T-TESS Conferencing Tool Flip Chart with Full Domains This tool was designed to be a resource for goal-seng, pre-conference, and post- conference meengs that are the integral part of T-TESS. It now has full versions of Do- mains 1 through 4 along with T-TESS Look Fors, conversaon starters, the T-TESS Skill- Dimension Crosswalk chart, requirements/recommendaons for all T-TESS meengs, and examples of goal-seng opons. 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 all pages except this direcons page onto cardstock, front to back, flipping on long edge if your machine gives you an opon. 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 instrucon on your campus.
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T-TESSConferencing Tool Flip Chart with Full Domains
This tool was designed to be a resource for goal-setting, pre-conference, and post-
conference meetings that are the integral part of T-TESS. It now has full versions of Do-
mains 1 through 4 along with T-TESS Look Fors, conversation starters, the T-TESS Skill-
Dimension Crosswalk chart, requirements/recommendations for all T-TESS meetings,
and examples of goal-setting options. 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.
You could lead the teacher in reflections like . . .
How do students communicate with you
during the lesson?
How do students communicate with each
other during the lesson?
How do you approach misunderstandings?
What methods for clarification do you use?
Why is it is important for teachers to be
clear in their communication? What
happens when they aren't clear?
How do you plan for questioning in your
lessons?
How do you ensure that questions are at a
variety of levels during a lesson?
How do you decide how much wait time
students need to process their thoughts?
How do you plan for technology and/or
visual tools that support learning?
• Establishes classroom prac-
tices that encourage all stu-
dents to communicate safely
and effectively using a variety
of tools and methods with
the teacher and their peers.
• Uses possible student mis-
understandings at strategic
points in lessons to highlight
misconceptions and inspire
exploration and discovery.
• Provides explanations that
are clear and coherent and
uses verbal and written com-
munication that is clear and
correct.
• Asks questions at the crea-
tive, evaluative and/or analy-
sis levels that require a deep-
er learning and broader un-
derstanding of the objective
of the lesson.
• Skillfully balances wait time,
questioning techniques and
integration of student re-
sponses to support student-
directed learning.
• Skillfully provokes and
guides discussion to pique
curiosity and inspire student-
led learning of meaningful
and challenging content.
• Establishes classroom prac-
tices that encourage all stu-
dents to communicate effec-
tively, including the use of
visual tools and technology,
with the teacher and their
peers.
• Anticipates possible student
misunderstandings and proac-
tively develops techniques to
address obstacles to learning.
• Provides explanations that
are clear and coherent and
uses verbal and written com-
munication that is clear and
correct.
• Asks questions at the crea-
tive, evaluative and/or analy-
sis levels that focus on the
objective of the lesson and
provoke thought and discus-
sion.
• Skillfully uses probing ques-
tions to clarify, elaborate and
extend learning.
• Provides wait time when
questioning students.
• Establishes classroom
practices that provide
opportunities for most
students to communi-
cate effectively with the
teacher and their peers.
• Recognizes student
misunderstandings and
responds with an array
of teaching techniques
to clarify concepts.
• Provides explanations
that are clear and uses
verbal and written com-
munication that is clear
and correct.
• Asks remember, un-
derstand and apply
level questions that
focus on the objective
of the lesson and pro-
voke discussion.
• Uses probing ques-
tions to clarify and
elaborate learning.
• Leads lessons with
some opportunity for
dialogue, clarification
or elaboration.
• Recognizes student
misunderstandings but
has a limited ability to
respond.
• Uses verbal and
written communication
that is generally clear
with minor errors of
grammar.
• Asks remember and
understand level ques-
tions that focus on the
objective of the lesson
but do little to amplify
discussion.
• Directs lessons with
little opportunity for
dialogue, clarification or
elaboration.
• Is sometimes unaware
of or unresponsive to
student misunderstand-
ings.
• Uses verbal communi-
cation that is character-
ized by inaccurate gram-
mar; written communi-
cation that has inaccu-
rate spelling, grammar,
punctuation or struc-
ture.
• Rarely asks questions,
or asks questions that do
not amplify discussion or
align to the objective of
the lesson.
Student-Centered
Actions
Teacher-Centered
Actions
You could say . . .
How will this lesson address the needs of all students?
How will you provide different instructional methods and/or content to
ensure mastery?
How have you planned to avoid confusion during the lesson? ( varied
references, anchor charts, examples, etc.)
How do you encourage engagement across varied student abilities?
What supports are planned to ensure student mastery?
What learning or social/emotional needs exist in your classroom? How
will you address them?
• Adapts lessons with a wide
variety of instructional strate-
gies to address individual
needs of all students.
• Consistently monitors the
quality of student participa-
tion and performance.
• Always provides differenti-
ated instructional methods
and content to ensure stu-
dents have the opportunity
to master what is being
taught.
• Consistently prevents stu-
dent confusion or disengage-
ment by addressing learning
and/or social/emotional
• Adapts lessons to ad-
dress individual needs of
all students.
• Regularly monitors the
quality of student partici-
pation and performance.
• Regularly provides differ-
entiated instructional
methods and content to
ensure students have the
opportunity to master
what is being taught.
• Proactively minimizes
student confusion or dis-
engagement by addressing
learning and/or social/
emotional needs of all
students.
• Adapts lessons to ad-
dress individual needs of
all students.
• Regularly monitors the
quality of student partici-
pation and performance.
• Provides differentiated
instructional methods and
content to ensure stu-
dents have the opportuni-
ty to master what is being
taught.
• Recognizes when stu-
dents become confused or
disengaged and responds
to student learning or so-
cial/emotional needs.
• Adapts lessons to
address some student
needs.
• Sometimes monitors
the quality of student
participation and per-
formance.
• Sometimes provides
differentiated instruc-
tional methods and
content.
• Sometimes recogniz-
es when students be-
come confused or dis-
engaged and minimally
responds to student
learning or social/
emotional needs.
• Provides one-size-fits-
all lessons without
meaningful differentia-
tion.
• Rarely monitors the
quality of student partic-
ipation and perfor-
mance.
• Rarely provides differ-
entiated instructional
methods and content.
• Does not recognize
when students become
confused or disengaged,
or does not respond
appropriately to student
learning or social/ emo-
tional needs.
For Instruction, Dimension 2.5
Monitor and adjust instruction and activities
Adjustments to maintain engagement
Monitors “behaviors”
Checking for understanding
Questioning and academic feedback
You could ask . . .
How do you gather input from students to choose next
steps in instruction?
How do you gauge and adjust for student engagement?
How will you monitor both behaviors and responses
from students to assess their engagement and under-
standing?
How do you check for understanding both formally and
informally?
• Systematically gathers input
from students in order to
monitor and adjust instruc-
tion, activities or pacing to
respond to differences in
student needs.
• Adjusts instruction and ac-
tivities to maintain student
engagement.
• Uses discreet and explicit
checks for understanding
through questioning and aca-
demic feedback.
• Utilizes input from stu-
dents in order to monitor
and adjust instruction,
activities and pacing to
respond to differences in
student needs.
• Adjusts instruction and
activities to maintain stu-
dent engagement.
• Continually checks for
understanding through
purposeful questioning
and academic feedback.
• Consistently invites in-
put from students in order
to monitor and adjust in-
struction and activities.
• Adjusts instruction and
activities to maintain stu-
dent engagement.
• Monitors student behav-
ior and responses for en-
gagement and under-
standing.
• Sometimes utilizes
input from students in
order to monitor and
adjust instruction and
activities.
• Adjusts some instruc-
tion within a limited
range.
• Sees student behav-
ior but misses some
signs of disengage-
ment.
• Is aware of most stu-
dent responses but
misses some clues of
misunderstanding.
• Rarely utilizes input
from students in order
to monitor and adjust
instruction and activities.
• Persists with instruc-
tion or activities that do
not engage students.
• Generally does not link
student behavior and
responses with student
engagement and under-
standing.
• Makes no attempts to
engage students who
appear disengaged or
disinterested.
Student-Centered
Actions
Teacher-Centered
Actions
•Establishes and uses
effective routines, transi-
tions and procedures that
primarily rely on student
leadership and responsibil-
ity.
•Students take primary
leadership and responsibil-
ity for managing student
groups, supplies, and/or
equipment.
•The classroom is safe and
thoughtfully designed to
engage, challenge and in-
spire students to partici-
pate in high-level learning
beyond the learning objec-
tives.
•Establishes and uses
effective routines, tran-
sitions and procedures
that she or he imple-
ments effortlessly.
•Students take some
responsibility for manag-
ing student groups, sup-
plies and/or equipment.
•The classroom is safe,
inviting and organized to
support learning objec-
tives and is accessible to
all students.
•All procedures, rou-
tines and transitions are
clear and efficient.
•Students actively par-
ticipate in groups, man-
age supplies and equip-
ment with very limited
teacher direction.
•The classroom is safe
and organized to sup-
port learning objectives
and is accessible to
most students.
•Most procedures,
routines and transi-
tions provide clear
direction but others
are unclear and ineffi-
cient.
•Students depend on
the teacher to direct
them in managing
student groups, sup-
plies and/or equip-
ment.
•The classroom is safe
and accessible to
most students, but is
disorganized and
cluttered.
•Few procedures and
routines guide stu-
dent behavior and
maximize learning.
Transitions are char-
acterized by confu-
sion and inefficiency.
•Students often do
not understand what
is expected of them.
•The classroom is
unsafe, disorganized
and uncomfortable.
•Some students are
not able to access
materials.
For Leaning Environment Dimension 3.1
Procedures, routines, and transitions
Management of supplies/equipment
Safety and organization
Watch for . . .
Time spent on transitions and “housekeeping” (use a
timer to give specific feedback when this is an issue).
Student involvement and efficacy in managing sup-
plies and group processes.
SAFETY! This is a big one, so be able to provide imme-
diate guidance if issues of student safety are neglect-
ed, knowingly or unknowingly.
Student-Centered
Actions
Teacher-Centered
Actions
• Consistently engages all
students with relevant, mean-
ingful learning based on their
interests and abilities to cre-
ate a positive rapport
amongst students.
• Students collaborate posi-
tively and encourage each
other’s efforts and achieve-
ments.
• Engages all students with
relevant, meaningful learn-
ing, sometimes adjusting
lessons based on student
interests and abilities.
• Students collaborate pos-
itively with each other and
the teacher.
• Engages all students in
relevant, meaningful
learning.
• Students work re-
spectfully individually and
in groups.
• Establishes a learning
environment where
most students are en-
gaged in the curricu-
lum.
• Students are some-
times disrespectful of
each other.
• Establishes a learning
environment where few
students are engaged in
the curriculum.
• Students are disre-
spectful of each other
and of the teacher.
For Learning Environment Dimension 3.3
Relevant, meaningful learning
Working respectfully (individual and group)
Collaboration and rapport
Watch for . . .
Evidence that students are engaged (responses,
questions, facial expressions around understanding
or confusion).
Student interactions.
• Consistently monitors be-
havior subtly, reinforces posi-
tive behaviors appropriately
and intercepts misbehavior
fluidly.
• Students and the teacher
create, adopt and maintain
classroom behavior stand-
ards.
• Consistently encourages
and monitors student be-
havior subtly and responds
to misbehavior swiftly.
• Most students know,
understand and respect
classroom behavior stand-
ards.
• Consistently implements
the campus and/or class-
room behavior system
proficiently.
• Most students meet
expected classroom be-
havior standards.
• Inconsistently imple-
ments the campus
and/or classroom be-
havior system.
• Student failure to
meet expected class-
room behavior stand-
ards interrupts learn-
ing.
• Rarely or unfairly en-
forces campus or class-
room behavior stand-
ards.
• Student behavior im-
pedes learning in the
classroom.
For Learning Environment Dimension 3.2
Behavior systems
Behavior standards
Watch for . . .
Evidence of a system of rules AND whether it allows for student
creation and maintenance.
How smoothly the teacher intervenes when discipline problems
arise with a minimum of instructional time lost.
• Behaves in accordance
with the Code of Ethics
and Standard Practices
for Texas Educators.
• Models all professional
standards (e.g., attend-
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
Practices for Texas Ed-
ucators.
• Consistently meets
all professional stand-
ards (e.g., attendance,
professional appear-
ance and behaviors).
• Advocates success-
fully for the needs of
all students on the
campus.
• Behaves in accord-
ance with the Code of
Ethics and Standard
Practices for Texas
Educators.
• Meets all profes-
sional standards (e.g.,
attendance, profes-
sional appearance
and behaviors).
• Advocates success-
fully for the needs of
students in the class-
room.
• Behaves in accord-
ance with the Code
of Ethics and Stand-
ard Practices for
Texas Educators.
• Meets most pro-
fessional standards
(e.g., attendance,
professional appear-
ance and behav-
iors).
• Fails to meet the
Code of Ethics and
Standard Practices
for Texas Educa-
tors.
• Meets few pro-
fessional standards
(e.g., attendance,
professional ap-
pearance and be-
haviors) or violates
legal requirements.
For Professional Practices &
Responsibilities, Dimension 4.1
Code of ethics
Professional standards
Student advocacy
This dimension is pretty observable as
you work with a teacher. However, you
may not be aware of advocacy efforts.
You can dig into the Proficient expecta-
tion by asking about what the teacher
does when it becomes clear that a stu-
dent needs something more or differ-
ent from other students.
Student-Centered Actions Teacher-Centered Actions
• Consistently sets, mod-
ifies and meets short-
and long-term profes-
sional goals based on
self assessment, reflec-
tion, peer and supervisor
feedback, contemporary
research and analysis of
student learning.
• Implements substan-
tial changes in practice
resulting in significant
improvement in student
performance.
• Sets some short- and
long-term professional
goals based on self-
assessment, reflection,
peer and supervisor
feedback, contempo-
rary research and
analysis of student
learning.
• Meets all profession-
al goals resulting in
improvement in prac-
tice and student per-
formance.
• Sets short- and long-
term professional
goals based on self-
assessment, reflection
and supervisor feed-
back.
• Meets all profes-
sional goals resulting
in improvement in
practice and student
performance.
• Sets short-term
goals based on self-
assessment.
• Meets most pro-
fessional goals re-
sulting in some visi-
ble changes in prac-
tice.
• Sets low or am-
biguous goals unre-
lated to student
needs or self-
assessment.
• Meets few pro-
fessional goals and
persists in instruc-
tional practices
that remain sub-
stantially unim-
proved over time.
Student-Centered Actions Teacher-Centered Actions
For Professional Practices &
Responsibilities, Dimension 4.2
Goals—short- and long-term
Self-assessment
This dimension focuses on a teachers ability
to reflect on his/her work and find room for
improvement. Your questions here could
guide toward that kind of self-awareness, re-
flection on practice, and desire to elevate
practice each year. Think “SMART” goals
(Specific, Measurable, Achievable, Realistic,
and Time-bound), but do allow for the meas-
urability to come from data (more quantita-
tive) AND/OR evidence (more qualitative).
• Leads colleagues collabo-
ratively in and beyond the
school to identify profes-
sional development needs
through detailed data analy-
sis and self-reflection.
• Seeks resources and col-
laboratively fosters faculty
knowledge and skills.
• Develops and fulfills the
school and district improve-
ment plans through profes-
sional learning communities,
grade- or subject-level team
leadership, committee lead-
ership or other opportuni-
ties beyond the campus.
Leads colleagues collab-
oratively on campus to
identify professional de-
velopment needs
through self-reflection.
• Fosters faculty
knowledge and skills in
support of the school
improvement plan
through professional
learning communities,
grade- or subject-level
team leadership, com-
mittee membership or
other opportunities be-
yond the campus.
• Collaboratively prac-
tices in all scheduled
professional develop-
ment activities, cam-
pus professional learn-
ing communities,
grade- or subject-level
team membership,
committee member-
ship or other opportu-
nities.
• Engages in most
scheduled activities,
professional learning
communities, com-
mittee, grade- or sub-
ject-level team
meetings as directed.
• Engages in few pro-
fessional develop-
ment activities, pro-
fessional learning
communities or com-
mittees to improve
professional practice.
For Professional Practices &
Responsibilities, Dimension 4.3
Professional development
Team collaboration/PLCs
Improvement plans
You could check . . .
Professional development transcripts or
certificates.
Team or PLC meeting notes.
Planning based on individual or team/PLC
improvement initiatives.
Listen for . . .
A teacher who is never satisfied but always
noticing where practice could be better.
A teacher who talks about what he/she is
planning to learn next.
Student-Centered Actions Teacher-Centered Actions
• Leads students, col-
leagues, families and com-
munity members toward
reaching the mission, vi-
sion and goals of the
school.
• Systematically contacts
parents/ guardians regard-
ing students’ academic and
social/ emotional growth
through various media.
• Initiates collaborative
efforts that enhance stu-
dent learning and growth,
and inspire trust, under-
standing and commitment
in the school.
• Clearly communicates
the mission, vision and
goals of the school to
students, colleagues,
parents and families,
and other community
members.
• Systematically contacts
parents/guardians re-
garding students’ aca-
demic and social/ emo-
tional growth through
various media.
• Joins colleagues in col-
laborative efforts that
enhance student learn-
ing and welfare and in-
spire trust and under-
standing in the school
community.
• Communicates the
mission, vision and
goals of the school to
students, colleagues,
parents and families.
• Contacts parents/
guardians regularly re-
garding students’ aca-
demic and social/ emo-
tional growth.
• Actively participates in
all school outreach ac-
tivities.
• Communicates
school goals to stu-
dents, parents and
families.
• Contacts parents/
guardians in accord-
ance with campus
policy.
• Attends most re-
quired school out-
reach activities.
• Contacts parents
generally about disci-
plinary matters.
• Attends few re-
quired school out-
reach activities.
For Professional Practices &
Responsibilities, Dimension 4.4
Communication w/family
Outreach (stakeholders)
Mission/vision/goals
You could check . . .
Email (IDEA: Have your teachers BCC you a predeter-
mined number of emails that reveal their response
to parents or colleagues in various settings. For ex-
ample, have each teacher BCC you on two informa-
tive or “cold” emails and then two “hot” emails or
those that address conflict or potential conflict.
Efforts the teacher makes toward community in-
volvement including communication to parents.
Efforts the teacher makes to advance the purpose of
the campus.
Student-Centered Actions Teacher-Centered Actions
Connection to the Texas Teacher Standards TAC, Chapter 149.1001 – Purpose: The standards identified in this section are performance stand-
ards to be used to inform the training, appraisal, and professional development of teachers.
Six Standards from Texas Teacher Standards Estimated T-TESS Domain Correlations
Standard 1: Instructional Planning and Delivery Domains 1 and 2
Standard 2: Knowledge of Students and Student Learning Domains 1 and 2
Standard 3: Content Knowledge and Expertise Domain 2
Standard 4: Learning Environment Domain 3
Standard 5: Data-Driven Practice Domains 1 and 2, Domain 4 for goals
Standard 6: Professional Practices and Responsibilities Domain 4
These images are from a Region 20 Goal-Setting training session PowerPoint.
Goal (What do you want to achieve?) Dimension (What is/are the correlating di-mension(s)?
Actions (How will you accomplish the goal?)
Targeted Completion Date (When do you antici-pate your goal will be met?)
Evidence of Goal Attainment (How will you know your goal has been met? How will you know whether or not it has im-pacted instruction and student achievement?)
Goal 1: Dimension(s):
Goal 2: (optional) Dimension(s):
—Tim Regal, sharing an adage that has emerged as the state appraisal team has messaged T-TESS to districts.
Thoughts from the PLC room . . .
I have had the chance to work with dozens of teachers from several campuses to flesh out or clarify their first T-TESS
goals. While we want S.M.A.R.T. goals, the biggest hang-up I’ve seen so far is demanding the measurable piece to be stu-
dent performance data. The intention of the state was for a teacher to set a goal to address an area of practice that need-
ed work based on a number of things, possibly including student performance, teacher reflection, or even appraisal data.
At times, the “data” will be more evidence of effort and work.
One teacher I’ve worked with recently wanted to do a better job with communicating with parents, so he set a goal
around Dimension 4.4, School Community Involvement. His evidence will be reports from digital tools he plans to utilize,
copies of newsletters, and even a communication log. While it would be within reason to believe that these steps would
improve parent and student investment in school and possibly, therefore, scores, student data is not a good indicator of
his work.
I had an ambitious teacher tie her goal set around 1.2, Data and Assessment, and 1.4, Activities, with her measurable in-
dicator being a tiered expectation of improved reading levels by the end of the year based on BOY reading levels. Student
performance will be an indicator in her goal.
We are all learning this system. For the first goal a teacher writes under the new system to simply be an area where the
teacher has discerned need answered with action steps and measured with evidence to prove the effort is workable.
Some teachers have been doing this kind of work; others who haven’t will need to practice the process of identifying a
professional need and making measurable improvements. Be ready to meet teachers where they are and lead the