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Making Sense of the System: Understanding {insert district}’s TIA Plan

INSERT DISTRICT LOGO

Teacher Overview

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Objectives

Participants will understand why (INSERT DISTRICT NAME) decide to implement Teacher Incentive Allotment

Participants will understand the process for teachers & evaluators

Participants will understand the TIA System in (INSERT DISTRICT NAME)

Participants will gain an understanding of the how the T-TESS rubric is used in the TIA system.

Before we dive in, let’s take a look at what we’ll accomplish together today.

First, participants will understand why {District Name} chose to implement the Teacher Incentive Allotment — the purpose behind it and how it aligns with our district’s vision for recognizing and rewarding excellent teaching.

Next, you’ll gain an understanding of the process for both teachers and evaluators — what each step looks like, who’s involved, and what’s expected throughout the year.

We’ll also take a closer look at how our TIA system operates here in {District Name}, including the key components that make it unique to our district.

Finally, we’ll connect it all back to practice by exploring how the T-TESS rubric is used within our TIA system — showing how everyday instructional practices translate into growth, data, and ultimately, designation opportunities.

By the end of today’s session, you’ll have a clearer picture of how all these pieces fit together and what they mean for you as a teacher or evaluator in our district.

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Meet The Team

NAME

INSERT PHOTO

Name

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Why Implement TIA?

So, why did our district decide to take on the Teacher Incentive Allotment?

At its core, TIA is about recognizing and rewarding great teaching — making sure that the educators who have the greatest impact on student learning are acknowledged for their excellence.

For our district, implementing TIA aligns with our goal to attract, support, and retain highly effective teachers in every classroom. It helps us build a system where outstanding instruction is celebrated, and where teachers see a clear pathway for professional growth and compensation.

It’s also about equity and opportunity — ensuring that all students, no matter where they attend school, have access to excellent instruction.

Ultimately, TIA supports our district’s mission to strengthen teaching, elevate student outcomes, and invest in the people who make the biggest difference — our teachers.

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The Why

The Teacher Incentive Allotment (TIA) rewards excellent teaching and helps all teachers and students grow to their next level of excellence.

(INSERT YOUR DISTRICT’S WHY ON THIS SLIDE)

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Funding for Teachers 2026-2027

Acknowledged

$3,000-$9,000

Recognized

$3,000-$9,000

$5,000-$15,000

Exemplary

$6,000-$18,000

$9,000-$25,000

Master

$12,000-$32,000

$12,000-$36,000

A fourth designation, Acknowledged, will be added in 2026-27, along with increased allotments for current designation levels.

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Recognition & Reward

TIA was established by HB 3 with a stated goal of a six-figure salary for teachers. TIA allotment funds help Texas school systems reward, retain, and recruit highly effective teachers.

% of Teachers in Texas	Designation Level	T-TESS Average	Student Growth Average	Range of Payouts (Updated based on HB 2 Implementation)
50%	Acknowledged	3.5	50%	$3,000 - $9,000
33%	Recognized	3.7	55%	$5,000 - $15,000
20%	Exemplary	3.9	60%	$9,000 - $25,000
5%	Master	4.5	70%	$12,000 - $36,000

New for 26-27

School Year!

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{INSERT DISTIRCT} ISD | Campus Allotments

Elementary		Middle School		High School
Recognized	$4,318	Recognized	$4,199	Recognized	$4,313
Exemplary	$8,637	Exemplary	$8,399	Exemplary	$8,261
Master	$16,395	Master	$15,998	Master	$15,769

TIA Funding Map

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Tiered Level Funding

Campus Socioeconomic Level

Student’s socioeconomic tiers are calculated from the State Compensatory Education (SCE) program. SCE provides funding to reduce disparity in performance on assessment instruments or disparity in the rates of high school completion between educationally disadvantaged students, at-risk students, and all other students.

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Tiered Level Funding

Campus Rural Status

Rural districts receive more funding than urban districts.

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Example Campus

Notice that the more students that have high-needs on a campus, the higher the campus’ student point value will be, providing greater funding for high-needs campuses.

Next, the campus student point value is plugged into the allotment formula, base allotment + (multiplier x avg. student point value), to get each designation’s allotment funding amount.

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{INSERT DISTIRCT} ISD | Campus Allotments

Elementary		Middle School		High School
Recognized	$4,318	Recognized	$4,199	Recognized	$4,313
Exemplary	$8,637	Exemplary	$8,399	Exemplary	$8,261
Master	$16,395	Master	$15,998	Master	$15,769

TIA Funding Map

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Our Blueprint for Success:

The {District Mascot (Bulldog)} System

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TIA Committee

Sustainable Student Growth

District Leadership

Community

Campus Staff

LIST NAMES

It’s important to remember that this system doesn’t operate in isolation — it’s a collaborative effort supported by multiple stakeholders.

Our teachers are at the heart of this work. They’re the ones engaging in the instructional practices, gathering evidence, and continuously improving to earn and maintain designations.

Campus administrators play a key role in implementation — they ensure that data collection, observations, and calibration processes are fair, consistent, and transparent.

District leaders guide the overall structure and ensure alignment with our vision for excellence and student growth. They also manage communication, data validation, and coordination with TEA.

We also have HR and finance teams, who ensure the designations translate into compensation accurately and sustainably.

And finally, students and families benefit most from this work — because TIA is ultimately about recognizing and retaining great teachers who drive student success.

When each stakeholder understands their role and stays engaged, the TIA system becomes not just a compliance measure, but a powerful tool for growth and recognition across our district.

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System Overview & Timeline

Leadership & Teacher Trainings

Walk-throughs & Evaluations

Includes:

Pre-conference
Post-conference
Observations and Feedback

1st 9 Weeks of School

Sept. - April

April - May

FILL IN YOUR INFORMATION

August - September

1st 9 Weeks

September - April

April - May

Year Long Courses

Pre-tests will be given within the first nine weeks of the school year.

Semester Long Courses

Pre-tests are given within the first six weeks of the semester.

Year Long Courses

Post-tests are given in the last 12 weeks of the school year.

Semester Long Courses

Post-Test are given in the last six weeks of a semester-long course.

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Who is eligible on {INSERT DISTRICT} plan?

LIST YOUR ELIGIBLE AREAS BELOW THEN DELETE THESE INSTRUCTIONS

Grade Level	Subject(s)

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What assessments are we using?

LIST YOUR ASSESSMENTS FOR EACH AREA BELOW

Grade Level	Subject(s)	BOY Assessment	EOY Assessment

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Future Eligible Teaching Areas

Grade Level	Subject(s)

Grade Level	Subject(s)

Grade Level	Subject(s)

Insert Data Collection Year

As our TIA system matures, one of our next steps is to consider adding additional eligible teaching assignments in future years.

When we first launched, we focused on a select group of teaching assignments to ensure our system was accurate, fair, and manageable. Now that our processes are stronger — from data collection to validation — we have the opportunity to grow.

Expanding eligibility allows us to recognize more teachers across a wider range of subjects and grade levels who are making a measurable impact on student growth.

Before adding new assignments, we’ll review several key factors:

Data availability: Do we have reliable student growth measures for these courses or grade levels?�
Observation calibration: Are we confident our evaluation systems are consistent across all classrooms?�
Equity and sustainability: Can we support expansion in a way that’s fair and financially sustainable long term?�

Our goal is to be thoughtful and strategic — ensuring every added assignment strengthens the integrity of our system and aligns with our district’s instructional priorities.

Ultimately, broadening eligibility means more opportunities for teachers to be recognized and rewarded, and more momentum in building a culture of excellence districtwide.

Here is our current plan.

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System Weights in {INSERT DISTRICT} ISD

Student Growth

50%

CHANGE THIS SLIDE TO MEET YOUR WEIGHTING TAB

T-TESS

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Weight #1: Student Growth (50%)

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Student Growth - NWEA

Students will take a BOY assessment by the end of the 1st 9 weeks.
Students will take an EOY assessment in April/May.
NWEA sets a preset growth target for each student. Once students take the BOY assessment, the teachers can see the expected growth on several reports on NWEA.

Achievement Status and Growth Projection Report

CHANGE SLIDES 17-21 TO MATCH THE ASSESSMENTS THE DISTRICT IS GIVING

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Student Growth- NWEA

CHANGE SLIDES 17-21 TO MATCH THE ASSESSMENTS THE DISTRICT IS GIVING

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Student Growth - Circle

Students take the beginning of the year Circle assessment, then the district sets end-of-year goals for each student.

After the end-of-year assessment, administrators will calculate the percentage of students who met their growth goal.

CHANGE SLIDES 17-21 TO MATCH THE ASSESSMENTS THE DISTRICT IS GIVING

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Student Growth

Once you determine the student’s scores, you can use a growth tracking chart throughout the year to monitor progress.

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Student Growth

The percentage of all of your students who meet their projected growth score is what is used on your final Student Growth score.

If you are in two eligible areas we will combine the data into one data set. For example, if you teach Reading and Math, and have 20 students in each class, we will combine the data from both classes. You would have a total of 40 data points, and each one could earn a growth measure. Instead of your denominator being 20, it would be 40.

Each student must have a BOY and EOY score to be included in the growth score.

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Weight #2: T-TESS (50%)

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Domains and Dimensions

Domain

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Domains and Dimensions

Dimension

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Domains and Dimensions

Performance Levels

This slide shows the performance levels… Distinguished, Accomplished, Proficient, Developing and Improvement Needed.

Very Important...(Make sure teachers understand what is below.)

“When appraisers use the evidence to score a lesson, they will begin in the proficient column. This performance level – Proficient - signifies a ‘Rock Solid’ teacher. Let me say this again, Proficient is Rock Solid….

What does this mean? We will see a bell curve with T-TESS evaluations…. This is a culture shift in Texas. If teachers are Proficient and Rock Solid, then we will see a bell curve which indicates there are some that fall in the accomplished and distinguished levels and others that will be developing and improvement needed. This process is not about the person… it’s about how the lesson scores, using the evidence collected and the rubric descriptors for each dimension. What was ‘exceeds expectations’ in PDAS is now described in the ‘proficient’ level. Two additional performance levels, accomplished and distinguished, were added to allow for growth and aspiration.”

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Domains and Dimensions

Descriptors

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TIA Dimensions - Averaged at Summative

Domain 2 - My Instruction

Domain 3 - My Classroom

2.1 - Achieving Expectations
2.2 - Content Knowledge and Expertise
2.3 - Communication
2.4 - Differentiation
2.5 - Monitor and Adjust

3.1 - Classroom Environment, Routines, and Procedures
3.2 - Managing Behavior
3.3 - Classroom Culture

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Calculations - How to get a 3.7?

T-TESS scores only come from Domains 2 and 3 on the T-TESS rubric.

2.1	Proficient - 3
2.2	Accomplished - 4
2.3	Accomplished - 4
2.4	Proficient - 3
2.5	Accomplished - 4
3.1	Accomplished - 4
3.2	Accomplished - 4
3.3	Accomplished - 4
Average	3.75

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Calculations

On the SUMMATIVE: Teachers cannot score Developing or Improvement Needed to quality.

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Collecting Evidence

Things to capture:

What the teacher says
What the teacher does
What the students say
What the student do
Copy wording and visuals
Record time segments

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What does T-TESS look like in my classroom?

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Dimension 2.4 - Differentiation

You will need markers/pens, sticky notes & the posters with each dimension (around the room).
Number off from 1-8
Go to the poster that aligns with your number.

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Station 1

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to list all the measurable behaviors the teacher or students would do under each bullet on the post-its available. (Individually)

5 mins to put your post-its on the poster and read each other's ideas. If they are the same please stack them on top of each other. (Group)

Scan for T-TESS Rubrics

During this time, your goal is to explore the Accomplished and Distinguished descriptors for your assigned T-TESS dimension and identify observable behaviors. Here’s how we’ll work:

Read through the Accomplished and Distinguished descriptors on your poster carefully. Pay close attention to the language that differentiates these two levels.
Individually write down observable behaviors (on sticky notes) you might see from both the teacher and the students that demonstrate the depth and complexity of these levels. Be specific — focus on actions an evaluator could observe in the classroom.
Share and discuss as a group: Once everyone has written down their ideas, come together to review and refine your observations.
Add your ideas to the poster: Compile your group’s input into a clear, comprehensive list of observable behaviors for the Accomplished and Distinguished levels.

Remember, we are looking for observable, high-quality evidence that reflects these advanced levels, not opinions or assumptions. Be thoughtful and precise in your examples.

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Station 2

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to read over the post-its already placed on the poster. (Individually)

5 mins to talk about the post-its.

Please put a (Group):

✔ if you agree

X if you disagree

🗅 if you have more to add

Scan for T-TESS Rubrics

Alright everyone, now that you’ve finished with your first poster, it’s time to rotate to the next station.

When you arrive at the new poster:

Read through the descriptors for the dimension listed on the poster.
Individually write down observable behaviors that an evaluator might see from both the teacher and the students that demonstrate the depth and complexity of each descriptor.
As a group, review the observable behaviors that the previous group added to the poster.

If you agree that a listed behavior meets the depth and complexity of the descriptor, place a check mark (✓) next to it.
If you disagree, place an X beside it.

Add any new observable behaviors that are not already listed.

You’ll continue rotating when I give to the signal through each station until your group returns to your original poster. When you get back, you’ll have a chance to review all the feedback and final additions from the other groups.

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Station 3

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to read over the post-its already placed on the poster. (Individually)

3 mins to talk about the post-its.

Please put a (Group):

✔ if you agree

X if you disagree

🗅 if you have more to add

Scan for T-TESS Rubrics

Alright everyone, now that you’ve finished with your first poster, it’s time to rotate to the next station.

When you arrive at the new poster:

Read through the descriptors for the dimension listed on the poster.
Individually write down observable behaviors that an evaluator might see from both the teacher and the students that demonstrate the depth and complexity of each descriptor.
As a group, review the observable behaviors that the previous group added to the poster.

If you agree that a listed behavior meets the depth and complexity of the descriptor, place a check mark (✓) next to it.
If you disagree, place an X beside it.

Add any new observable behaviors that are not already listed.

You’ll continue rotating when I give to the signal through each station until your group returns to your original poster. When you get back, you’ll have a chance to review all the feedback and final additions from the other groups.

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Station 4

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to read over the post-its already placed on the poster. (Individually)

3 mins to talk about the post-its.

Please put a (Group):

✔ if you agree

X if you disagree

🗅 if you have more to add

Scan for T-TESS Rubrics

Alright everyone, now that you’ve finished with your first poster, it’s time to rotate to the next station.

When you arrive at the new poster:

Read through the descriptors for the dimension listed on the poster.
Individually write down observable behaviors that an evaluator might see from both the teacher and the students that demonstrate the depth and complexity of each descriptor.
As a group, review the observable behaviors that the previous group added to the poster.

If you agree that a listed behavior meets the depth and complexity of the descriptor, place a check mark (✓) next to it.
If you disagree, place an X beside it.

Add any new observable behaviors that are not already listed.

You’ll continue rotating when I give to the signal through each station until your group returns to your original poster. When you get back, you’ll have a chance to review all the feedback and final additions from the other groups.

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Station 5

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to read over the post-its already placed on the poster. (Individually)

3 mins to talk about the post-its.

Please put a (Group):

✔ if you agree

X if you disagree

🗅 if you have more to add

Scan for T-TESS Rubrics

Alright everyone, now that you’ve finished with your first poster, it’s time to rotate to the next station.

When you arrive at the new poster:

Read through the descriptors for the dimension listed on the poster.
Individually write down observable behaviors that an evaluator might see from both the teacher and the students that demonstrate the depth and complexity of each descriptor.
As a group, review the observable behaviors that the previous group added to the poster.

If you agree that a listed behavior meets the depth and complexity of the descriptor, place a check mark (✓) next to it.
If you disagree, place an X beside it.

Add any new observable behaviors that are not already listed.

You’ll continue rotating when I give to the signal through each station until your group returns to your original poster. When you get back, you’ll have a chance to review all the feedback and final additions from the other groups.

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Station 6

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to read over the post-its already placed on the poster. (Individually)

3 mins to talk about the post-its.

Please put a (Group):

✔ if you agree

X if you disagree

🗅 if you have more to add

Scan for T-TESS Rubrics

Alright everyone, now that you’ve finished with your first poster, it’s time to rotate to the next station.

When you arrive at the new poster:

Read through the descriptors for the dimension listed on the poster.
Individually write down observable behaviors that an evaluator might see from both the teacher and the students that demonstrate the depth and complexity of each descriptor.
As a group, review the observable behaviors that the previous group added to the poster.

If you agree that a listed behavior meets the depth and complexity of the descriptor, place a check mark (✓) next to it.
If you disagree, place an X beside it.

Add any new observable behaviors that are not already listed.

You’ll continue rotating when I give to the signal through each station until your group returns to your original poster. When you get back, you’ll have a chance to review all the feedback and final additions from the other groups.

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Station 7

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to read over the post-its already placed on the poster. (Individually)

3 mins to talk about the post-its.

Please put a (Group):

✔ if you agree

X if you disagree

🗅 if you have more to add

Scan for T-TESS Rubrics

Alright everyone, now that you’ve finished with your first poster, it’s time to rotate to the next station.

When you arrive at the new poster:

Read through the descriptors for the dimension listed on the poster.
Individually write down observable behaviors that an evaluator might see from both the teacher and the students that demonstrate the depth and complexity of each descriptor.
As a group, review the observable behaviors that the previous group added to the poster.

If you agree that a listed behavior meets the depth and complexity of the descriptor, place a check mark (✓) next to it.
If you disagree, place an X beside it.

Add any new observable behaviors that are not already listed.

You’ll continue rotating when I give to the signal through each station until your group returns to your original poster. When you get back, you’ll have a chance to review all the feedback and final additions from the other groups.

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Station 8

1 min to read over the bullets under accomplished on your dimension. (Individually)

2 min to read over the post-its already placed on the poster. (Individually)

3 mins to talk about the post-its.

Please put a (Group):

✔ if you agree

X if you disagree

🗅 if you have more to add

Scan for T-TESS Rubrics

Alright everyone, now that you’ve finished with your first poster, it’s time to rotate to the next station.

When you arrive at the new poster:

Read through the descriptors for the dimension listed on the poster.
Individually write down observable behaviors that an evaluator might see from both the teacher and the students that demonstrate the depth and complexity of each descriptor.
As a group, review the observable behaviors that the previous group added to the poster.

If you agree that a listed behavior meets the depth and complexity of the descriptor, place a check mark (✓) next to it.
If you disagree, place an X beside it.

Add any new observable behaviors that are not already listed.

You’ll continue rotating when I give to the signal through each station until your group returns to your original poster. When you get back, you’ll have a chance to review all the feedback and final additions from the other groups.

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Return to Station 1

3 minutes to organize the post-its into 3 categories

Post-its that only have a ✔

Post-its that only have a X

Post-its that have both ✔ and X

Scan for T-TESS Rubrics

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Break

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Using AI to check Evidence

Use the structured prompt prompt below to submit your evidence and the rubric language into the districts AI tool.

Prompt Template for Teachers to Use:

“I am being evaluated on the Texas T-TESS rubric. I would like you to review my evidence for the [insert T-TESS dimension] and tell me how closely it matches the Accomplished level.

Here is my evidence: "[Paste your evidence from the post-its with ✔s — be detailed]" or upload a picture
Please give me:
A summary of how well my evidence matches the Accomplished level.
Any gaps or missing elements I need to strengthen.
Suggestions to reword or enhance the evidence to align more clearly with Accomplished.�

Optional follow-up prompt:

Can you rewrite my evidence to more clearly align with the Accomplished level using teacher language appropriate for an evaluator?

Repeat the process with X’s.

Now we’ll use the district’s AI tool to evaluate whether each observable behavior meets the depth and complexity of the T-TESS descriptors. Please follow these steps:

Gather your evidence from the poster:

Post-its with check marks (✔)
Post-its with X marks (✗)
Post-its with both ✔ and ✗

Use the structured prompt template to submit each piece of evidence into the AI tool. For each piece of evidence:

Copy the Accomplished rubric language for the specific dimension.
Paste your evidence in detail, including all relevant behaviors from the post-its.
Submit using the prompt on the screen or your own.

Repeat the process for:

Evidence from post-its with X only
Evidence from post-its with both ✔ and X

Discuss as a group any AI feedback that indicates gaps, needed enhancements, or suggested rewrites. Update your poster evidence if needed.

Remember, the AI is a support tool — your professional judgment is key in deciding what stays, what is modified, and how evidence is presented.

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Thoughts

How much potential do YOU have to improve your teaching using the T-TESS rubric as your guide?

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Thoughts

What are other ways to use AI to help improve your teaching and align it to the T-TESS rubric?

Record your teaching and upload it to Ai and ask it to rate the lesson using the T-TESS rubric.

Upload your lesson plans and ask it to rate your lessons and give feedback according to the T-TESS rubric.

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Putting the Two Together:

T-TESS & Student Growth

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Teacher Growth

Actual Sample District: Teachers seeking a designation excelled beyond the proficiency level at an average of 4.2 T-TESS scores. Teachers *not seeking designation fell below the expected performance level at an average of 2.8 on the T-TESS rubric.

*Teachers not seeking a designation means they were in an eligible category and had to go through the system, however, they just continued doing things as they had always done with no intention of improving through the coaching process. They did not want coaching and they did not participate in teacher meetings.

Why do you think teachers not seeking a designation score lower on T-TESS than those seeking a designation?

What could be the repercussions of of this for students of teachers not seeking a designation?

Read: Actual Sample District: Teachers seeking a designation excelled beyond the proficiency level at an average of 4.2 T-TESS scores. Teachers not seeking designation fell below the expected performance level at an average of 2.8 on the T-TESS rubric. Teachers not seeking a designation means they were in an eligible category and had to go through the system, however, they just continued doing things as they had always done with no intention of improving through the coaching process. They did not want coaching and they did not participate in teacher meetings.

A teacher seeking designation meant they were in a qualifying area and were actively working to improve instruction and student growth.

A teacher not seeking designation means they were in a qualifying area, the district had to collect their T-TESS and student growth data, but the teacher did not work to improve instruction or student growth. They told evaluators they did not want a designation, and they were going to do what they have always done.

Q1: So why do you think teachers not seeking a designation score lower on T-TESS than those seeking a designation? Turn and talk - share out

Q2: What could be the repercussions of of this for students of teachers not seeking a designation? Turn and talk - share out

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Student Growth

Teachers seeking a designation had higher student growth percentages than teachers not seeking a designation.

TIA Teachers

*Non-TIA seeking Teachers

*Teachers not seeking a designation means they were in an eligible category and had to go through the system, however, they just continued doing things as they had always done with no intention of improving through the coaching process. They did not want coaching and they did not participate in teacher meetings.

What effect do high T-TESS scores have on student growth?

This chart is a correlation value chart. A perfect correlation would be where all of the dots are on the line. This would be the highest correlation of a 1.0 .

Once again, the teachers in red were in a qualifying area, but chose not to attend teacher meetings or be involved in the coaching process.

Turn and Talk - What effect do high T-TESS scores have on student growth? (Turn and Talk - then share out)

1st - Teachers seeking a designation had higher student growth percentages than teachers not seeking a designation. This process helps students!

2nd - Look at where the green dots lie. In the top right of the chart, teachers who are striving to have high T-TESS scores, typically have higher student growth! These are classes parents want their children in!

Teachers who work to improve, not only improve themselves, but also their students!

The minimum recommended cut score for a designation will be 3.5. Who does that eliminate? (click to next slide)

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Student Growth

Teachers seeking a designation had higher student growth percentages than teachers not seeking a designation.

TIA Teachers

*Non-TIA seeking Teachers

*Teachers not seeking a designation means they were in an eligible category and had to go through the system, however, they just continued doing things as they had always done with no intention of improving through the coaching process. They did not want coaching and they did not participate in teacher meetings.

3.5

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Student Growth

Teachers seeking a designation had higher student growth percentages than teachers not seeking a designation.

TIA Teachers

*Non-TIA seeking Teachers

*Teachers not seeking a designation means they were in an eligible category and had to go through the system, however, they just continued doing things as they had always done with no intention of improving through the coaching process. They did not want coaching and they did not participate in teacher meetings.

3.5

50%

All of the teachers in the red would be eliminated based on T-TESS scores below 3.5 and student growth below 50%. Are there any that are surprising? The remaining teachers could qualify, depending on local designation requirements, as well as being coded a teacher (087) 50% of the day and meeting the other TEA teacher thresholds. The system is an all or nothing validation. When numbers and recommendations are submitted, Texas Tech runs several validation models, then sends the report to TEA. TEA reviews the entire system and the validation report to determine if a district’s system passes or fails. If a systems that passes validation that means that all of the teachers who were submitted will received their designation and the district will receive that allotment funding. Other requirements: teachers must be with the district through Winter PEIMS submission.

If designated it is important to remember: You earn a designation and that will be on your certificate for five years. The district earns an allotment for your designation. Each district determines how they will spend that allotment funding.

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Student Growth

Acknowledged Level

TIA Teachers
Non-TIA seeking Teachers

Acknowledged = 50% Growth

3.5 T-TESS

Recognized = 55% Growth

3.7 T-TESS

Exemplary = 60% Growth

3.9 T-TESS

Masters = 70% Growth

4.5 T-TESS

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Student Growth

Recognized Level

TIA Teachers
Non-TIA seeking Teachers

Acknowledged = 50% Growth

3.5 T-TESS

Recognized = 55% Growth

3.7 T-TESS

Exemplary = 60% Growth

3.9 T-TESS

Masters = 70% Growth

4.5 T-TESS

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Student Growth

Exemplary Level

TIA Teachers
Non-TIA seeking Teachers

Acknowledged = 50% Growth

3.5 T-TESS

Recognized = 55% Growth

3.7 T-TESS

Exemplary = 60% Growth

3.9 T-TESS

Masters = 70% Growth

4.5 T-TESS

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Student Growth

Masters Level

TIA Teachers
Non-TIA seeking Teachers

Acknowledged = 50% Growth

3.5 T-TESS

Recognized = 55% Growth

3.7 T-TESS

Exemplary = 60% Growth

3.9 T-TESS

Masters = 70% Growth

4.5 T-TESS

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Student Growth

TIA Teachers
Non-TIA seeking Teachers

Acknowledged = 50% Growth

3.5 T-TESS

Recognized = 55% Growth

3.7 T-TESS

Exemplary = 60% Growth

3.9 T-TESS

Masters = 70% Growth

4.5 T-TESS

Earning a designation takes work, but it will be worth it!

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T-TESS Goal Setting

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TIA Goal Setting

What are your professional goals for the TIA system this year? (Level)

List some specific things you can do to accomplish your goals.

IF your district set different cut scores, you can change the numbers to reflect your system. Then delete this box.

3.5 T-TESS &

50% Student Growth

ACKNOWLEDGED

3.7 T-TESS &

55% Student Growth

3.9 T-TESS &

60% Student Growth

4.5 T-TESS &

70% Student Growth

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Accountability Partner

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Funding

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Funding for {District Name}

10% District retains for __________.

90% is awarded in a one time stipend to the teacher who earned the designation.

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Objectives

Participants will understand why (INSERT DISTRICT NAME) decide to implement Teacher Incentive Allotment

Participants will understand the process for teachers & evaluators

Participants will understand the TIA System in (INSERT DISTRICT NAME)

Participants will gain an understanding of the how the T-TESS rubric is used in the TIA system.

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Wrap-up

As we wrap up today’s session, I want to take a moment to reflect on what this work is really about.

The Teacher Incentive Allotment isn’t just a program about compensation — it’s about recognition, growth, and impact. It’s our district’s way of saying that great teaching matters, and we’re committed to celebrating and supporting the educators who make a difference for students every day.

We’ve talked about how the system works, who’s involved, and how we ensure fairness and accuracy. But most importantly, we’ve focused on how your instructional practices and student outcomes are at the heart of it all.

Moving forward, think about what we discussed today — those accomplished-level practices, your student growth goals, and the collaborative support we have through our teams and leaders.

Remember, you’re not in this alone. We have a shared responsibility — teachers, administrators, and district staff — to make this system meaningful and sustainable.

So as you head back to your campuses, continue the conversations, share your learning, and look for ways to grow together.

Thank you for your engagement today and for the incredible work you do every single day for our students. Your efforts are what make our TIA system — and our district — successful.

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Reflection

I learned…

My next step is….

I am excited about…

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Questions?

Contact insert contact information on this slide.

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Thank You