T-Tess Rubric

PLANNING

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
NEEDED
Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes
Instructional Planning Includes
PLANNING DIMENSION 1.1 Dimension 1.1 • All rigorous and • All measurable goals • All goals aligned to state • Most goals aligned to
measurable goals aligned aligned to state content content standards. state content standards. • Few goals aligned to
Standards to state content standards. standards. • Integration of technology • Most activities, materials state content standards.
and Alignment • Integration of technology • Integration of technology when applicable. and assessments that: • Few activities, materials
to enhance mastery of to enhance mastery • All activities, materials º are sequenced and assessments that:
The teacher goal(s). of goal(s). and assessments that: º sometimes provide º are sequenced
designs clear, • All activities, materials and • All activities, materials º are sequenced º rarely provide
well-organized, assessments that: and assessments that: º are relevant to students appropriate time
sequential lessons º are logically sequenced º are sequenced º provide appropriate for lesson and time for lesson and
that reflect best º are relevant to students’ º are relevant to students’ lesson closure lesson closure
practice, align with time for lesson and • Lessons where most • Lessons where few
standards and are prior understanding and prior understanding lesson closure objectives are aligned objectives are aligned
appropriate for real-world applications º integrate other º fit into the broader unit and sequenced to and sequenced to
diverse learners. º integrate and reinforce disciplines and course objectives the lesson’s goal. the lesson’s goal.
Standards Basis: concepts from other º provide appropriate time º are appropriate for
1.1, 1.2, 3.1, 3.2, 3.3 disciplines for student work, lesson diverse learners FOCUSES ON TEACHER FOCUSES ON TEACHER
Sources º provide appropriate time and lesson closure • All objectives that are CENTERED ACTIONS CENTERED ACTIONS
of Evidence: for student work, student º reinforce broader unit aligned to the lesson’s
Pre-Conference, reflection, lesson and and course objectives goal.
Formal lesson closure º are vertically aligned
Observation, º deepen understanding to state standards
Classroom of broader unit and º are appropriate for
course objectives diverse learners
º are vertically aligned • All objectives that are
to state standards aligned and logically
º are appropriate for sequenced to the lesson's
diverse learners goal.
• Objectives that are
aligned and logically MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER
sequenced to the lesson’s CENTERED ACTIONS CENTERED ACTIONS
goal, providing relevant
and enriching extensions
of the lesson.

MOVES TO STUDENT
CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 121

PLANNING

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
NEEDED
Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes
Instructional Planning Includes

Dimension 1.2 • Formal and informal • Formal and informal • Formal and informal • Formal and informal • Few formal and informal
assessments to monitor assessments to monitor assessments to monitor assessments to monitor assessments to monitor
Data and progress of all students, progress of all students progress of all students. progress of most students. student progress.
Assessment shares appropriate and incorporates • Substantive, specific • Timely feedback to • Few opportunities for
diagnostic, formative and appropriate diagnostic, and timely feedback to students and families. timely feedback to
The teacher summative assessment formative and summative students, families and • Utilization of multiple students or families.
uses formal and data with students assessments data into other school personnel sources of student data. • Utilization of few sources
informal methods to engage them in lesson plans. while maintaining of student data.
to measure student selfassessment, build • Consistent feedback confidentiality.
PLANNING DIMENSION 1.2 progress, then awareness of their own to students, families and • Analysis of student data
manages and strengths and weaknesses other school personnel connected to specific
analyzes student and track their own on the growth of students instructional strategies.
data to inform progress. in relation to classroom
instruction. • Consistent feedback to and campus goals, while
Standards Basis: students, families and maintaining student
1.2, 1.6, 2.2, 2.3, 5.1, school personnel on confidentiality.
5.2, 5.3, 5.4 the growth of students • Analysis of student data
Sources in relation to classroom connected to specific
of Evidence: and campus goals and instructional strategies
Analysis of engages with colleagues and uses results to reflect
Student Data, to adapt school-wide on his or her teaching
Pre-Conference, instructional strategies and to monitor teaching
Formal and goals to meet student strategies and behaviors
Observation, needs while maintaining in relation to student
Classroom confidentially. success.
Walkthroughs/ • Analysis of student data
Informal connected to specific
Observation, instructional strategies
Post- Conference and uses results to reflect
Instructional on his or her teaching
Planning and to monitor teaching
strategies and behaviors
in relation to student
success.

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 122

PLANNING

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
NEEDED
Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes
Instructional Planning Includes
Dimension 1.3 • All lessons that connect to • All lessons that connect • All lessons that connect • Most lessons that
students’ prior knowledge, to students’ prior to students’ prior connect to students’ • Few lessons that connect
Knowledge life experiences, interests knowledge, life knowledge and prior knowledge and to students’ prior
of Students and future learning experiences and future experiences. experiences. knowledge and
expectations across learning expectations. • Adjustments to address • Adjustments to address experiences.
Through content areas. • Opportunities for students strengths and gaps in strengths and gaps in • Adjustments to address
knowledge of • Opportunities for students to utilize their individual background knowledge, background knowledge, strengths and gaps in
students and to utilize their individual learning patterns, habits life experiences and skills life experiences and skills background knowledge,
proven practices, learning patterns, habits and needs. of all students. of most students. life experiences and skills
the teacher and needs to achieve high of few students.
ensures high levels of academic and
PLANNING DIMENSION 1.3 levels of learning, social-emotional success.
socialemotional • Guidance for students
development and to apply their strengths,
achievement for all background knowledge,
students. life experiences and skills
Standards Basis: to enhance each other’s’
1.1, 1.2, 1.3, 2.1, learning.
2.2, 2.3
Sources
of Evidence:
Analysis of
Student Data,
Pre-Conference,
Formal Observation

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 123

PLANNING

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
NEEDED
Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes Instructional Planning Includes
Instructional Planning Includes

PLANNING DIMENSION 1.4 Dimension 1.4 • Opportunities for students • Questions that encourage • Questions that encourage • Questions that promote • Encourages little
to generate questions that all students to engage in all students to engage in limited, predictable or rote to no complex, higher-
Activities lead to further inquiry and complex, higher-order complex, higher-order responses and encourage order thinking.
promote complex, higher- thinking and problem thinking. some complex, higher- • Instructional groups
The teacher plans order thinking, problem solving. • Instructional groups order thinking. based on the needs
engaging, flexible solving and real-world • Instructional groups based on the needs • Instructional groups of a few students.
lessons that application based on the needs of all students. based on the needs • Lack of student
encourage higher- • Instructional groups of all students and • All students of most students. understanding of their
order thinking, based on the needs of maintains both group and understanding their • Most students individual roles within
persistence and all students, and allows individual accountability. individual roles within understanding their instructional groups.
achievement. for students to take • All students instructional groups. individual roles within • Activities, resources,
Standards Basis: ownership of group and understanding their • Activities, resources, instructional groups. technology and/or
1.2, 1.3, 1.4, 1.5 individual accountability. individual roles within technology and • Activities, resources, instructional materials
Sources • The ability for students instructional groups and instructional materials technology and/or misaligned to
of Evidence: to set goals, reflect on, facilitates opportunities that are all aligned to instructional materials instructional purposes.
Pre-Conference, evaluate and hold each for student input on goals instructional purposes. that are mostly aligned to
Formal Observation other accountable within and outcomes of activities. instructional purposes.
instructional groups. • Activities, resources,
• Activities, resources, technology and
technology and instructional materials
instructional materials that are all aligned to
that are all aligned to instructional purposes,
instructional purposes, are varied and appropriate
are varied and appropriate to ability levels of
to ability levels of students students.
and actively engage them
in ownership of their
learning.

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 124

INSTRUCTION

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

INSTRUCTION DIMENSION 2.1 Dimension 2.1 • Provides opportunities • Provides opportunities • Sets academic • Sets academic • Sets expectations
for students to establish for students to establish expectations that expectations that that challenge few
Achieving high academic and social- high academic challenge all students. challenge most students. students.
Expectations emotional expectations expectations for • There is evidence • There is evidence • There is evidence
for themselves. themselves. that most students that some students that few students
The teacher • There is evidence demonstrate mastery demonstrate mastery demonstrate mastery
supports all • There is evidence that all that most students of the objective. of the objective. of the objective.
learners in their students demonstrate demonstrate mastery • Addresses student • Sometimes addresses • Allows student
pursuit of mastery of the objective. of the objective. mistakes and follows student mistakes. mistakes to go
high levels of • Provides opportunities for • Anticipates student through to ensure • Sometimes provides unaddressed or
academic and students to self-monitor mistakes and encourages student mastery. opportunities for students confronts student
social-emotional and self-correct mistakes. students to avoid • Provides students to take initiative of their errors in a way that
success. • Systematically enables common learning pitfalls. opportunities to take own learning. discourages further
Standards Basis: students to set goals for • Establishes systems initiative of their own effort.
1.2, 1.4, 1.5, 2.1, 2.3, themselves and monitor where students take learning. • Rarely provides
3.2, 4.1, 4.4, 5.2 their progress over time. initiative of their own opportunities for
Sources learning and self-monitor. students to take
of Evidence: initiative of their
Pre-Conference, own learning.
Formal Observation

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 125

INSTRUCTION

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

INSTRUCTION DIMENSION 2.2 Dimension 2.2 • Displays extensive • Displays content • Conveys accurate • Conveys accurate • Conveys inaccurate
content knowledge knowledge of all the content knowledge. content knowledge. content knowledge
Content of all the subjects she subjects she or he teaches • Integrates learning • Sometimes integrates that leads to student
Knowledge or he teaches and closely and closely related objectives with other learning objectives with confusion.
and Expertise related subjects. subjects. disciplines. other disciplines. • Rarely integrates
• Integrates learning • Integrates learning • Anticipates • Sometimes anticipates learning objectives
The teacher uses objectives with other objectives with other possible student possible student with other disciplines.
content and disciplines, content areas disciplines and real-world misunderstandings. misunderstandings. • Does not anticipate
pedagogical and real-world experience. experiences. • Accurately reflects how • Sometimes provides possible student
expertise to • Consistently anticipates • Anticipates the lesson fits within the opportunities for students misunderstandings.
design and possible student possible student structure of the discipline to use different types of • Provides few
execute lessons misunderstandings and misunderstandings and and the state standards. thinking (e.g., analytical, opportunities for
aligned with state proactively develops proactively develops • Provides opportunities practical, creative and students to use different
standards, related teaching techniques to teaching techniques to for students to use research-based). types of thinking
content and mitigate concerns. mitigate concerns. different types of thinking (e.g., analytical, practical,
student needs. • Conveys a depth of • Conveys accurate content (e.g., analytical, practical, creative and research-
Standards Basis: content knowledge that knowledge in multiple creative and research- based).
1.3, 1.5, 1.6, 2.3, 3.1, allows for differentiated ways. based).
3.2, 3.3 explanations. • Sequences instruction
Sources • Sequences instruction that allows students to
of Evidence: that allows students to understand how the
Pre-Conference, understand how the lesson fits within the
Formal Observation lesson fits within the structure of the discipline
structure of the discipline, and the state standards.
the state standards, • Regularly provides
related content and within opportunities for students
real-world scenarios. to use different types of
• Constantly provides thinking (e.g., analytical,
opportunities for students practical, creative and
to use different types of research-based).
thinking (e.g., analytical,
practical, creative and
research-based).

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 126

INSTRUCTION

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

INSTRUCTION DIMENSION 2.3 Dimension 2.3 • Skillfully provokes and • Skillfully uses probing • Uses probing questions to • Leads lessons with some • Directs lessons with
guides discussion to questions to clarify, clarify, elaborate learning. opportunity for dialogue, little opportunity for
Communication pique curiosity and inspire elaborate and extend • Recognizes clarification or elaboration. dialogue, clarification
student-led learning learning; provides direct possible student • Recognizes student or elaboration.
The teacher clearly of meaningful and instruction as appropriate. misunderstandings misunderstandings but • Is sometimes unaware
and accurately challenging content. • Anticipates and responds with has a limited ability to of or unresponsive
communicates • Uses possible student possible student an array of teaching respond. to student
to support misunderstandings misunderstandings and techniques to clarify • Asks remember and misunderstandings.
persistence, deeper at strategic points in proactively develops concepts. understand level • Uses verbal
learning and lessons to highlight techniques to address • Asks remember, questions that focus on communication
effective effort. misconceptions and stumbling blocks to understand and apply the objective of the lesson that is characterized
Standards Basis: inspire exploration and learning. level questions that focus but do little to amplify by inaccurate grammar;
1.4, 1.5, 2.1, 3.1, 4.4 discovery. • Asks questions at the on the objective discussion. written communication
Sources • Asks questions at the creative, evaluative and/ of the lesson and provoke • Uses verbal and written that has inaccurate
of Evidence: creative, evaluative and/or or analysis levels that discussion. communication that is spelling, grammar,
Pre-Conference, analysis levels that require focus on the objective of • Provides explanations generally clear with minor punctuation or structure.
Formal Observation a deeper learning and the lesson and provoke that are clear. errors of grammar.
broader understanding of thought and discussion. • Uses verbal and written FOCUSES ON TEACHER
the objective of the lesson. • Provides wait time when communication that is FOCUSES ON TEACHER CENTERED ACTIONS
• Skillfully balances wait questioning students. clear and correct. CENTERED ACTIONS
time, questioning • Provides explanations • Establishes classroom
techniques and that are clear and practices that provide
integration of student and coherent. opportunities for most
other resources to support • Establishes classroom students to communicate
student-directed learning. practices that encourage effectively with the
• Establishes classroom all students to teacher and their peers.
practices that encourage communicate effectively
all students to safely using visual tools and
communicate effectively technology with the
using visual tools and teacher, their peers.
technology, artistic,
spatial, tactile or other MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER
media with the teacher, CENTERED ACTIONS CENTERED ACTIONS
their peers.

MOVES TO STUDENT
CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 127

INSTRUCTION

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

INSTRUCTION DIMENSION 2.4 Dimension 2.4 • Adapts lessons with • Adapts lessons to address • Adapts lessons to • Adapts lessons to address • Provides one-size-
a wide variety of individual needs of all address individual needs some student needs. fits-all lessons
Differentiation instructional strategies students. of all students. • Sometimes monitors without meaningful
to address individual • Regularly monitors • Regularly monitors the quality of student differentiation.
The teacher needs of all students. the quality of student the quality of student participation and • Rarely monitors
differentiates • Consistently monitors participation and participation and performance. the quality of student
instruction, the quality of student performance. performance. • Sometimes recognizes participation and
aligning methods participation and • Regularly provides • Recognizes when when students become performance.
and techniques to performance. differentiated students become confused or disengaged • Does not recognize
diverse student • Always provides instructional methods confused or disengaged and minimally responds when students become
needs. differentiated and content to ensure and responds to student to student learning or confused or disengaged,
Standards Basis: instructional methods students have the learning or social- social-emotional needs. or does not respond
1.3, 1.6, 2.1, 2.2, 2.3, and content to ensure opportunity to master emotional needs. • Sometimes provides appropriately to student
3.3, 4.1, 5.1, 5.3, 5.4 students have the what is being taught. • Provides differentiated differentiated instructional learning or social-
Sources opportunity to master • Uses strategies to teach instructional methods methods and content. emotional needs.
of Evidence: what is being taught. and assess students. and content to ensure • Rarely provides
Pre-Conference, • Uses multiple strategies students have the differentiated
Formal Observation to teach and assess opportunity to master instructional methods
students. what is being taught. and content.

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 128

INSTRUCTION

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

INSTRUCTION DIMENSION 2.5 Dimension 2.5 • Systematically gathers • Consistently invites • Utilizes input from • Sometimes utilizes input Rarely utilizes input
input from students input from students students in order to from students in order from students in order
Monitor in order to monitor in order to monitor monitor and adjust to monitor and adjust to monitor and adjust
and Adjust and adjust instruction, and adjust instruction, instruction and activities. instruction and activities. instruction and activities.
activities or pacing to activities and pacing • Monitors student • Sees student behavior but • Generally does not link
The teacher respond to differences in to respond to differences behavior and responses misses some signs student behavior and
formally and student needs. in student needs. for engagement and of disengagement. responses with student
informally collects, • Consistently adjusts • Adjusts instruction understanding. • Is aware of most engagement and
analyzes and uses instruction and activities and activities frequently • Adjusts instruction and student responses but understanding.
student progress within a broad range and within a broad range activities to maintain misses some clues of • Persists with instruction
data and makes to maintain student to maintain student student engagement. misunderstanding. or activities that do not
needed lesson engagement. engagement. • Adjusts some instruction engage students.
adjustments. • Uses discreet and explicit • Continually checks for within a limited range.
Standards Basis: checks for understanding understanding through • Makes no attempts to
1.4, 1.6, 2.2, 2.3, 3.2, through questioning and purposeful questioning engage students who
4.4, 5.3, 5.4 academic feedback. and academic feedback. appear disengaged or
Sources disinterested.
of Evidence:
Pre-Conference,
Formal Observation

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 129

LEARNING ENVIRONMENT

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

LEARNING ENVIRONMENT DIMENSION 3.1 Dimension 3.1 • Establishes and uses • Establishes and uses • All procedures, routines • Most procedures, routines • Few procedures and
effective routines, effective routines, and transitions are clear and transitions provide routines guide student
Classroom transitions and procedures transitions and procedures and efficient. clear direction but others behavior and maximize
Environment, that primarily rely on that she or he implements • Students actively are unclear and inefficient. learning. Transitions are
Routines and student leadership and effortlessly. participate in groups, • Students depend on the characterized by confusion
Procedures responsibility. • Students take some manage supplies and teacher to direct them and inefficiency.
• Students take primary responsibility for equipment with very in managing student • Students often do not
The teacher leadership and managing student limited teacher direction. groups, supplies and/or understand what is
organizes a safe, responsibility for groups, supplies and/or • The classroom is safe and equipment. expected of them.
accessible and managing student equipment. organized to support • The classroom is safe • The classroom is unsafe,
efficient classroom. groups, supplies, and/or • The classroom is safe, learning objectives and and accessible to disorganized and
Standards Basis: equipment. inviting and organized is accessible to most most students, but uncomfortable. Some
1.4, 4.1, 4.2, 4.3, 4.4 • The classroom is safe and to support learning students. is disorganized and students are not able to
Sources thoughtfully designed objectives and is cluttered. access materials.
of Evidence: to engage, challenge accessible to all students.
Formal and inspire students to
Observation, participate in high-level
Pre-Classroom learning beyond the
learning objectives.

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 130

LEARNING ENVIRONMENT

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:
LEARNING ENVIRONMENT DIMENSION 3.2 Dimension 3.2 • Consistently monitors • Consistently encourages • Consistently implements • Inconsistently
behavior subtly, reinforces and monitors student the campus and/or implements the campus • Rarely or unfairly
Managing positive behaviors behavior subtly and classroom behavior and/or classroom enforces campus or
Student appropriately and responds to misbehavior system proficiently. behavior system. classroom behavior
Behavior intercepts misbehavior swiftly. • Most students meet • Student failure to meet standards.
fluidly. • Most students know, expected classroom expected classroom • Student behavior
The teacher • Students and the teacher understand and respect behavior standards. behavior standards impedes learning
establishes, create, adopt and maintain classroom behavior interrupts learning. in the classroom.
communicates classroom behavior standards.
and maintains clear standards.
expectations for
student behavior.
Standards Basis:
4.1, 4.2, 4.3, 4.4
Sources
of Evidence:
Formal
Observation,
Classroom,
Pre-Conference

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 131

LEARNING ENVIRONMENT

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:
LEARNING ENVIRONMENT DIMENSION 3.3 Dimension 3.3 • Consistently engages • Engages all students • Engages all students • Establishes a class
all students with relevant, with relevant, meaningful in relevant, meaningful where most students • Establishes a class
Classroom meaningful learning learning, sometimes learning. are engaged in the where few students
Culture based on their interests, adjusting lessons based • Students work curriculum. are engaged in the
abilities to create a on student interests respectfully individually • Students are sometimes curriculum.
The teacher leads a positive rapport and abilities. and in groups. disrespectful of each • Students are disrespectful
mutually respectful amongst students. • Students collaborate other. of each other and of
and collaborative • Students collaborate positively with each the teacher.
class of actively positively and encourage other and teacher.
engaged learners. each other’s efforts
Standards Basis: and achievements.
1.5, 1.6, 3.2, 4.3, 4.4,
5.1, 5.2, 5.4
Sources
of Evidence:
Formal
Observation,
Classroom

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 132

PROFESSIONAL PRACTICES AND RESPONSIBILITIES

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.1 Dimension 4.1 • Behaves in accordance • Behaves in accordance • Behaves in accordance • Behaves in accordance • Fails to meet the Code
with the Code of Ethics with the Code of Ethics with the Code of Ethics with the Code of Ethics of Ethics and Standard
Professional and Standard Practices for and Standard Practices for and Standard Practices for and Standard Practices for Practices for Texas
Demeanor and Texas Educators. Texas Educators. Texas Educators. Texas Educators. Educators.
Ethics • Models all professional • Consistently meets all • Meets all professional • Meets most professional • Meets few professional
standards (e.g., professional standards standards (e.g., standards (e.g., standards (e.g.,
The teacher attendance, professional (e.g., attendance, attendance, professional attendance, professional attendance, professional
meets district appearance and professional appearance appearance and appearance and appearance and
expectations behaviors). and behaviors). behaviors). behaviors). behaviors) or violates legal
for attendance, • Advocates successfully for • Advocates successfully for • Advocates successfully for requirements.
professional the needs of all students the needs of all students the needs of students in
appearance, in the classroom and on the campus. the classroom.
decorum, campus.
procedural, ethical,
legal and statutory
responsibilities.
Standards Basis:
6.2, 6.3, 6.4
Sources
of Evidence:
Formal Professional
Development Plan
or Improvement
Plan, Pre-
Conference, Post-
Conference, Daily
interaction with
others

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 133

PROFESSIONAL PRACTICES AND RESPONSIBILITIES

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:

PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.2 Dimension 4.2 • Consistently sets, modifies • Sets some short- and long- • Sets short- and long- • Sets short-term goals • Sets low or ambiguous
and meets short- and term professional goals term professional goals based on self-assessment. goals unrelated to student
Goal Setting long-term professional based on self-assessment, based on self-assessment, • Meets most professional needs or self-assessment.
goals based on self- reflection, peer and reflection and supervisor goals resulting in some • Meets few professional
The teacher reflects assessment, reflection, supervisor feedback, feedback. visible changes in practice. goals and persists in
on his/her practice. peer and supervisor contemporary research • Meets all professional instructional practices
Standards Basis: feedback, contemporary and analysis of student goals resulting in that remain substantially
5.4, 6.1, 6.2 research and analysis of learning. improvement in practice unimproved over time.
Sources student learning. • Meets all professional and student performance.
of Evidence: • Implements substantial goals resulting in
Development Plan changes in practice improvement in practice
or Improvement resulting in significant and student performance.
Plan, Pre- improvement in student
Conference, Post- performance.
Conference, Daily
interaction with
others

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 134

PROFESSIONAL PRACTICES AND RESPONSIBILITIES

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:
PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.3 Dimension 4.3 • Leads colleagues • Leads colleagues • Collaboratively practices in • Engages in most
collaboratively in and collaboratively on campus all scheduled professional scheduled activities, • Engages in few
Professional beyond the school to to identify professional development activities, professional learning professional development
Development identify professional development needs campus professional communities, committee, activities, professional
development needs through self-reflection. learning communities, grade- or subject-level learning communities or
The teacher through detailed data • Fosters faculty knowledge grade- or subject-level team meetings as committees to improve
enhances the analysis and self-reflection. and skills in support of team membership, directed. professional practice.
professional • Seeks resources and the school improvement committee membership
community. collaboratively fosters plan through professional or other opportunities.
Standards Basis: faculty knowledge and learning communities,
3.1, 6.1, 6.2, 6.3 skills. grade- or subject-
Sources • Develops and fulfills level team leadership,
of Evidence: the school and district committee membership
Professional improvement plans or other opportunities
Development Plan through professional beyond the campus.
or Improvement learning communities,
Plan, Pre- grade- or subject-
Conference, Post- level team leadership,
Conference, Daily committee leadership
interaction with or other opportunities
others beyond the campus.

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 135

PROFESSIONAL PRACTICES AND RESPONSIBILITIES

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
The Teacher: The Teacher: The Teacher: The Teacher: NEEDED
The Teacher:
PROFESSIONAL PRACTICES AND RESPONSIBILITIES DIMENSION 4.4 Dimension 4.4 • Leads students, • Clearly communicates the • Communicates the • Communicates school
colleagues, families and mission, vision and goals mission, vision and goals goals to students, parents • Contacts parents generally
School community members of the school to students, of the school to students, and families. about disciplinary matters.
Community toward reaching the colleagues, parents colleagues, parents and • Contacts parents/ • Attends few required
Involvement mission, vision and goals and families, and other families. guardians in accordance school outreach activities.
of the school. community members. • Contacts parents/ with campus policy.
The teacher • Systematically contacts • Systematically contacts guardians regularly • Attends most required
demonstrates parents/ guardians parents/guardians regarding students’ school outreach activities.
leadership regarding students’ regarding students’ academic and social/
with students, academic and social/ academic and social/ emotional growth.
colleagues, and emotional growth through emotional growth through • Actively participates in all
community various media. various media. school outreach activities.
members in the • Initiates collaborative • Joins colleagues in
school, district efforts that enhance collaborative efforts that
and community student learning and enhance student learning
through effective growth, and inspire and welfare and inspire
communication trust, understanding and trust and understanding in
and outreach. commitment in the school. the school community.
Standards Basis:
2.1, 2.2, 4.1, 4.4, 5.2,
6.2, 6.3, 6.4
Sources
of Evidence:
Professional
Development Plan
or Improvement
Plan, Pre-
Conference, Post-
Conference, Daily
interaction with
others

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY TEACHER FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 136

RUBRIC WORD BANK
with examples of qualifiers that are interchangeably used:

DIMENSION DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT
EXAMPLE: ALL NEEDED

LEARNING ALL CONSISTENTLY ALL MOST FEW
ENVIRONMENT CONSISTENTLY MOST
CONSISTENTLY INCONSISTENTLY RARELY
Classroom ALL REGULARLY
Culture MOST SOME FEW
DOES SOMETIMES FEW
LEARNING (ACTION)
ENVIRONMENT
Managing Student

Behavior

INSTRUCTION
Achieving

Expectations

INSTRUCTION CONSISTENTLY
Content Knowledge

and Expertise

INSTRUCTION ALWAYS REGULARLY DOES SOMETIMES DOES NOT
Differentiation (ACTION) (ACTION)

MOVES TO STUDENT MOVES TO STUDENT FOCUSES ON MOSTLY FOCUSES ON TEACHER FOCUSES ON TEACHER
CENTERED ACTIONS CENTERED ACTIONS TEACHER CENTERED ACTIONS CENTERED ACTIONS CENTERED ACTIONS

TEXAS Teacher Evaluation and Support System (T-TESS) Appraiser Training Handbook 137