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T-TESS – Texas Teacher Evaluation & Support System
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People Responsibile DomainDimensionDescriptor District/Campus ConnectionsPossible Teacher Behaviors - EvidencePossible Student Behaviors - EvidenceEagle EyrieResourcesResourcesResourcesResourcesResourcesResources
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PLANNING1.1 – Standards and Alignment10/25/2015
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8th Grade English1. All measurable goals aligned to state content standards. T-TESS Rubric/STAAR testing timeline provided from curriculum centralTeacher will utilize the STAAR timeline to generate measurable objectives to be measured daily in both formative and summative assessments. Students will understand and be able to apply what the objective is, by showing mastery in either written or oral format.https://www.youtube.com/watch?v=_woMKwBxhwU
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2. All activities, materials,and assessments that are sequenced; relevant to students' prior understanding; integrate other disciplines; provide appropriate time for student work, lesson and lesson closure; vertically aligned to state standards; appropriate for diverse learners. T-TESS Rubric/STAAR testing timeline provided from curriculum centralTeachers will preassess students and utilize prior knowledge of the previous lessons and if mastery was demonstrated then the next objective will be introduced. If not then the objective will be revisited in class either by a warm up or in interactive format within the class. Students will have turn and talk time, and exit tickets will be used to show mastery.Students will use time wisely to make sure there is sufficient time to turn and talk about the objective. Students will use the time in class wisely to finish all work, and will work in groups during PBL projects to help eachother understand the material. https://sites.google.com/site/lrtsas/differentiation/5-preassessment-ideas
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3. All objecties aligned and logically sequenced to the lesson's goal. T-TESS Rubric/STAAR testing timeline provided from curriculum centralTeacher will utilize the STAAR timeline to generate measurable objectives to be measured daily in both formative and summative assessments. Students will understand and be able to apply what the objective is, by showing mastery in either written or oral format.https://www.youtube.com/watch?v=4DgkLV9h69Q
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4. Integration of technology to enhance master of goal(s). T-TESS Rubric/STAAR testing timeline provided from curriculum centralTeachers will use Kahoot, Quizzit, interactive whiteboards, student computers and Ipads to allow for interactive lessons to show mastery.Students will use personal devices to participate in all interactive lessons, or use classroom devices that are provided. http://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/
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PLANNING1.2 -- Data and Assessment10--18-15
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8th Grade Science1. Formal and informal assessment to monitor progress of all students and incorporate appropriate diagnostic, formative and summative assessment data into lesson plans. Daily formal assessments using STAAR type questions, Weekly quizzes, Re -quizzes, District CAs and the STAAR test.Using formative assessment techniques. Utilizing reports from Exittix.com or All In Learning clicker system (Math and English) Student use student tracking tool and reflect on their learning. - http://www.helloliteracy.com/2011/09/measuring-individual-reading-growth.htmlhttp://www.edutopia.org/blogs/tag/formative-assessmenthttp://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davishttp://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them/http://www.education.nt.gov.au/parents-community/assessment-reporting/diagnostic-assessments/diagnostic-assessmentshttp://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx
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2. Substantive, specific, and timely feedback to students, families and school personnel on the growth of students in relation to classroom and campus goals, while maintaining confidentiality. Progress reports, student self evaluations on quizzes, Parent phones for positive and negative behaviors, emails through TEAMs with progress reports attached.http://www.teachthought.com/uncategorized/20-ways-to-provide-effective-feedback-for-learning/http://www.slideshare.net/JamesEdwards1/feedback-stems-for-pupilshttps://www.youtube.com/watch?v=BWrUcWA0UGYhttp://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdfhttp://www.dianehjohnson.com/uploads/1/3/4/5/13452203/t11_providingh2.pdf
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3. Analysis of student data connected to specific instructional strategies and uses results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success. Analysis of data from daily and weekly formal assessmentsand district CAs are used to adjust teaching /reteaching information.http://www.helloliteracy.com/2011/09/measuring-individual-reading-growth.htmlhttps://prezi.com/vfubadyg5cld/marzano-strategies-tracking-student-progress/http://www.eup.k12.mi.us/Page/2474https://www.youtube.com/watch?v=CKD4SKKJs8A
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11/15/2015
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PLANNING1.3 - Knowledge of Students
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7th Grade Science1. All lessons that connect to students' prior knowledge, experiences, interests and future learning expectations. https://sites.google.com/site/lrtsas/differentiation/5-preassessment-ideas
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2. Guidance for students to apply their strengths, background knowledge, life experiences and skills to enhance their own learning. Use student strengths survey to group or other reason Student strengths surveyhttp://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtmlhttps://www.youtube.com/watch?v=hSsDwQTmvQo
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3. Opportunities for students to utilize their individual learning patterns, habits and needs. http://www.whatismylearningstyle.com/learning-style-test-1.html
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PLANNING1.4 - Activities10/11/2015 11/18/15
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7th grade Texas History 1. Opportunities for students to generate questions that lead to further inquiry and promote complex, higher-order thinking, problem solving and real-world application. District/Campus Connections - Students will work together to create complex ideas that will connect the content for real world application which can be displayed in the District and on Campus. Teacher uses open ended questions to engage students in a higher order thinking discussion about the current subject. Then students will pair and share to generate questions which will promte a higher concept of learning. Promoting open ended questioning, considering what problems are present, and compare the idea to a real world concept. Teacher plans for formal questions to assess student learning and to guide students to understanding of information.
Students are engaged in the questioning at the beginning during class discussion, and take the opportunity to discuss and learn about the subject matter. During the pair and share process students discuss the idea,and record the several questions created following the criteria described by the teacher. http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507https://usergeneratededucation.wordpress.com/2013/03/24/learners-should-be-developing-their-own-essential-questions/https://www.roanestate.edu/qep/links/learningstrategies/GeneratingQuestions.pdfhttp://orgs.bloomu.edu/tale/documents/Bloomswheelforactivestudentlearning.pdfhttp://community.wvu.edu/~lsmong/Articulate%20Blooms%20Wheel/blooms_wheel.htmlhttp://www.trenton.k12.nj.us/Downloads/blooms%20taxonomy%20verb%20wheel.pdf
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2. Instructional groups based on the needs of all students, and allows for students to take ownership of group and individual accountability. District/Campus Connections - Students will work in groups to create ownership and individual accountability. The is done through Project Based Learning.Possible Teacher Behaviors - Teachers will prepare lessons geared to allowing students the opportunity to develop ownership and accountabililty. This is done through a student checklist, DIYs, and workshops.Possible Student Behaviors - Students will do their part on the assigned work. They will also work together to create autonomy.http://www.teachhub.com/30-ways-arrange-students-group-workhttp://www.edutopia.org/blog/student-grouping-homogeneous-heterogeneous-ben-johnson
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3. The ability for students to set goals, reflect on, evaluate and hold each other accountable within instructional groups. Teacher creates group roles that students fulfill and hold one another accountable for using teacher created rubricStudents hold eachother accountable through rubrics and use said rubrics to evaluate one another on their performancehttp://serc.carleton.edu/introgeo/cooperative/roles.htmlhttp://www.dailyteachingtools.com/cooperative-learning-tasks.html
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4. Activities, resources, technology and instructional materials that are aligned to instructional purposes, are varied and appropriate to ability levels of students and actively engage them in ownership of their learning Poviding authentic audience for relevant learning Teacher creates groups of varied ability levels and allows students to choose roles most comfortable for them while still holding all students accountable for learning contentStudents are frontloaded with content knowledge then given materials and the ability to pace their own learning throughout PBLhttp://provost.tufts.edu/celt/files/activelearningtipsheet_march2010.pdfhttp://www.pcrest2.com/institute_resources/ADI/2_4_13.pdf
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INSTRUCTION2.1 - Achieving Expectations
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8th Science1. Provides opportunities for students to establish high academic and social-emotional expectations for themselves. Curriculum central, Lead4Ward, Engage2Learn, PLC planningRigorous lessons based on state standards and align content to the rigor and expectations laid down by TEA are planned and taught. PBL expierences are planned with high level social-emotional expectations for each member of the learning group. Expectations are provided to students for learning and behavior expectations. Students use self-assessments on quizzes and future ready skills to track their academic and social growth on formal student tracking tool.Student tracking tool: https://www.teachervision.com/tv/printables/087628909X_101.pdfhttp://engage2learn.org/estudio/resource/iplan-individual-project-planhttp://www.thecurriculumcorner.com/thecurriculumcorner123/2014/07/24/student-data-binder/
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2. Persists with the lesson until there is evidence that most students demonstrate mastery of the objective. Curriculum central, Lead4Ward, Engage2Learn, department requizzesDuring direct teaching and during PBL, teachers use a battery of formative assessments to gather real-time data. They then use that data to plan for lessons and extend learning opportunities as necessaryStudents attend tutorials, sit in small reteach groups in class, and retake quizzes as necessary. During PBL, students can learn at their own level based on mastery demonstrated on formative assessments. A rubric is used to determine the level of a student's understanding, and learning expierences are provided based on the student's individual level.https://k12teacherstaffdevelopment.com/tlb/how-can-i-implement-the-mastery-learning-model-in-my-classroom/http://www.onetohio.org/library/Documents/Dr%20Madeline%20Hunter%20Article1.pdf
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3. Anticipates student mistakes and encourages students to avoid common learning pitfalls. Curriculum central, Lead4Ward, Engage2Learn, PLC planningTeachers plan around common misconceptions and addresses them throughout the unit. PBL is structured such that students are allowed to reach conclusions about misconceptions on their own through research and inquiry based trial and error, with support from the teacher facilitatorStudents are are encouraged to ask questions and engage in inquiry-based learning expierences. As such, students find and are able to avoid misconceptions because they have made the learning their own.http://www.rossmanchance.com/artist/proceedings/rossman.pdfhttp://blogs.edweek.org/teachers/coach_gs_teaching_tips/2012/01/dont_prevent_students_mistakes_prepare_for_them.html
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4. Establishes systems where students take initiative of their own learning and self-monitor. Curriculum central, Lead4Ward, Engage2Learn, PLC planningTeachers provide rubrics and mastery trackers for all PBL expierences and for each quiz. Students then complete these and the teacher leads discussion about misconceptions and common mistakes. Ongoing discussion of what the "growth mindset" entails is consistently addressed. Through PBL, students are allowed to create their own products and evidences of mastery. This choice encourages active engagement and motivates students to monitor and assess their own progress. Students also analyze each quiz and discuss mistakes. Students understand and apply the principles of "growth mindset." Student tracking tool: https://www.teachervision.com/tv/printables/087628909X_101.pdfhttp://engage2learn.org/estudio/resource/iplan-individual-project-planhttp://www.thecurriculumcorner.com/thecurriculumcorner123/2014/07/24/student-data-binder/
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INSTRUCTION2.2 - Content Knowledge and Expertise
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7th Science1. Conveys a depth of content knowledge that allows for differentiated explanations. http://teachingasleadership.org/sites/default/files/How_To/PP/P-4/P4_Trad_v_Diff_Classroom.pdfhttp://study.com/academy/lesson/what-is-differentiated-instruction-examples-definition-activities.htmlhttp://teachingasleadership.org/sites/default/files/Related-Readings/IPD_Ch8_2011.pdf
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2. Integrates learning objectives with other disciplines and real-world experiences. http://www.teachhub.com/top-12-ways-bring-real-world-your-classroomhttp://www.edutopia.org/blog/bringing-authenticity-to-the-classroom-andrew-millerhttp://resources4rethinking.ca/en/toolbox/real-world-connections
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INSTRUCTION2.2 - Content Knowledge and Expertise
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7th Grade English3. Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns. T-TESS Rubric/STAAR testing timeline provided from curriculum centralProvides the student with background knowledge that will lead to success within the unit./ Checking for background knowledge. Ex: anticipation guides, preassessment, prior testing resultsDecreased student misconceptions and misunderstandings during class instruction.
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4. Regularly provides opportunities for students to use different types of thinking (e.g., anlaytical, practical, creative and research-based). T-TESS Rubric/STAAR testing timeline provided from curriculum centralWe use a choice board regularly during class for all projects and assignments. Student explore a plethora of creative avenues to demonstrate mastery of objective alligned with state standards.
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5. Sequences instruction that allows students to understand how the lesson fits within the structure of the discipline and the state standards. T-TESS Rubric/STAAR testing timeline provided from curriculum centralWe outline the reasons for learning how to write an expository essay and its importance in the future. We sequence the instruction so that students are aware of their development of essay writing skills one step at a time. Student progress through the learning trajectory while retaining critical content and skills.
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INSTRUCTION2.3 - Communication
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7th Grade Math1. Establishes classroom practices that encourage all students to communicate effectively, including the use of visual tools and technology, with the teacher and their peers. Teacher Handbook T-TESSTeacher allows for group work and partner work where students are able to discuss their learning. Teacher will use visual representations and manipulatives. Teachers implement technology into the students learning.Students communicate in pairs and groups about their learning. Students are able to use visuals and technology to help deepen their understanding
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2. Anticipates possible student misunderstandings and proactively develops teaching techniques to address obstacles to learning. Teacher Handbook T-TESSTeacher thinks about possible student misunderstandings when creating lessons and addresses misunderstandings throughout lesson. Extend on previous knowledge as wellStudents feel comfortable because misunderstandings are addressed upfront.
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3. Provides explanations that are clear and coherent and uses verbal and written communication that is clear and correct. Teacher Handbook T-TESSTeachers shows agenda to students and explains to students lessons in multiple ways to reach all students. Teacher teaches concepts to the point and then extends to deeper understanding. Student receives differentiated instructions and instruction that is clear and precise. Student is able to ask questions if instruction is not clear.
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INSTRUCTION2.3 - Communication
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7th PAP Math4. Asks questions at the creative, evaluative and/or analysis levels that focus on the objective of the lesson and provoke thought and discussions. Curriculum Central, Curriculum document, STAAR style questions, Mastering the TEKS from the textbook. Pre-planning questions, sentence stems, and thinking mapsStudents talking about the content
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5. Skillfuly uses probing questions to clarify, elaborate and extend learning. Curriculum Central, Curriculum document, STAAR style questions, Mastering the TEKS from the textbook. Pre-planning questions, sentence stems, and thinking mapsStudents talking about the content and asking thought provoking questions
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6. Provides wait time when questioning students. Ask questions, Think-Pair-Share, then whole class discussStudents talking about the content and asking thought provoking questions
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INSTRUCTION2.4 - Differentiation
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8th Grade History 1. Adapts lesson to address individual needs of all students.
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2. Regulary monitors the quality of student participation and performance.
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3. Regularly provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
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4. Proactively minimizes student confusion or disengagement by addressing learning and/or social/emotional needs of all students.
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INSTRUCTION2.5 - Monitor and Adjust
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7th PAP Math1. Utilizes input from students in order to monitor and adjust instruction, activities and pacing to respond to differences in student needs. RTI, Think through math, Istation, and DIYsAllows students varied ways to show masteryChoose appropriate ways to demonstrate mastery and students work at their own pace.
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2. Adjusts instruction and activities to maintain student engagement. RTI, Think through math, Istation, and DIYsAllows students varied ways to show masteryChoose appropriate ways to demonstrate mastery and students work at their own pace.
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3. Continually checks for understanding through purposeful questioning and academic feedback. Think through math, CA Data, and ClickersAllows students varied ways to show masteryChoose appropriate ways to demonstrate mastery and students work at their own pace.
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LEARNING ENVIRONMENT3.1 - Classroom Environment, Routine and Procedures
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7th Grade Math1. Establishes and uses effective routines, transitions and procedures that she or he implements effortlessly. Teacher Handbook, T-TESSTeacher has an agenda posted for the kids to know what will be covered during the class period. Teacher uses time effectively and transitions students in a timely manner from one activity to the nextStudents move to different activities smoothly without wasting time during transition. Students know procedures and follow them seamlessly
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2. Students take some responsibility for managing student groups, supplies and/or equipment. Teacher Handbook, T-TESSStudents know where materials are in the class if they are needed and how to access them at the appropriate time. Students know how class is set up and the classroom can run effectively without being teacher guided through everythingStudents know how to work in groups using soft skills. Students have necessary supplies or know where to find them if not.
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3. The classroom is safe, inviting and organized to support learning objectives and is accessible to all students. Teacher Handbook, T-TESS Student HandbookTeacher allows students to feel that they can give answers without feeling they will be ridiculed if they are wrong. Students are invited to participate openly with groups and pairsStudents participate and feel safe answering questions openly.
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LEARNING ENVIRONMENT3.2 -- Managing Student Behavior
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Cook & Hudson1. Consistently encourages and monitors student behavior subtly and responds to misbehavior swiftly. PBISHave classroom rules/expectations posted in your room. This includes the PBIS matrix and PBL matrix. Refer back to the matrix or rules to remind students of appropriate behavior. Walk around the room during PBL to monitor behavior.Have students focus on a rule or read the rules. Have students analyze which rules was broke to monitor their own behavior.
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2. Most students know, understand and respect classroom behavior standards. PBIS, Student HandbookHave classroom rules/expectations posted in your room. This includes the PBIS matrix and PBL matrix. Post the Demerits on your wall.Students should have a copy of the PBIS matrix in their binder. For deaf ed, we have a Behavior log which they refer to when they misbehave.
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LEARNING ENVIRONMENT3.3 - Classroom Culture 11.15.15
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Gill & Lewis
1. Engages all students with relevant, meaningful learning, sometimes adjusting lessons based on student interests and abilities. District in-service training, curriculum meetingsEmpower the students by providing opportunites to contribute their personal experiences through relevant tasks related to the subject matter, their interest, and their ability.Students assume the responsibility of becoming the expert in the area that is of interest to them.
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2. Students collaborate positively with each other and the teacher.
District in-service training, curriculum meetings
Create heterogenous groups to engage full participation from all group members through the creation of innovative products.Students are respnsible for deciding which roles within the goup that allows each student to perform at their maximum potential.
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES4.1 - Professional Demeanor and Ethics
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8th Grade Math1. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Employee handbookConducts oneself professionally in and out of school, uses social media appropriately, uses positive language
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2. Models all professional standards, e.g., attendance, professional appearance and behaviors within the classroom. Administrators emphasize appropriate professional practices, clear expectations are setDresses professionally, on time to school and class, follows school policies and models to students
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3. Advocates for the needs of all students in the classroom. District meetings, ARDs, submitting RTI/Ard paperworkVoices concerns during RTI meetings, modifies student work when needed, communicates with parents regularly
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES4.2 - Goal Setting
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7th Science1. Sets some short- and long-term professional goals based on self-assessment, reflection, peer and supervisor feedback, cotemporary research and analysis of student learning. Sets appropriate goals based on T-TESS and feedback
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2. Meets all professional goals resulting in improvement in practice and student performance. Attends training or fulfills goals in other ways that result in improved student performance
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES4.3 - Professional Development
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Fine Arts and CTHEI1. Leads colleagues collaboratively on campus to identify professional development needs through self-reflection. Filling out Google Form surveys to determine what strategies/techniques/apps/sites that we can implement in our classroom;
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2. Fosters faculty knowledge and skills in support of the school improvement plan (CIP) thorugh professional learning communities, grade- or subject-level team leadership, committee member or other opportunities beyond the campus. Attending Professsional Development; meeting in Elective PLC throughout the year; Participating in SBDM Committee. leads PLCs and/or shares research and professional learning with others
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PROFESSIONAL PRACTICES AND RESPONSIBILITIES4.4 - School Community Involvement
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Wilson & Owens1. Systematically contacts parents/guardians regarding students' academic and social-emotional growth through various methods. Young JH Campus Improvement PlanTeachers make 5 positive connections to families each week - emails, postcards, or phone calls. Calls when students do not pass at progress report and report card time.
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2. Joins colleagues in collaborative efforts that enhance student learning and welfare. Young JH Campus Improvement PlanPLCs, write Eagle Bucks to peers, share positive comments with peers
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3. Clearly communicates the mission, vision and goals of the school to students, colleagues, parents and families, and other community members. Communicate with students, parents, and community members about activities at Young that correlate to the mission. Attend at least 2 Parent Engagement Nights.
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