Texas Teacher Evaluation Support System (T-TESS) & PLC AT WORK TM Alignment & By Paula Rogers Solution Tree Associate University of Virginia Partners in Leadership Excellence For More Information 888.409.1682 www.solutiontree.com Supporting source document T-TESS Rubric TEA 2016
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 2
TABLE OF CONTENTS PLANNING DIMENSION 1.1 Standards and Alignment... 4 DIMENSION 1.2 Data and Assessment... 5 DIMENSION 1.3 Knowledge of Students... 6 DIMENSION 1.4 Activities... 7 INSTRUCTION DIMENSION 2.1 Achieving Expectations... 8 DIMENSION 2.2 Content Knowledge and Expertise... 9 DIMENSION 2.3 Communication...10 DIMENSION 2.4 Differentiation...11 DIMENSION 2.5 Monitor and Adjust...12 LEARNING ENVIRONMENT DIMENSION 3.1 Classroom Environment, Routines, and Procedures...13 DIMENSION 3.2 Managing Student Behavior...14 DIMENSION 3.3 Classroom Culture...15 PROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.1 Professional Demeanor and Ethics...16 DIMENSION 4.2 Goal Setting...17 DIMENSION 4.3 Professional Development...18 DIMENSION 4.4 School Community Involvement...19
AT WORK PLANNING DIMENSION 1.1 Standards and Alignment The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards, and are appropriate for diverse learners. Distinguished Instructional Planning Includes: All rigorous and measurable goals aligned to state content standards Integration of technology to enhance mastery of goal(s) Deepen understanding of broader unit and course expectation Objectives that are aligned and logically sequenced to the lesson s goal, providing relevant and enriching extensions of the lesson at Work and A Focus on Collaboration Common planning with grade, content team Collaboratively plan and provide PD with all disciplines and specialists (such as technology) to share best practices related to student achievement Using the Four Questions Essential for Learning to Guide Collaborative Planning Teams using to design instruction at Tier 1 so that they are planning in advance to meet the needs of all learners Common Formative Assessment A Toolkit for Professional Learning Communities at Work By Kim Bailey, Chris Jakicic Pre-Conference, Formal Observation, Classroom 1.1, 1.2, 3.1, 3.2, 3.3 4
PLANNING DIMENSION 1.2 Data and Assessment The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. Distinguished Instructional Planning Includes: 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 confi dentiality A Focus on Collaboration 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 specifi c instructional strategies, and uses results to refl ect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success A Focus on Collaboration 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. Simplifying Common Assessment By Kim Bailey, Chris Jakicic Creating a Culture of Feedback By William M. Ferriter, Paul J. Cancellieri Analysis of Student Data, Pre-Conference, Formal Observation, Classroom Walkthroughs/Informal Observation, Post-Conference Instructional Planning 1.2, 1.6, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4 5
PLANNING DIMENSION 1.3 Knowledge of Students Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development, and achievement for all students. Distinguished Instructional Planning Includes: All lessons that connect to students prior knowledge, life experiences, interests, and future learning expectations 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 Guidance for students to apply their strengths, background knowledge, life experiences, and skills to enhance each other s learning A Focus on Collaboration What Do We Expect All Students to Know? What Do We Expect All Students to Know? What Do We Expect All Students to Know? 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. 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. 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. Kid by Kid, Skill by Skill Teaching in a Professional Learning Community at Work By Robert Eaker, Janel Keating Analysis of Student Data, Pre-Conference, Formal Observation 1.1, 1.2, 1.3, 2.1, 2.2, 2.3 6
PLANNING DIMENSION 1.4 Activities The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence, and achievement. Distinguished Instructional Planning Includes: Opportunities for students to generate questions that lead to further inquiry and promote complex, higher-order thinking, problem solving, and real-world application Instructional groups based on the needs of all students, and allows for students to take ownership of group and individual accountability The ability for students to set goals, refl ect on, evaluate, and hold each other accountable within instructional groups 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 What Do We Do if They Don t? What Do We Do if They Already Know It? What Do We Expect All Students to Know? What Do We Expect All Students to Know? As teachers work collaboratively and do action research, they will implement practices such as: High Yield Questioning Strategies. As collaborative teams review team data, they regroup students at Tier 1, plan for reteaching as well as extension. Student goal setting is a best practice that teams should research and utilize as they collect and use formative student data. 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. Real-World Learning Framework for Elementary Schools Real-World Learning Framework for Secondary Schools Digital Tools and Practical Strategies for Successful Implementation By Marge Maxwell, Rebecca Stobaugh, Janet Lynne Tassell Pre-Conference, Formal Observation 1.2, 1.3, 1.4, 1.5 7
INSTRUCTION DIMENSION 2.1 Achieving Expectations The teacher supports all learners in their pursuit of high levels of academic and social-emotional success. Provides evidence that all students demonstrate mastery of the objective 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 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. Coaching Classroom Instruction By Robert J. Marzano, Julia A. Simms Pre-Conference, Formal Observation 1.2, 1.4, 1.5, 2.1, 2.3, 3.2, 4.1, 4.4, 5.2 8
INSTRUCTION DIMENSION 2.2 Content Knowledge and Expertise The teacher supports all learners in their pursuit of high levels of academic and social-emotional success. Displays extensive content knowledge of all the subjects she or he teaches and closely related subjects Integrates learning objectives with other disciplines, content areas and real-world experience Conveys a depth of content knowledge that allows for differentiated explanations. Consistently provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based). 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. There are many confi gurations of collaborative teacher teams. Many schools have cross-curricular teams that plan integrated instruction. 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. 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. Collaborative Teams That Transform Schools The Next Step in PLCs By Robert J. Marzano, Tammy Hefl ebower, Jan K. Hoegh, Phil Warrick, Gavin Grift Pre-Conference, Formal Observation 1.1, 1.3, 1.5, 1.6, 2.3, 3.1, 3.2, 3.3 9
INSTRUCTION DIMENSION 2.3 Communication The teacher clearly and accurately communicates to support persistence, deeper learning, and effective effort. Skillfully provokes and guides discussion to pique curiosity and inspire student-led learning of meaningful and challenging content 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 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. Motivating and Inspiring Students Strategies to Awaken the Learner By Robert J. Marzano, Darrell Scott, Tina H. Boogren, Ming Lee Newcomb Pre-Conference, Formal Observation 1.4, 1.5, 2.1, 3.1, 4.4 10
INSTRUCTION DIMENSION 2.4 Differentiation The teacher differentiates instruction, aligning methods and techniques to diverse student needs. Adapts lessons with a wide variety of instructional strategies to address individual needs of all students What Will We Do if They Don t Learn It? A key responsibility of collaborative teacher teams is to plan in advance for students who will not get it the fi rst time, as well as use formative data to reteach at Tier 1. Consistently monitors the quality of student participation and performance What Will We Do if They Don t Learn It? In a professional learning community, individual teachers will have the benefi t of ideas generated by their team for students who have diffi 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 What Will We Do if They Don t Learn It? 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. Best Practices at Tier 1 Daily Differentiation for Effective Instruction, Elementary and Secondary By Gayle Gregory, Martha Kaufeldt, Mike Mattos Pre-Conference, Formal Observation 1.3 1.6, 2.1, 2.2, 2.3, 3.3, 4.1, 5.1, 5.3, 5.4 11
INSTRUCTION DIMENSION 2.5 Monitor and Adjust The teacher formally and informally collects, analyzes, and uses student progress data and makes needed lesson adjustments. Systematically gathers input from students in order to monitor and adjust instruction, activities, or pacing to respond to differences in student needs Consistently adjusts instruction and activities within a broad range to maintain student engagement Uses discreet and explicit checks for understanding through questioning and academic feedback How Will We Know if They Learned It? How Will We Know if They Learned It? How Will We Know if They Learned It? 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. Collaborative teacher teams share strategies that are most successful, which increases the level of instruction and achievement in all classrooms. 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. Simplifying Response to Intervention Four Essential Guiding Principles By Austin Buffum, Mike Mattos, Chris Weber Pre-Conference, Formal Observation 1.4, 1.6, 2.2, 2.3, 3.2, 4.4, 5.3, 5.4 12
LEARNING ENVIRONMENT DIMENSION 3.1 Classroom Environment, Routines, and Procedures The teacher organizes a safe, accessible, and efficient classroom. 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 Work TM model. Seven Keys to a Positive Learning Environment in Your Classroom By Tom Hierck Formal Observation, Classroom, Pre-Conference 1.4, 4.1, 4.2, 4.3, 4.4 13
LEARNING ENVIRONMENT DIMENSION 3.2 Managing Student Behavior The teacher establishes, communicates, and maintains clear expectations for student behavior. Consistently monitors behavior subtly, reinforces positive behaviors appropriately, and intercepts misbehavior fl 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. Uniting Academic and Behavior Interventions Solving the Skill or Will Dilemma By Austin Buffum, Mike Mattos, Chris Weber, Tom Hierck Formal Observation, Classroom, Pre-Conference 4.1, 4.2, 4.3, 4.4 14
LEARNING ENVIRONMENT DIMENSION 3.3 Classroom Culture The teacher leads a mutually respectful and collaborative class of actively engaged learners. 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 benefi 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 You ve Got to Reach Them to Teach Them Hard Facts About the Soft Skills of Student Engagement By Mary Kim Schreck Formal Observation, Classroom 1.5, 1.6, 3.2, 4.3, 4.4, 5.1, 5.2, 5.4 15
PROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.1 Professional Demeanor and Ethics The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal, and statutory responsibilities. Advocates successfully for the needs of all students in the classroom and campus 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. A Leader s Guide to Excellence in Every Classroom Creating Support Systems for Teacher Success By John R. Wink Score to Soar Moving Teachers From Evaluation to Professional Growth By John F. Eller, Sheila A. Eller Development Plan or Improvement Plan, Pre-Conference, Post-Conference, Daily Interaction with Others 6.2, 6.3, 6.4 16
PROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.2 Goal Setting The teacher reflects on his or her practice. Implements substantial changes in practice, resulting in signifi cant improvement in student performance 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. Becoming a Reflective Teacher By Robert J. Marzano Thriving as a New Teacher Tools and Strategies for Your First Year By John F. Eller, Sheila A. Eller Development Plan or Improvement Plan, Pre-Conference, Post-Conference, Daily Interaction with Others 5.4, 6.1, 6.2 17
PROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.3 Professional Development The teacher enhances the professional community. Leads colleagues collaboratively in and beyond the school to identify professional development needs through detailed data analysis and self-refl ection Seeks resources and collaboratively fosters faculty knowledge and skills Develops and fulfi 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 A Focus on Collaboration; A Focus on Collaboration ; ; A Focus on Collaboration 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. The collaborative planning and data review process provides job-embedded staff development. Teachers continually search for new instructional strategies. 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. Learning by Doing Third Edition A 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 Development Plan or Improvement Plan, Pre-Conference, Post-Conference, Daily Interaction with Others 3.1, 6.1, 6.2, 6.3 18
PROFESSIONAL PRACTICES AND RESPONSBILITIES DIMENSION 4.4 School Community Involvement The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. Initiates collaborative efforts that enhance student learning and growth and inspire trust, understanding, and commitment in the school A Focus on Collaboration 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 Collaborative Teacher Working 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 Administrator Working 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 Development Plan or Improvement Plan, Pre-Conference, Post-Conference, Daily Interaction with Others 2.1, 2.2, 4.1, 4.4, 5.2, 6.2, 6.3, 6.4 19
Texas Teacher Evaluation & Support System (T-TESS) & PLC AT WORK TM 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