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Planning for Effective Instruction:�Leveraging T-TESS�to Enhance Instruction�

Region One ESC

�Educator Effectiveness Conference

October 7, 2025

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Agenda

Welcome, Introduction, & Objectives

T-TESS Domain 2.1 Achieving Expectations Deep Dive

Instructional Practice Alignment

Collaborative Reflection & Planning for Next Steps

Planning for Effective Instruction

Feedback Collection & Closure

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T-TESS Reflection

NAME

Teaching Assignment

School

Create your Name Tent (Cardstock)

Name, Teaching Assignment, School (FRONT)
How do you utilize the T-TESS rubric to plan for instruction? (BACK)

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Team/Table Routine

Finished Early?��

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Materials & Resources

WM PG.1

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Group/Team Roles

Leader/Editor/Time-Keeper: This individual is in charge of organizing the final product of the project, be it a paper, a presentation, etc. That doesn't mean technical details, but of making sure that the project meets the standards set out by the instructor (often as a rubric), plus any extras stipulated by the group. These standards generally include punctuality and completeness. Someone needs to ensure the group stays on track and gets through a reasonable amount of material in the given time.

Summarizer: Every so often (perhaps once per question for a list of questions or at the end for one question), this person provides a summary of the discussion for other students to approve or amend. Summarizer will address any confusing parts and attempt to answer the questions that were just posed.

Spokesperson (1-2): This person would be responsible for the technical details of the final product and would be ready to summarize the group's progress.

ACTIVITY #1
Step 1: As a group/team you have 2-minutes to establish group roles. Step 2: Write your role on your name tent. Step 3: Once completed turn your number tent right side up.

WM PG.2

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Learning Targets & Outcomes

Learning Objective

We will engage in identifying key components of the TTESS rubric for Dimension 2.1: Achieving Expectations, to refine and enhance our instructional practices

Language Objective

We will be able to read and identify key elements from Dimension 2.1, to discuss next steps in order to create a plan for refining and enhancing our instructional practices

WM PG.1

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When you think of T-TESS what is one word that comes to mind?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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Activity #2: Self-Assessment & Reflection

Step 1: As a group/team you have 2-minutes to establish group roles

Step 2: Write your role on your name tent

Step 3: Once completed turn your number tent right side UP

Totally got it!

Pretty much got it.

Not all the way.

Not at all.

How comfortable do you feel using the TTESS Rubric to help you plan for instruction?

WM PG.2

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How comfortable do you feel using the T-TESS Rubric to help you plan for instruction?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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“You cannot hit a target you cannot see.”

-Zig Ziglar

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T-TESS Introductory Video

Based on your observations and what you heard, what are your overall impressions and takeaways about the T-TESS system?

WM PG.3

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Texas Teacher Standards

Standard 1

�Instructional Planning and Delivery

Standard 3

�Content Knowledge & Expertise

Standard 5

�Data-Driven Practice

Standard 6

Professional Practices and Responsibilities

Standard 2

�Knowledge of Students and Student Learning

Standard 4

�Learning Environment

149.1001 – Purpose: The standards identified in this section are performance standards to be used to inform the training, appraisal, and professional development of teachers.

Texas Administrative Code, Chapter 149. – Effective June 8, 2014

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The Rubric

Created by a steering committee comprised of Texas educators based on best practices and research

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T-TESS Rubric Elevator Pitch

WM PG.3

If you were in an elevator with someone and they asked you what the purpose of the T-TESS is what would you say?

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T-TESS Purpose

The purpose of T-TESS is to improve planning, instruction, the learning

environment, and professional practices and responsibilities so that the refinement of each teacher’s craft leads to improved student performance.

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T-TESS Triangle (Instructional Core)

Learner Outcomes

Student Behaviors

Teacher Behaviors

cause and effect

What are the outcomes?
How are they communicated to students?
What evidence is there to support that students understood the outcomes?

What is the teacher saying and doing that aligns with and supports the learning objectives?
How is the lesson structured and paced to facilitate student mastery towards the learner outcomes?
How do questions, activities and materials align with the learner outcomes?

What are students saying and doing that aligns with the learning objectives?
How are students ‘behaving’ and responding to instruction?

GUIDANCE�PG.6

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Teaching Loop

Plan

Instruct

Assess

Analyze

Adjust

GUIDANCE�PG.6

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T-TESS Inventory

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What are the two components of T-TESS?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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Components of T-TESS

T-TESS Rubric

Student Growth

T-TESS

Evidence:

Observation process
Progress on Goal Setting & PD plan
Student Growth Process
Cumulative Data

These factors determine where a teacher is in his or her practice. This helps to pinpoint areas of reinforcement and refinement.

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How many Domains in the T-TESS Rubric?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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Which T-TESS domain has the most dimensions?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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How many performance levels in the T-TESS rubric?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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How many dimensions in the T-TESS rubric?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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T-TESS Rubric Overview

Professional Practices and Responsibilities

04

Learning Environment

03

Instruction

02

Planning

01

DOMAINS (4)

DIMENSIONS (16)

Professional Demeanor & Ethics
Goal Setting
Professional Development
School Community Involvement

04

Classroom Environment, Routines, & Procedures
Managing Student Behavior
Classroom Culture

03

Achieving Expectation
Content Knowledge & Expertise
Communication
Differentiation
Monitor & Adjust

02

Standards and Alignment
Data and Assessment
Knowledge of Students
Activities

01

PERFORMANCE LEVELS (5)

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T-TESS Rubric

Domain

Dimension

Performance Levels

Descriptors

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Evaluation Cycle- “POP”/ “OP”

Pre-Conference

Observation

Post-Conference

Observation

Post-Conference

Announced/ Formal/ Summative

Unannounced/ Formal/ Summative

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Dimension Review & Deep-Dive

Dimension 2.1:�Achieving Expectations��

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Clarity for Learning

Think about how students answer the following question: “What are you learning today?”

Describing a Task	Describing the Learning
“I’m completing a worksheet” “I’m writing a book report on this book” “I’m completing a report on our science experiment” “We have to do these math problems”	“I’m learning how to solve two-step math problems” I’m learning how figurative language influences the plot” I’m learning about dark matter and why it is important”

Turn & Talk: What are the differences between the first and second set of answers?

Students are clear about the purpose of their learning and know what the target for their learning is.

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Using GPS (Gauging the Progress of Students)

What am I learning?

Why am I learning it?

How will I know I have learned it?

Learning Intentions & Targets

Clarity &

Motivation

Success

Criteria

Teacher clarity is both a method and a mindset. It’s teaching that is organized, intentional, and based on transparent expectations. When educators are clear, students can better plan, predict, set goals, and judge their own progress.

WM PG.4

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Clarity: Five Essential Practices

Crafting learning intentions and success criteria.

Sharing learning and progress between students and teachers.

Co-constructing learning intentions and success criteria with learners.

Providing effective feedback on and for learning.

Creating opportunities for students to respond.

Learning intentions are what we intend students to learn and should be clear and focused.

Building a shared understanding about what success looks like.

Any strategies, activities, or tasks, that make student thinking visible and allow both the teacher and learner to observe learning progress.

It helps students understand where they are in their learning, what they are doing well, and what they need to do improve.

When students and teachers share learning and progress, it builds ownership, promotes goal setting.

Success Criteria provide the “way of knowing that the desired learning (learning intention) has been achieved” (Hattie, 2009)

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2.1 Achieving Expectations “Dimension Deep-Dive”

Activity Instructions:

1. Review the Updated T-TESS look-fors (pp. 6-8)

2. What do you notice? What do you wonder?

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2.1 Achieving Expectations “Dimension Deep-Dive”

Activity Instructions:

1. Establish Team Roles

Leader/Editor/Time Keeper
Spokesperson (1-2)
Summarizer

2. Read the Domain titles

3. Then, read the Dimensions & Summaries

4. Read the first descriptor in Proficient. Highlight key words.

5. Write your “Callout.” What does this descriptor mean?

6. Read the descriptors to the left (accomplished and distinguished) underlining the changes, then do the

same to the right (developing and improvement needed).

7. Go back to the Proficient column with the second descriptor and repeat the process.

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2.1 Achieving Expectations “Dimension Deep-Dive”

START HERE

descriptors

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“Dimension Deep Dive” Activity Exemplar

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2.1 Achieving Expectations “Dimension Deep-Dive”

Activity Instructions:

1. Establish Team Roles

Leader/Editor/Time Keeper
Spokesperson (1-2)
Summarizer

2. Read the Domain titles

3. Then, read the Dimensions & Summaries

4. Read the first descriptor in Proficient. Highlight key words.

5. Write your “Callout.” What does this descriptor mean?

6. Read the descriptors to the left (accomplished and distinguished) underlining the changes, then do the

same to the right (developing and improvement needed).

7. Go back to the Proficient column with the second descriptor and repeat the process.

Reflection Question:

What do you notice & wonder?

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T-TESS Rubric Word Bank

*Frequency

Words like consistently, most, and few define how often effective practices are observed these terms directly impacting ratings on each dimension.

These frequency-based terms are key qualifiers in the T-TESS rubric and help distinguish between performance levels, understanding them supports accurate self-reflection, goal-setting, and instructional growth.

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2.1 Achieving Expectations “AB Partner Activity”

Activity Instructions:

1. Independently read pg. 34 and 38

2. Solo read your identified reading (A or B)

3. Annotate and be ready to share with your partner.

AB Partner Activity

https://tinyurl.com/2ucw8h53

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2.1 Achieving Expectations “Table Partner Debrief”

Table Partner Debrief

https://tinyurl.com/2ucw8h53

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Share Out

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Find Someone Who…

Take 10 minutes to:

Quietly read the T-TESS descriptors and prompts on your sheet.
Jot down a brief example or classroom connection for each one in the “Your Example” column.
When time is up, we will stand up and mingle!
Find a colleague: �– Share your example.�– Ask them to share their example.�– Record their response and name.
Repeat until your sheet is filled with shared ideas and insights.

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Share Out

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2.1 Achieving Expectations “Dimension Deep-Dive”

descriptors

S define what is expected of them
Address Social-Emotional needs (safe, low-stakes setting)
Peer support

Book of Answers
Peer reviews

Measurable techniques (White boards, technology – Menti, Slido, etc.
Achor Charts, Reference Materials

Knowledge of Ss, know their progress
Plan ahead with common mistakes and has material designed to address mistakes

CO/LO
Restatement of learning goals
S demonstrate understanding of learning goals

Measurable techniques (White boards, technology – Menti, Slido, etc.
Achor Charts, Reference Materials

Mistakes as leaning opportunities
Misconceptions are address and clarified
Monitors students’ work and address mistakes
Spiral and/or scaffold when needed

Independent work
Group work

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2.1 Achieving Expectations Examples

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Planning for Effective Instruction

Leveraging T-TESS to Enhance Instruction

��

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Planning for Effective Instruction

bit.ly/CE3Planning

Directions:

1. Select one topic/lesson for an upcoming lesson.

2. Focus on the dimension that we reviewed today.

3. Reflect on how the dimension descriptors can support your instructional practices and plan.

4. Create and align your plan individually and align to the T-TESS descriptors that you analyzed today.

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bit.ly/CE3Planning

2.1 Achieving Expectations

Mrs. Flowers

6^th Math

ESC1 Middle School

8/22/25

Students will classify whole numbers, integers, and rational numbers and describe number relationships.

Students will discuss and use number lines to compare, locate, and classify whole numbers, integers, and rational numbers.

Create student friendly Content & Language Objectives aligned to TEKS

6^th grade Math TEKS
Lesson Plans
Printed Copies
Slides

Teacher posts objectives
Teacher facilitates conversation about objectives
Teacher revisits objectives throughout the lesson

Student read objectives
Students do a think-pair-share about objectives
Students revisit after activities & as exit ticket for success

S, Answer: “What are we going to do today? What questions do you have? How can a number line help us compare numbers?”

Planning for Effective Instruction

Time < 6 minutes

Say: “Before we set the timer for this activity. I want to share an example of how we can use this document to plan for Effective Instruction”

“First, I fill in all of my information, name, campus, grade/subject, and date of lesson” ::Click Next::

“Then I would fill in the content objective & Language objective for the lesson” ::Click Next::

“Next, Identify the first dimension I’m working on. In this case, I chose Dimension 2.1 Achieving Expectations.” ::Click Next::

“Then, I identify my activities or actions. In this case, I’m creating student friendly content & language objectives aligned to the TEKS.” ::Click Next::

“Then, I identify Materials or Resources needed. In this case I need a copy of my 6^th grade math TEKS. Copies of them to post in the room. Slides where I’ll place my objectives to share with students the first time.” ::Click Next::

“Then, I list what I’m going to be saying/doing as a teacher. In this case, I’m going to post objectives and ask students to read them. I’ll facilitate conversations about the objective, and I’ll revisit the objectives throughout the lesson.” ::Click Next::

“Then, I’ll list what students are saying and doing. In this case, Student read objectives students do a think-pair-share about objectives. Students revisit after activities & as exit ticket for success. I also think about the questions I want the Students to discuss in their think-pair-share activity. ::Click Next::

“In this case, I want for students to answer the following questions:

“What are we going to do today?
What questions do you have?
How can a number line help us compare numbers?”

“Then I move onto fill the rest of the document out to refine and enhance my practices.”

Click Next to start timer

Do not Debrief this activity.

🡪 Next Slide

https://docs.google.com/document/d/1ML12nC41NsvWAcfWQ-tScnKYnpTnpcqan0FXz0_2CI8/copy

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�Lesson Exchange & Peer Feedback �

bit.ly/CE3Planning

Directions:

Exchange Instructional Planning

Documents with a content expert partner.

Read through your partner’s activities and alignment to T-TESS Dimensions

2.1

Provide feedback based on the T-TESS Proficient descriptors:
Is the alignment clear?
Are there opportunities to strengthen instruction?

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Connect, Reflect, & Plan ��

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Exit Ticket

WM PG.5

What is one key takeaway from today’s session?

What is one specific strategy from today that you will take back and apply in your teaching practice to refine your craft & student growth?

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Educator Effectiveness CE3 Team

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Nelly Pecina, CE3 Lead

netorres @esc1.net

Contact

bit.ly/NPexitCE3

Session Feedback

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