improving student achievement based on data.

Seeks resources and collaboratively fosters faculty knowledge and skills

Big Idea:A Focus on Collaboration

Questions:What Will We Do if They Don’t?What Will We Do if They Already Know It?

The collaborative planning and data review process provides job-embedded staff development. Teachers continually search for new instructional strategies.

Develops and ful� lls the school and district improvement plans through professional learning communities, grade- or subject-level team leadership, committee leadership, or other opportunities beyond the campus

Big Ideas:A Focus on Learning; A Focus on Results; A Focus on Collaboration


Professional learning communities provide the structures and processes to address goals and seamlessly implement instructional improvement and behavior support for all students. Teachers develop leadership capacity by having roles and responsibilities within teams.


The teacher enhances the professional community.


Key Resources Learning by Doing Third EditionA Handbook for Professional Learning Communities at Work™

By Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, Mike Mattos

Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work™By Mike Mattos, Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many

19

T-TESS & PLCPROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.4School Community Involvement



Initiates collaborative efforts that enhance student learning and growth and inspire trust, understanding, and commitment in the school

Big Ideas:A Focus on Learning A Focus on Collaboration

Questions:What Do We Expect All Students to Learn? How Will We Know if They Have Learned It? What Will We Do if They Don’t? What Will We Do if They Already Know It?

The culture of a PLC is based on safe and respectful collaboration. Team members share best practices, challenge ineffective practices, and set team goals for student achievement.


The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach.

Standards Basis: 2.1, 2.2, 4.1, 4.4, 5.2, 6.2, 6.3, 6.4

Key Resources The Collaborative TeacherWorking Together as a Professional Learning Community

Contributors: Cassandra Erkens, Chris Jakicic, Lillie G. Jessie, Dennis King, Sharon V. Kramer, Thomas W. Many, Mary Ann Ranells, Ainsley B. Rose, Susan K. Sparks, Eric Twadell

Foreword by: Rebecca DuFour

The Collaborative AdministratorWorking Together as a Professional Learning Community

Contributors: Austin Buffum, Cassandra Erkens, Charles Hinman, Susan B. Huff, Lillie G. Jessie, Terri L. Martin, Mike Mattos, Anthony Muhammad, Peter Noonan, Geri Parscale, Eric Twadell, Jay Westover, Kenneth C. Williams

Foreword by: Robert Eaker

Texas Teacher Evaluation &

Support System (T-TESS) &

PLC AT WORKTM

Alignment

Call Today to Learn More! Steve Kinkeade at 281.655.7642 for Southeast Texas

Shannon Benson at 901.338.4646 for North and West Texas

texas teacher evaluation support system (t-tess) plc at ... · texas teacher evaluation support...

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