TTESS Refresher

Summary

This T-TESS refresher for teachers in Denton ISD reviews the teacher evaluation process aimed at fostering continuous improvement in schools. It covers key aspects such as goal setting, self-reflection, professional development, and feedback. The video emphasizes that the T-TESS cycle is ongoing, with formal and informal observations and a focus on teacher behaviors, student outcomes, and classroom dynamics. Teachers are encouraged to use the T-TESS rubric, align practices with goals, and leverage professional development opportunities to enhance teaching effectiveness throughout the school year.

Takeaways

• 📝 The T-TESS process supports a culture of continuous improvement, helping teachers reflect on practices, receive feedback, and set professional goals.
• 🎯 Teachers begin the T-TESS cycle with self-assessment and goal-setting through the GSPD (Goal Setting and Professional Development) plan, which guides their development throughout the year.
• 🔄 T-TESS is an ongoing process, not a single event, with observations and feedback given over multiple touchpoints throughout the school year.
• 👨‍🏫 The T-TESS triangle consists of learner outcomes, teacher behaviors, and student behaviors, and is used to guide both lesson planning and appraiser observations.
• 📊 The T-TESS evaluation cycle includes a pre-conference, observation, and post-conference, where teachers receive ratings, feedback, and areas for reinforcement or refinement.
• 🎓 Continuous reflection and adjustments based on student behaviors and learning outcomes are central to the T-TESS process, ensuring ongoing growth.
• 🛠️ Appraisers assess teacher practices across four domains: Planning, Instruction, Learning Environment, and Professional Practices, with scoring focused on the first three during observations.
• 💻 Technology integration is a key element in multiple domains of the T-TESS rubric, with teachers assessed on how they use it to enhance lessons and engage students.
• 🔍 Teachers are encouraged to revisit their GSPD goals throughout the year, adjusting them based on changes in their teaching context and professional development experiences.
• 🌱 The T-TESS process emphasizes student-centered practices, aiming to move teachers from proficient to accomplished and distinguished levels over time.

Q & A

What is the primary purpose of the T-TESS process?

The primary purpose of the T-TESS process is to support a culture of continuous improvement by allowing teachers to set goals, reflect on their practices, and receive feedback, professional development, and support throughout the school year.

What are the key stages of the T-TESS cycle?

The key stages of the T-TESS cycle include teacher self-assessment, goal setting and professional development plan (GSPD), implementation of the plan, observations (both announced and unannounced), and an end-of-year conference where teachers reflect on their progress and set goals for the next year.

What is the significance of the T-TESS triangle?

The T-TESS triangle consists of learner outcomes, teacher behaviors, and student behaviors. It guides observations and lesson planning by helping appraisers and teachers focus on what students should know, how teachers support these outcomes, and how students demonstrate understanding and mastery.

How does T-TESS incorporate student behaviors into the evaluation process?

Student behaviors are observed to evaluate their understanding and mastery of the learning objectives. Appraisers look for how student behaviors reflect what the teacher says and does, which informs how the teacher adjusts instruction during the lesson.

What are the main components appraisers observe during a T-TESS observation?

During a T-TESS observation, appraisers observe teacher behaviors, student behaviors, the structure and pace of the lesson, use of questioning and feedback, and how technology is used to enhance teaching and learning. The observation covers a full class period to capture evidence throughout the lesson.

What is the purpose of the pre-conference in the T-TESS observation cycle?

The pre-conference allows teachers and appraisers to discuss the upcoming observation, including the learning objectives, planned lesson structure, expected student behaviors, and assessment methods. It ensures both the teacher and appraiser are aligned on the goals and flow of the lesson.

How does the post-conference contribute to the T-TESS process?

In the post-conference, the teacher and appraiser discuss whether the learning objectives were met based on collected evidence. The appraiser provides areas of reinforcement (strengths) and refinement (areas for growth), offers resources for professional development, and shares the teacher's ratings for the observation.

What role does the Goal Setting and Professional Development Plan (GSPD) play in T-TESS?

The GSPD plan is a personalized outline that teachers create to focus on their specific goals for continuous improvement throughout the school year. It guides their practices, and they reflect on it during the end-of-year conference to assess their progress and set new goals.

How does technology factor into the T-TESS evaluation rubric?

Technology is integrated into several dimensions of the T-TESS rubric, including planning (e.g., using technology to enhance lesson activities) and instruction (e.g., using technology to facilitate communication and learning in the classroom). Appraisers collect evidence on how effectively teachers incorporate technology into their teaching.

Why is it important for teachers and appraisers to share a common understanding of the T-TESS rubric?

A common understanding of the T-TESS rubric ensures that both teachers and appraisers are aligned on expectations for teacher and student behaviors at various proficiency levels. This clarity helps set realistic goals and provides a framework for continuous improvement in instructional practices.