T-TESS Teacher Handbook - · PDF fileTEACHER HANDBOOK d í í l í...

TEACHER HANDBOOK

Introduction

Texas Teacher Standards Texas Administrative Code, Chapter 149.1001 - Texas Teacher Standards. Purpose: The standards identified in this section are performance standards to be used to inform the training, appraisal, and professional development of teachers.

Standard 1. Instructional Planning and Delivery.

Standard 2. Knowledge of Students and Student Learning.

Standard 3. Content Knowledge and Expertise.

Standard 4. Learning Environment.

Standard 5. Data-Driven Practice.

Standard 6. Professional Practices and Responsibilities.

Texas Teacher Standards in Review

1. How are campus professionals engaged in ongoing study and application of the TexasTeacher Standards?

2. How are these standards used to guide professional expectations for teachers andcontinuously ensure that quality practices are embraced and implemented?

3. How are the standards used in conjunction with the T-TESS Rubric to self-assess anddevelop plans for improvement?

A Culture of Continuous Improvement

Four Domains of the T-TESS Rubric

Figure 1

Figure 1. Four Domains of the T-TESS Rubric

Planning Domain

Figure 2

Figure 2. Relationship Among Content, Process and Context

(1) What do I want students to know and be able to do as a result ofthis lesson?

(2) How will the students be engaged in the learning to addresstheir individual needs and interests?

(3) How will I assess that the students have demonstrated masteryof the identified knowledge, skills, and concepts in the lesson?

What do I want students to know and be able to do as a result of this lesson? Which curriculum standards will be addressed?

How will this be taught to address individual needs, and interests?

Which instructional strategies have a high probability of impacting

student performance?

How will information be presented in familiar contexts and those in which the

content is relevant and useful? How will it make sense to students in their

own frame of reference?

Standards and Alignment Dimension 1.1The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with the standards, and are appropriate for diverse learners.

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T-TESS Alignment to Practice:

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District/Campus Connections

Possible Teacher Behaviors Possible Student Behaviors

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Figure 3

Figure 3. Four Elements Needed for Teachers to Effectively Integrate Technology



Data and Assessments Dimension 1.2The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.


Key Questions:

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Knowledge of Students Dimension 1.3Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students.

Figure 4. Connection Between Knowledge of Students and Lesson Execution


The teacher knows the students, their learning styles, interests, backgrounds, life experiences and skills.

Teachers design and execute quality lessons that…

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Activities Dimension 1.4The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.


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Instruction Domain

Achieving Expectations Dimension 2.1The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.


Key Questions:

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Content Knowledge and Expertise Dimension 2.2The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.


Key Questions:

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Analytical Thinking

Creative Thinking

Research-Based Thinking



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Communication Dimension 2.3The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.


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Wait TimeWait Time I Wait

Time IIWait

Time

Advantages of Wait Time



Differentiation Dimension 2.4The teacher differentiates instruction, aligning methods and techniques to diverse student needs.

contentprocess

products learning environment


Key Questions:

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Regularly monitors the quality of student participation and performance. Clarification



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Monitor and Adjust Dimension 2.5The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.


Key Questions:

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Figure 5

Figure 5. Key Aspects of the Monitor and Adjust Dimension



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Figure 6

Figure 6. Potential Monitor and Adjust Activities



Learning Environment Domain

Classroom Environment, Routines and ProceduresDimension 3.1 The teacher organizes a safe, accessible, and efficient classroom.


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Managing Student BehaviorDimension 3.2 The teacher establishes, communicates, and maintains clear expectations for student behavior.


Key Questions:

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Classroom CultureDimension 3.3 The teacher leads a mutually respectful and collaborative class of actively engaged learners.


Key Questions:

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Professional Practices and Responsibilities Domain

Professional Demeanor and EthicsDimension 4.1 The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.


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Goal SettingDimension 4.2 The teacher reflects on his/her practice.


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Professional DevelopmentDimension 4.3 The teacher enhances the professional community.


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School Community Involvement Dimension 4.4 The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach.


Key Questions:

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Joins colleagues in collaborative efforts that enhance student learning and welfare.

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© Texas Education Agency

Texas Teacher Evaluation and Support System (T-TESS) Rubric

PLANNING Standards and Alignment (Dimension 1.1)

Dimension 1.1Standards and Alignment: The teacher designs clear, well- organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.

Standards Basis: 1A, 1B, 3A, 3B, 3C

Potential Sources of Evidence: Conferences and conversations with the teacher; formal observations and walkthroughs; classroom artifacts; student growth processes

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED

All rigorous and measurable goalsaligned to state content standards.All activities, materials andassessments that:o are logically sequencedo are relevant to students’ prior

understanding and real-worldapplications

o integrate and reinforceconcepts from otherdisciplines

o provide appropriate time forstudent work, student reflection,lesson and lesson closure

o deepen understanding ofbroader unit and courseobjectives

o are vertically aligned to statestandards

o are appropriate for diverselearners

• Objectives aligned and logicallysequenced to the lesson’s goal,providing relevant and enrichingextensions of the lesson

• Integration of technology toenhance mastery of goal(s).

All measurable goals alignedto state content standards.All activities, materialsand assessments that:o are sequencedo are relevant to

students’ priorunderstanding

o integrate other disciplineso provide appropriate time

for student work, lessonand lesson closure

o reinforce broader unitand course objectives

o are vertically alignedto state standards

o are appropriate fordiverse learners

All objectives alignedand logically sequencedto the lesson‘s goal.Integration of technologyto enhance mastery of goal(s).

All goalsaligned to statecontentstandards.All activities,materials andassessments that:o are sequencedo are relevant to

studentso provide appropriate

time for lesson andlesson closure

o fit into the broaderunit and courseobjectives

o are appropriatefor diverselearners.

All objectivesaligned to thelesson’s goal.Integration oftechnology whenapplicable.

Most goals aligned tostate contentstandards.Most activities,materials andassessments that:o are sequencedo sometimes provide

appropriate time forlesson and lessonclosure

Lessons where mostobjectives are alignedand sequenced to thelesson’s goal.

Few goals aligned tostate contentstandards.Few activities,materials andassessments that:

o are sequencedo rarely provide time for

lesson and lessonclosure

• Lessons where fewobjectives are alignedand sequenced to thelesson’s goal.

STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS

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PLANNING Data and Assessment (Dimension 1.2)

Dimension 1.2 Data and Assessment: The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.

Standards Basis: 1B, 1F, 2B, 2C, 5A, 5B, 5C, 5D

Potential Sources of Evidence: Conferences and conversations with the teacher; formal observations and walkthroughs; classroom artifacts; student growth processes; analysis of student data


Formal and informal assessmentsto monitor progress of allstudents, shares appropriatediagnostic, formative andsummative assessment data withstudents to engage them in self- assessment, build awareness oftheir own strengths andweaknesses and track their ownprogress.Substantive, specific and timelyfeedback to students, families andschool personnel on the growth ofstudents in relation to classroomand campus goals and engageswith colleagues to adapt school-wide instructional strategies and goals to meet student needs while maintaining confidentially. Analysis of student data connected to specific instructional strategies and use of results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success.

Formal and informalassessments to monitorprogress of all students andincorporate appropriatediagnostic, formative andsummative assessmentsdata into lesson plans.Substantive, specific andtimely feedback tostudents, families andother school personnel onthe growth of students inrelation to classroom andcampus goals, whilemaintaining studentconfidentiality.Analysis of student dataconnected to specific instructional strategies and use of results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success.

Formal andinformalassessments tomonitor progressof all students.Consistentfeedback tostudents, familiesand other schoolpersonnel whilemaintainingconfidentiality.Analysis of studentdata connected to specific instructional strategies.

Formal andinformalassessments tomonitor progressof most students.Timelyfeedback tostudents andfamilies.Utilization ofmultiplesources ofstudent data.

Few formal andinformalassessments tomonitor studentprogress.Few opportunitiesfor timely feedbackto students orfamilies.Utilization of fewsources of studentdata.


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PLANNING Knowledge of Students (Dimension 1.3)

Dimension 1.3 Knowledge of Students: Through knowledge of students and proven practices, the teacher ensures high levels of learning, social- emotional development and achievement for all students.

Standards Basis: 1A, 1B, 1C, 2A, 2B, 2C



All lessons that connect tostudents’ prior knowledge,experiences, interests andfuture learning expectationsacross content areas.Guidance for students toapply their strengths,background knowledge, lifeexperiences and skills toenhance each other’slearning.Opportunities for studentsto utilize their individuallearning patterns, habitsand needs to achieve highlevels of academic andsocial-emotional success.

All lessons that connectto students’ priorknowledge, experiencesand future learningexpectations.Guidance for students toapply their strengths,background knowledge,life experiences and skillsto enhance their ownlearning.Opportunities forstudents to utilize theirindividual learningpatterns, habits andneeds.

All lessons thatconnect to students’prior knowledge andexperiences.Adjustments to addressstrengths and gaps in background knowledge, life experiences and skills of all students.

Most lessons thatconnect tostudents’ priorknowledge andexperiences. Adjustments toaddress strengthsand gaps inbackgroundknowledge, lifeexperiences andskills of moststudents.

Few lessons thatconnect to students’prior knowledge andexperiences.Adjustments toaddress strengths and gaps in background knowledge, life experiences and skills of few students.


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PLANNING Activities (Dimension 1.4)

Dimension 1.4 Activities: The teacher plans engaging, flexible lessons that encourage higher- order thinking, persistence and achievement.

Standards Basis: 1B, 1C, 1D, 1E Potential Sources of Evidence: Conferences and conversations with the teacher; formal observations and walkthroughs; classroom artifacts; student growth processes; analysis of student data


Opportunities for students togenerate questions that leadto further inquiry andpromote complex, higher- order thinking, problemsolving and real-worldapplicationInstructional groups based onthe needs of all students, andallows for students to takeownership of group and individual accountability. The ability for all students to set goals, reflect on, evaluate and hold each other accountable within instructional groups. Activities, resources, technology and instructional materials that are all aligned to instructional purposes, are varied and appropriate to ability levels of students and actively engage them in ownership of their learning.

Questions that encourageall students to engage incomplex, higher-orderthinking and problemsolving.Instructional groups basedon the needs of all studentsand maintains both groupand individual accountability.All students understandingtheir individual roles withininstructional groups andfacilitates opportunities forstudent input on goals andoutcomes of activities.Activities, resources,technology and instructionalmaterials that are all alignedto instructional purposes,are varied and appropriateto ability levels of students.

Questions thatencourage allstudents toengage incomplex, higher-order thinking.Instructionalgroups based onthe needs of allstudents.All studentsunderstandingtheir individualroles withininstructionalgroups.Activities,resources,technology andinstructionalmaterials that areall aligned toinstructionalpurposes.

Questions thatpromote limited,predictable or roteresponses andencourage somecomplex, higher- order thinking.Instructional groupsbased on the needs ofmost students.Most studentsunderstandingtheir individualroles withininstructionalgroups.Activities, resources,technology and/orinstructional materialsthat are mostlyaligned toinstructional purposes.

Encourageslittle to nocomplex,higher-orderthinking.Instructionalgroups based onthe needs of a fewstudents.Lack of studentunderstanding of their individual roles within instructional groups. Activities,resources,technology and/orinstructionalmaterialsmisaligned toinstructionalpurposes.


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INSTRUCTION Achieving Expectations (Dimension 2.1)

Dimension 2.1 Achieving Expectations: The teacher supports all learners in their pursuit of high levels of academic and social- emotionalsuccess.

Standards Basis: 1B, 1D, 1E, 2A, 2C, 3B, 4A, 4D, 5B

Potential Sources of Evidence: Conferences and conversations with the teacher; formal observations and walkthroughs; student growth processes; analysis of student data


Provides opportunities forstudents to establish highacademic and social- emotional expectationsfor themselves.Persists with the lessonuntil there is evidencethat all studentsdemonstrate mastery ofthe objective.Provides opportunitiesfor students to self-monitor and self-correctmistakes.Systematically enablesstudents to set goals forthemselves and monitortheir progress overtime.

Provides opportunitiesfor students to establishhigh academic andsocial- emotionalexpectations forthemselves.Persists with the lessonuntil there is evidencethat most studentsdemonstrate mastery ofthe objective.Anticipates studentmistakes and encouragesstudents to avoidcommon learning pitfalls.Establishes systemswhere students takeinitiative of their ownlearning and self- monitor.

Sets academicexpectations thatchallenge all students.Persists with the lessonuntil there is evidencethat most studentsdemonstrate masteryof the objective.Addresses studentmistakes and followsthrough to ensurestudent mastery.Providesstudentsopportunities totake initiative oftheir ownlearning.

Sets academicexpectations thatchallenge moststudents.Persists with thelesson until there isevidence that somestudentsdemonstrate masteryof the objective.Sometimesaddressesstudentmistakes.Sometimesprovidesopportunities forstudents to takeinitiative of theirown learning.

Sets expectationsthat challenge fewstudents.Concludes the lessoneven though there isevidence that fewstudents demonstratemastery of theobjective.Allows studentmistakes to gounaddressed orconfronts studenterrors in a way thatdiscourages furthereffort.Rarely providesopportunities forstudents to takeinitiative of their ownlearning.


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INSTRUCTION Content Knowledge and Expertise (Dimension 2.2)

Dimension 2.2 Content Knowledge and Expertise: The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.

Standards Basis: 1A, 1C, 1E, 1F, 2C, 3A, 3B, 3C

Potential Sources of Evidence: Conferences and conversations with the teacher; formal observations and walkthroughs; student growth processes; analysis of student data


Displays extensive contentknowledge of all the subjectsshe or he teaches and closelyrelated subjects.Integrates learningobjectives with otherdisciplines, content areasand real-world experience.Consistently anticipatespossible studentmisunderstandings andproactively developsteaching techniques tomitigate concerns.Consistently providesopportunities for studentsto use different types ofthinking (e.g., analytical,practical, creative andresearch-based).Sequences instruction thatallows students tounderstand how the lessonfits within the structure ofthe discipline, the statestandards, related contentand within real-worldscenarios.

Conveys a depth ofcontent knowledge thatallows for differentiatedexplanations.Integrates learningobjectives with otherdisciplines and real-world experiences.Anticipates possiblestudentmisunderstandings andproactively developsteaching techniques tomitigate concerns.Regularly providesopportunities forstudents to usedifferent types ofthinking (e.g., analytical,practical, creative andresearch-based).Sequences instructionthat allows students tounderstand how thelesson fits within thestructure of the disciplineand the state standards.

Conveys accuratecontent knowledgein multiple contexts.Integrateslearningobjectives withotherdisciplines.Anticipates possiblestudentmisunderstandings.Providesopportunities forstudents to usedifferent types ofthinking (e.g.,analytical, practical,creative andresearch- based).Accurately reflectshow the lesson fitswithin the structureof the discipline andthe state standards.

Conveys accurate contentknowledge.Sometimes integrateslearning objectives withother disciplines.Sometimes anticipatespossible studentmisunderstandings.Sometimes providesopportunities for studentsto use different types ofthinking (e.g., analytical,practical, creative andresearch-based).

Conveys inaccuratecontent knowledgethat leads tostudent confusion.Rarely integrateslearningobjectives withother disciplines.Does not anticipatepossible studentmisunderstandings.Provides fewopportunities forstudents to usedifferent types ofthinking (e.g.,analytical, practical,creative andresearch- based).


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INSTRUCTION Communication (Dimension 2.3)

Dimension 2.3 Communication: The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.

Standards Basis: 1D, 1E, 2A, 3A, 4D

Potential Sources of Evidence: Conferences and conversations with the teacher; formalobservations and walkthroughs; student growth processes; analysis of student data

DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDEDEstablishes classroompractices that encourage allstudents to communicatesafely and effectively using avariety of tools and methodswith the teacher and theirpeers.Uses possible studentmisunderstandings at strategicpoints in lessons to highlightmisconceptions and inspireexploration and discovery.Provides explanations that areclear and coherent and usesverbal and writtencommunication that is clearand correct.Asks questions at the creative,evaluative and/or analysislevels that require a deeperlearning and broaderunderstanding of theobjective of the lesson.Skillfully balances wait time,questioning techniques andintegration of studentresponses to support student-directed learning.Skillfully provokes and guidesdiscussion to pique curiosityand inspire student-ledlearning of meaningful andchallenging content.

Establishes classroompractices that encourageall students tocommunicate effectively,including the use of visualtools and technology, withthe teacher and theirpeers.Anticipates possiblestudentmisunderstandings andproactively developstechniques to addressobstacles to learning.Provides explanations thatare clear and coherentand uses verbal andwritten communicationthat is clear and correct.Asks questions at thecreative, evaluativeand/or analysis levels thatfocus on the objective ofthe lesson and provokethought and discussion.Skillfully usesprobing questionsto clarify, elaborateand extend learning.Provides wait time whenquestioning students.

Establishes classroompractices that provideopportunities formost students tocommunicateeffectively with theteacher and theirpeers.Recognizes studentmisunderstandingsand responds withan array of teachingtechniques toclarify concepts.Provides explanationsthat are clear anduses verbal andwrittencommunication that isclear and correct.Asks remember,understand and applylevel questions thatfocus on theobjective of thelesson and provokediscussion.Uses probingquestions to clarifyand elaboratelearning.

Leads lessons withsome opportunity fordialogue, clarificationor elaboration.Recognizes studentmisunderstandingsbut has a limitedability to respond.Uses verbal andwrittencommunication thatis generally clearwith minor errors ofgrammar.Asks remember andunderstand levelquestions that focuson the objective ofthe lesson but dolittle to amplifydiscussion.

Directs lessons withlittle opportunity fordialogue, clarificationor elaboration.Is sometimes unawareof or unresponsive tostudentmisunderstandings.Uses verbalcommunication that ischaracterized byinaccurate grammar;written communicationthat has inaccuratespelling, grammar,punctuation orstructure.Rarely asks questions,or asks questions thatdo not amplifydiscussion or align tothe objective of thelesson.


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INSTRUCTION Differentiation (Dimension 2.4)

Dimension 2.4 Differentiation: The teacher differentiates instruction, aligning methods and techniques to diverse student needs.

Standards Basis: 1C, 1F, 2A, 2B, 2C, 3C, 4A, 5A, 5C, 5D



Adapts lessons with a wide variety of instructional strategies to address individual needs of all students. Consistently monitors thequality of student participation and performance. Always providesdifferentiated instructionalmethods and content toensure students have theopportunity to master whatis being taught.Consistently preventsstudent confusion ordisengagement byaddressing learning and/orsocial/emotional needs ofall students.

Adapts lessons toaddress individual needs of all students. Regularly monitors the quality of student participation and performance. Regularly providesdifferentiated instructionalmethods and content toensure students have theopportunity to masterwhat is being taught.Proactively minimizesstudent confusion ordisengagement byaddressing learningand/or social/emotionalneeds of all students.

Adapts lessons toaddress individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiatedinstructional methodsand content to ensurestudents have theopportunity to masterwhat is being taught.Recognizes whenstudents becomeconfused or disengagedand responds to studentlearning orsocial/emotional needs.

Adapts lessons to address some student needs. Sometimes monitors the quality of student participation and performance. Sometimes providesdifferentiatedinstructional methodsand content.Sometimes recognizeswhen students becomeconfused or disengagedand minimally respondsto student learning orsocial/emotional needs.

Provides one-size-fits-all lessons without meaningful differentiation. Rarely monitors the quality of student participation and performance. Rarely providesdifferentiatedinstructionalmethods andcontent.Does not recognizewhen studentsbecome confused ordisengaged, or doesnot respondappropriately tostudent learning orsocial/ emotionalneeds.


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INSTRUCTION Monitor and Adjust (Dimension 2.5)

Dimension 2.5 Monitor and Adjust: The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.

Standards Basis: 1D, 1F, 2B, 2C, 3B, 4D, 5C, 5D



Systematically gathersinput from students inorder to monitor andadjust instruction,activities or pacing torespond to differencesin student needs.Adjusts instructionand activities tomaintain studentengagement.Uses discreet andexplicit checks forunderstandingthrough questioningand academicfeedback.

Utilizes input fromstudents in order tomonitor and adjustinstruction, activities andpacing to respond todifferences in studentneeds.Adjusts instructionand activities tomaintain studentengagement.Continually checks forunderstanding throughpurposeful questioningand academic feedback.

Consistently invitesinput from students inorder to monitor andadjust instruction andactivities.Adjusts instructionand activities tomaintain studentengagement.Monitors studentbehavior and responsesfor engagement andunderstanding.

Sometimes utilizesinput from students inorder to monitor andadjust instruction andactivities.Adjusts someinstruction within alimited range.Sees student behaviorbut misses some signsof disengagement.Is aware of most studentresponses but misses some clues of misunderstanding.

Rarely utilizes inputfrom students in orderto monitor and adjustinstruction andactivities.Persists with instructionor activities that do notengage students.Generally does notlink student behaviorand responses withstudent engagementand understanding.Makes no attemptsto engage studentswho appeardisengaged ordisinterested.


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LEARNING ENVIRONMENT Classroom Environment, Routines and Procedures (Dimension 3.1)

Dimension 3.1 Classroom Environment, Routines and Procedures: The teacher organizes a safe, accessible and efficient classroom.

Standards Basis: 1D, 4A, 4B, 4C, 4D

Potential Sources of Evidence: Conferences and conversations with the teacher; formal observations and walkthroughs; classroom artifacts; analysis of student data


Establishes and useseffective routines,transitions andprocedures thatprimarily rely onstudent leadershipand responsibility.Students take primaryleadership andresponsibility formanaging studentgroups, supplies,and/or equipment.The classroom is safeand thoughtfully designed to engage, challenge and inspire students to participate in high-level learning beyond the learning objectives.

Establishes and useseffective routines,transitions andprocedures that she orhe implementseffortlessly.Students take someresponsibility formanaging studentgroups, supplies and/orequipment.The classroom is safe,inviting and organized tosupport learningobjectives and isaccessible to allstudents.

All procedures,routines andtransitions are clearand efficient.Students activelyparticipate in groups,manage supplies andequipment with verylimited teacherdirection.The classroom is safe andorganized to supportlearning objectives and isaccessible to moststudents.

Most procedures,routines and transitionsprovide clear directionbut others are unclearand inefficient.Students depend on theteacher to direct them inmanaging studentgroups, supplies and/orequipment.The classroom is safe andaccessible to moststudents, but isdisorganized andcluttered.

Few procedures androutines guide studentbehavior and maximizelearning. Transitions arecharacterized byconfusion andinefficiency.Students often donot understandwhat is expected ofthem.The classroom isunsafe, disorganizedand uncomfortable.Some students are notable to access materials.


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LEARNING ENVIRONMENT Managing Student Behavior (Dimension 3.2)

Dimension 3.2 Managing Student Behavior: The teacher establishes, communicates and maintains clear expectations for student behavior.

Standards Basis: 4A, 4B, 4C, 4D



Consistently monitorsbehavior subtly,reinforces positivebehaviorsappropriately andinterceptsmisbehavior fluidly.Students and theteacher create, adoptand maintainclassroom behaviorstandards.

Consistentlyencourages andmonitors studentbehavior subtly andresponds tomisbehavior swiftly.Most students know,understand andrespect classroombehavior standards.

Consistently implementsthe campus and/orclassroom behaviorsystem proficiently.Most studentsmeet expectedclassroombehaviorstandards.

Inconsistentlyimplements the campusand/or classroombehavior system.Student failure tomeet expectedclassroom behaviorstandards interruptslearning.

Rarely or unfairlyenforces campus orclassroom behaviorstandards.Student behaviorimpedes learning in theclassroom.


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LEARNING ENVIRONMENT Classroom Culture (Dimension 3.3)

Dimension 3.3 Classroom Culture: The teacher leads a mutually respectful and collaborative class of actively engaged learners.

Standards Basis: 1E, 1F, 3B, 4C, 4D, 5A, 5B, 5D



Consistently engagesall students withrelevant, meaningfullearning based on theirinterests and abilitiesto create a positiverapport amongststudents.Students collaboratepositively andencourage eachother’s efforts andachievements.

Engages all studentswith relevant,meaningful learning,sometimes adjustinglessons based onstudent interests andabilities.Students collaboratepositively with eachother and the teacher.

Engages all studentsin relevant,meaningfullearning.Students workrespectfully individuallyand in groups.

Establishes a learningenvironment where moststudents are engaged inthe curriculum.Students are sometimesdisrespectful of eachother.

Establishes a learningenvironment where fewstudents are engaged inthe curriculum.Students aredisrespectful of eachother and of theteacher.


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PROFESSIONAL PRACTICES AND RESPONSIBILITIES Professional Demeanor and Ethics (Dimension 4.1)

Dimension 4.1 Professional Demeanor and Ethics: The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities.

Standards Basis: 6B, 6C, 6D

Potential Sources of Evidence: Conferences and conversations with the teacher; formal observations and walkthroughs; classroom artifacts; analysis of student data; daily interaction with others


Behaves in accordancewith the Code of Ethicsand Standard Practicesfor Texas Educators.Models all professionalstandards (e.g.,attendance,professionalappearance andbehaviors) across thecampus and district foreducators and students.Advocates for theneeds of all students inthe classroom andcampus.

Behaves in accordancewith the Code of Ethicsand Standard Practicesfor Texas Educators.Models all professionalstandards (e.g.,attendance, professionalappearance andbehaviors) within theclassroom.Advocates for the needsof all students in theclassroom.

Behaves in accordancewith the Code of Ethicsand Standard Practicesfor Texas Educators.Meets all professionalstandards (e.g.,attendance, professionalappearance andbehaviors).Advocates for the needsof students in theclassroom.

Behaves in accordancewith the Code of Ethicsand Standard Practicesfor Texas Educators.Meets most professionalstandards (e.g.,attendance, professionalappearance andbehaviors).

Fails to meet the Codeof Ethics and StandardPractices for TexasEducators.Meets few professionalstandards (e.g.,attendance, professionalappearance andbehaviors) or violateslegal requirements.


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PROFESSIONAL PRACTICES AND RESPONSIBILITIES Goal Setting (Dimension 4.2)

Dimension 4.2 Goal Setting: The teacher reflects on his/her practice.

Standards Basis: 5D, 6A, 6B

Potential Sources of Evidence: Goal-setting and professional development plan (GSPD); conferences and conversations with the teacher, including the end-of-year conference; analysis of student data


Consistently sets, modifies and meets short- and long- term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning. Implementssubstantial changes in practice resulting in significant improvement in student performance.

Sets some short- andlong- term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning. Meets all professional goals resulting in improvement in practice and student performance.

Sets short- and long-termprofessional goals based on self-assessment, reflection and supervisor feedback. Meets all professional goals resulting in improvement in practice and student performance.

Sets short-term goalsbased on self-assessment. Meets most professional goals resulting in some visible changes in practice.

Sets low or ambiguousgoals unrelated tostudent needs or self-assessment.Meets few professionalgoals and persists ininstructional practicesthat remain substantiallyunimproved over time.


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PROFESSIONAL PRACTICES AND RESPONSIBILITIES Professional Development (Dimension 4.3)

Dimension 4.3 Professional Development: The teacher enhances the professional community.

Standards Basis: 3A, 6A, 6B, 6C

Potential Sources of Evidence: Goal-setting and professional development plan (GSPD); conferences and conversations with the teacher, including the end-of-year conference; analysis of student data; daily interaction with others


Leads colleaguescollaboratively in andbeyond the school toidentify professionaldevelopment needsthrough detailed dataanalysis and self-reflection.Seeks resources andcollaborativelyfosters facultyknowledge and skills.Develops and fulfills theschool and districtimprovement plansthrough professionallearning communities,grade- or subject- levelteam leadership,committee leadership orother opportunitiesbeyond the campus.

Leads colleaguescollaboratively oncampus to identifyprofessionaldevelopment needsthrough self-reflection.Fosters facultyknowledge and skills insupport of the schoolimprovement planthrough professionallearning communities,grade- or subject-levelteam leadership,committeemembership or otheropportunities beyondthe campus.

Collaboratively practicesin all scheduledprofessionaldevelopment activities,campus professionallearning communities,grade- or subject-levelteam membership,committee membershipor other opportunities.

Engages in mostscheduled professionaldevelopment activities,professional learningcommunities, committee,grade- or subject-levelteam meetings asdirected.

Engages in fewprofessionaldevelopment activities,professional learningcommunities orcommittees to improveprofessional practice.


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PROFESSIONAL PRACTICES AND RESPONSIBILITIES School Community Involvement (Dimension 4.4)

Dimension 4.4 School Community Involvement:The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach.

Standards Basis: 2A, 2B, 4A, 4D, 5B, 6B, 6C, 6D

Potential Sources of Evidence: Conferences and conversations with the teacher, including the end-of-year conference; classroom artifacts; student data; daily interaction with others


Systematicallycontacts parents/guardians regardingstudents’ academicand social/emotionalgrowth throughvarious methods.Initiatescollaborativeefforts thatenhance studentlearning andgrowth.Leads students,colleagues, familiesand communitymembers towardreaching the mission,vision and goals of theschool.

Systematically contactsparents/guardiansregarding students’academic andsocial/emotionalgrowth through variousmethods.Joins colleagues incollaborative effortsthat enhance studentlearning and welfare.Clearly communicatesthe mission, vision andgoals of the school tostudents, colleagues,parents and families,and other communitymembers.

Contactsparents/guardiansregularly regardingstudents’ academic andsocial/emotional growth.Actively participates inall school outreachactivitiesCommunicates themission, vision and goalsof the school tostudents, colleagues,parents and families.

Contactsparents/guardians inaccordance with campuspolicy.Attends most requiredschool outreachactivities.Communicates schoolgoals to students,parents and families.

Contacts parentsgenerally aboutdisciplinary matters.Attends few requiredschool outreachactivities.


© TEA

RUBRIC WORD BANK (with examples of qualifiers that are interchangeably used)

DIMENSION EXAMPLE: DISTINGUISHED ACCOMPLISHED PROFICIENT DEVELOPING IMPROVEMENT NEEDED

LEARNING ENVIRONMENT: CLASSROOM CULTURE ALL ALL ALL MOST FEW

LEARNING ENVIRONMENT: MANAGING STUDENT BEHAVIOR

CONSISTENTLY CONSISTENTLY CONSISTENTLY INCONSISTENTLY RARELY

INSTRUCTION: ACHIEVING EXPECTATIONS ALL MOST MOST SOME FEW

INSTRUCTION: CONTENT KNOWLEDGE AND EXPERTISE CONSISTENTLY REGULARLY DOES (ACTION) SOMETIMES FEW

INSTRUCTION: DIFFERENTIATION ALWAYS REGULARLY DOES (ACTION) SOMETIMES DOES NOT (ACTION)

MOVES TO STUDENTCENTERED

ACTIONS

MOVES TO STUDENTCENTERED

ACTIONS

FOCUSES ON MOSTLY

TEACHER-CENTERED ACTIONS

FOCUSES ON TEACHER-CENTERED ACTIONS

FOCUSES ON TEACHER-CENTERED ACTIONS

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