2024 T tess domain 4 examples

A great deal of time was spent on reviewing the words at the beginning of the lesson (30.13 minutes). It was unclear whether that was necessary due to the students having difficulty with the . Renninger

re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m entThese standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...Here is an editable T-TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T-TESS End of Year Summative/Teacher Evaluation.aspects of T-TESS, district policy considerations for implementing T-TESS, and the purpose and goals for those implementing T-TESS. Included are comments and suggestions that reflect the best practices and insights collected from the practical experiences of district personnel who were integral to the implementation of T-TESS during the pilot year.End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ...Hit the Get Form button to begin editing and enhancing. Switch on the Wizard mode on the top toolbar to have more recommendations. Complete each fillable field. Ensure the info you add to the T Tess Observation Evidence Sheet is up-to-date and accurate. Include the date to the form using the Date option. Click the Sign tool and create a signature.re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m ent 4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3 These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m ent UEA T-TESS Tip. Take evidence of successful completion of your Professional Development Plan to the end-of-year conference. Domain IV also relates to professional demeanor and school/community involvement. Keep any of those nice notes from parents, students, or colleagues and bring them to your meeting. This is evidence that can be used to ...Prior to each observation, the T-TESS appraiser will conduct a pre-conference meeting with the teacher to ask background questions about the lesson plan, the learning outcomes and the students in the class in order to provide context. It is also appropriate for the appraiser to share expectations in T-TESS Domains 2 and 3 and assist teachersDimension 4.2: Goal Setting Professional goals set for the year Evidence of goal completion Student work showing improvement based on goal Student growth and/or achievement data Examples of teacher self-reflection Documentation of implemented changes made based on constructive feedback from conferences and observationsComponents of T-TESS . With the inclusion of student growth, T -TESS is composed of two different measures – the rubric and student growth – that determine where a teacher is in his or her practice for the purposes of pinpointing areas of reinforcement and refinement. Evidence to determine where a teacher is on those measures Dimension 4.3: Professional Development Working on an English II PLC has created a cohesive structure to my student teaching. The professional community at Bowie HS is enhanced by team collaboration where students benefit as a result. The PLC constantly sets new expectations and there is a degree of improvement each six-weeks. Activities (Dimension 1.4) • The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement. INSTRUCTION (Domain 2) Achieving Expectations(Dimension 2.1) • The teacher supports all learners in their pursuit of high levels of academic and social-emotional success. T‐TESS Required for All Teachers New to T‐TESS to Develop an Ini al GSPD Plan Recommended for Formal Observa ons Required for the First 45‐Minute Formal Observa on Recommended for Oth‐ er Observa ons Required for All Teachers New to T‐TESS Teacher’s Second Year and Beyond with T‐TESS (Only RequiredA great deal of time was spent on reviewing the words at the beginning of the lesson (30.13 minutes). It was unclear whether that was necessary due to the students having difficulty with theReinforcement (GLOW) Example Reinforcement area/dimension. Use specific language from the rubric. • Example: The teacher plans engaging, flexible lessons that encourage higher order thinking, persistence and achievement. (Dimension 1.4 – Activities) Self-analysis question. Ask a specific question to prompt theDomain 1: Planning. Dimension. Evidence. Rating. 1.1 Standards and Alignment. 1.2 Data and Assessments. 1.3 Knowledge of Students . ... T-TESS Observation Evidence SheetT-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...Activities (Dimension 1.4) • The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement. INSTRUCTION (Domain 2) Achieving Expectations(Dimension 2.1) • The teacher supports all learners in their pursuit of high levels of academic and social-emotional success. from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance level at which initial consideration begins until evidence is substantiated to score at another ...from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance level at which initial consideration begins until evidence is substantiated to score at another ... Region One ESC / Home PageT-TESS Observation Evidence Sheet High School AP Chemistry Domain: Instruction Dimension Evidence Rating Achieving Expectations 2.1 The lesson began with an ‘explore’ activity where students were expected to use the syringe and marshmallow to record changes in the shape and size of the marshmallow when placing their finger atThese standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ... The T-TESS rubric is internally consistent at both the domain and dimension levels. All correlations between domain ratings and all correlations between dimension ratings are positive, suggesting that none of the domains or dimensions stands out as unrelated or contradictory to the rest of the rubric. • The T-TESS rubric is eficient.• the teacher has never been appraised under the T-TESS; or • district policy regarding teacher appraisal has changed since the last time the teacher was provided a T-TESS orientation . New teachers must receive T-TESS training within three (3) weeks of their start date. T-TESS orientation may include online materials in addition to a face ... The T-TESS rubric is internally consistent at both the domain and dimension levels. All correlations between domain ratings and all correlations between dimension ratings are positive, suggesting that none of the domains or dimensions stands out as unrelated or contradictory to the rest of the rubric. • The T-TESS rubric is eficient.Distinguished. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Models all professional standards (e.g., attendance, professional appearance and behaviors) across the campus and district for educators and students. Advocates for the needs of all students in the classroom and campus. the T-TESS Rubric, and to discuss next year’s goal(s) and professional development plan. Unlike Domains 1-3, Domain 4: Professional Practices and Responsibilities, is not scored in summative form by the evaluator until after the teacher has been afforded the opportunity to presentaspects of T-TESS, district policy considerations for implementing T-TESS, and the purpose and goals for those implementing T-TESS. Included are comments and suggestions that reflect the best practices and insights collected from the practical experiences of district personnel who were integral to the implementation of T-TESS during the pilot year.cdn.ymaws.comContact Info. Four Capitol Mall Little Rock, AR 72201 Map & Directions. Hours: 8am - 4:30pm M-F Phone: 501-682-4475These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ... The Impact Coaching Training is a new, optional 2-day companion training for T-TESS and T-PESS Appraiser preparation. The training focuses on helping Appraisers learn specialized coaching skills, tools, and competencies to utilize in the T-TESS and T-PESS observation cycles.or 4 groups at the beginning of the lesson and students then used manipulatives to demonstrate the groups with that incorrect information. Questions that were asked were remember/understand level. Examples include: “Can you show me with manipulatives how you would solve that?” Why would you make 4 groups of 6? “Draw There is text on most of the pages that will help guide you in the kinds of things that should be included in each dimension within the 4 domains of T-TESS. Use them as dividers for each section and add your evidence as you wish. Pages Included: 5 different binder covers. Planing Domain & Dimensions 1.1, 1.2, and 1.3.Prior to each observation, the T-TESS appraiser will conduct a pre-conference meeting with the teacher to ask background questions about the lesson plan, the learning outcomes and the students in the class in order to provide context. It is also appropriate for the appraiser to share expectations in T-TESS Domains 2 and 3 and assist teachers Dimension 4.2: Goal Setting Professional goals set for the year Evidence of goal completion Student work showing improvement based on goal Student growth and/or achievement data Examples of teacher self-reflection Documentation of implemented changes made based on constructive feedback from conferences and observationsT‐TESS Required for All Teachers New to T‐TESS to Develop an Ini al GSPD Plan Recommended for Formal Observa ons Required for the First 45‐Minute Formal Observa on Recommended for Oth‐ er Observa ons Required for All Teachers New to T‐TESS Teacher’s Second Year and Beyond with T‐TESS (Only Required articulated in Domain 4. End-of-Year Conference (Domain 4 Aspect) This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T- TESS Rubric, and to discuss next year’s goal(s) and professional development plan. End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ... Domain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and EvaluationPrior to each observation, the T-TESS appraiser will conduct a pre-conference meeting with the teacher to ask background questions about the lesson plan, the learning outcomes and the students in the class in order to provide context. It is also appropriate for the appraiser to share expectations in T-TESS Domains 2 and 3 and assist teachers Domain 4 of the T-TESS Rubric. • Celebrate accomplishments and acknowledge areas of growth. • Discuss next year’s goal(s) and professional development plan. Unlike Domains 1-3, Domain 4 is not scored in summative form until teachers have been afforded the opportunity to present evidence related to the four dimensions during the EOY ... Domain 4: Professional Responsibilities Component Evidence* Indicator/“look-fors” Evidence Collection 4a: Reflecting on teaching Evaluator/teacher conversations - -Observations Teacher PD goals/plan Student / parent feedback - Revisions to lesson plans Notes to self / journaling Listening for analysis of what went wellDimension 4.3: Professional Development Working on an English II PLC has created a cohesive structure to my student teaching. The professional community at Bowie HS is enhanced by team collaboration where students benefit as a result. The PLC constantly sets new expectations and there is a degree of improvement each six-weeks. The T-TESS rubric is internally consistent at both the domain and dimension levels. All correlations between domain ratings and all correlations between dimension ratings are positive, suggesting that none of the domains or dimensions stands out as unrelated or contradictory to the rest of the rubric. • The T-TESS rubric is eficient.Domain 4 - Professional Practices and Responsibilities‎ > ‎ 4.1 Professional Demeanor and Ethics Professional Demeanor and Ethics (Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. Distinguished. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Models all professional standards (e.g., attendance, professional appearance and behaviors) across the campus and district for educators and students. Advocates for the needs of all students in the classroom and campus. UEA T-TESS Tip. Take evidence of successful completion of your Professional Development Plan to the end-of-year conference. Domain IV also relates to professional demeanor and school/community involvement. Keep any of those nice notes from parents, students, or colleagues and bring them to your meeting. This is evidence that can be used to ...The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. Here is an editable T - TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T - TESS End of Year Summative/Teacher Evaluation. Fill out T Tess Observation Evidence Sheet Example in several clicks by simply following the instructions listed below: Find the template you want from our collection of legal forms. Select the Get form button to open the document and begin editing. Fill out all the necessary boxes (they are yellow-colored).This product contains covers and dividers for different teacher evaluation content. Contents includes the following dividers/covers in 2 themes: - T.E.S.S-Teacher Evaluation -Domain 1 -Domain 2 -Domain 3 -Domain 4 -Artifacts -A list of sub-domains, with examples, and a place to document how you met that partiThe T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.annually on Domain IV of T-TESS All teachers not meeting the criteria for a “Full T-TESS Observation and Evaluation” are eligible for a biennial, less-than-annual formal observation All teachers will be evaluated annually on Domain IV of T-TESS Domain IV-only teachers may waive the 45 minute observationAmanda Waggoner TESS Portfolio 2013-2014. Amanda Waggoner. Views: 312. Useful: 0. Copy of NCSLMC Artifacts Evidence Binder. Lucrece Medlicott. Views: 105. Useful: 1. Fugate TESS Artifacts Evidence Binder 2013-2...T Teeaacchh err’’ ss ccllaassrr ooomm iiss ss aaffee,, anndd lleeaarrniinngg iiss aacccceesssiibbllee ttoo alll sttuuddenttss;; teacchheer uusses pphhyysiicaall rreessoouurrcess wweelll aanndd eenssuurres thhaatt tthhee aarrrraannggeemmeennt ooff ffuurrnniittuurree ssuuppppoorttss tthhee lleeaarrnniinngg accttiivviitieess..T‐TESS Required for All Teachers New to T‐TESS to Develop an Ini al GSPD Plan Recommended for Formal Observa ons Required for the First 45‐Minute Formal Observa on Recommended for Oth‐ er Observa ons Required for All Teachers New to T‐TESS Teacher’s Second Year and Beyond with T‐TESS (Only RequiredThere is text on most of the pages that will help guide you in the kinds of things that should be included in each dimension within the 4 domains of T-TESS. Use them as dividers for each section and add your evidence as you wish. Pages Included: 5 different binder covers. Planing Domain & Dimensions 1.1, 1.2, and 1.3.Components of T-TESS . With the inclusion of student growth, T -TESS is composed of two different measures – the rubric and student growth – that determine where a teacher is in his or her practice for the purposes of pinpointing areas of reinforcement and refinement. Evidence to determine where a teacher is on those measures Domain & Component Sources of Evidence Domain 4: Professional Responsibilities Observations of Teaching Artifacts 4a: Reflecting on Teaching 4b: Maintaining Accurate Records • Instructional and non-instructional records, for example: • Record for field trip permissions • Anecdotal notes for student participationPossible Artifacts for Danielson Domains One and Four Educator Effectiveness Pilot Network April 2014 Note: Educators will provide artifacts as evidence for Domains 1 and 4. These are the ‘behind the scenes’ components, typically not observable in a classroom setting. Evidence for Domains 2 and 3 will be collectedT-TESS (Texas Teacher Evaluation and Support System) is a teacher evaluation and development system designed to support teachers in their professional growth. The T-TESS goals are individualized for each teacher and may vary based on their specific needs and focus areas. Here are a few examples of T-TESS goals: 1. Dimension 4.2: Goal Setting Professional goals set for the year Evidence of goal completion Student work showing improvement based on goal Student growth and/or achievement data Examples of teacher self-reflection Documentation of implemented changes made based on constructive feedback from conferences and observationsClock Hours 27, CPE 27. 1758554. 10/11/2023. T-TESS in ECSE; What to Look for in a Self-Contained Classroom for Students Ages 3-5. Virtual PD. Clock Hours 2, CPE 2. 1790317. 10/25/2023. T-TESS: Texas Teacher Evaluation and Support System. T-TESS Rubric 1. PLANNING DIMENSION 1.1. Standards 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. Distinguished. STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS. Instructional Planning ... Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw 2.3 . The text message voting with post-it notes as a nontech backup - allowed for all students to communicate with the teacher at the beginning of class.T-TESS Post-Conference Self-Reflection Form. Teacher Name:Date of Observation: Reflect on your lesson and provide the rating and evidence for each dimension.T-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...• Allows principals to get at the essence of the T-TESS domains instead of overwhelming teachers with too many components, elements, and attributes. • Enables principals to stretch themselves in order to have honest and honorable conversations about teacher practices out of their own color/ comfort zone. (See page 8 for color descriptors.)professional practices and responsibilities teacher self-assessment and goal setting guidance and sample document part i: data analysis and goal settingExamples of Observation Evidence ... review Domains 2 & 3. Instruction. ... T-TESS Part 4. Objectives: The teachers will:Dimension 1.4 or 2.4 are easy to implement. Teacher goal for teachers can mask significant gains the current study team used as examples. Source: issuu.com. Your goals for ability challenging repertoire development as they relate among the timing of your observation. Dimension 1.4 or 2.4 are easy to implement. 6th grade math ipg lesson plan.T-TESS Post-Conference Self-Reflection Form. Teacher Name:Date of Observation: Reflect on your lesson and provide the rating and evidence for each dimension.The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. T-TESS is the Texas recommended appraisal process designed to evaluate teachers and establish a system of support. During the spring of 2014, a steering committee finalized the development ofthis new evaluation system whichdirectly correlatesto the new Texas Teacher Standards outlined in Texas Administrative Code, Chapter 149. These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...(Planning Domain) The teacher uses formal and informal strategies and tools appropriate to virtual instruction to measure student engagement and progress, then manages and analyzes student data toDomain 1: Planning. Dimension. Evidence. Rating. 1.1 Standards and Alignment. 1.2 Data and Assessments. 1.3 Knowledge of Students . ... T-TESS Observation Evidence SheetHere is an editable T - TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T - TESS End of Year Summative/Teacher Evaluation.These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ... The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. Region One ESC / Home PageT-TESS Rubric 1. PLANNING DIMENSION 1.1. Standards 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. Distinguished. STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS. Instructional Planning ... T-TESS Observation Evidence Sheet High School AP Chemistry Domain: Instruction Dimension Evidence Rating Achieving Expectations 2.1 The lesson began with an ‘explore’ activity where students were expected to use the syringe and marshmallow to record changes in the shape and size of the marshmallow when placing their finger at

Possible Artifacts for Danielson Domains One and Four Educator Effectiveness Pilot Network April 2014 Note: Educators will provide artifacts as evidence for Domains 1 and 4. These are the ‘behind the scenes’ components, typically not observable in a classroom setting. Evidence for Domains 2 and 3 will be collected. Cars for sale buffalo ny under dollar3 000

UEA T-TESS Tip. Take evidence of successful completion of your Professional Development Plan to the end-of-year conference. Domain IV also relates to professional demeanor and school/community involvement. Keep any of those nice notes from parents, students, or colleagues and bring them to your meeting. This is evidence that can be used to ...cdn.ymaws.com The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. The T-TESS rubric is internally consistent at both the domain and dimension levels. All correlations between domain ratings and all correlations between dimension ratings are positive, suggesting that none of the domains or dimensions stands out as unrelated or contradictory to the rest of the rubric. • The T-TESS rubric is eficient.4. Student choice 5. Higher order thinking activities Unit plans and/or lesson plans showing progression of conceptual complexity Curriculum map Teacher and student reflection of lessons, learning, or feedback (written or oral) Intellectually challenging tasks Concept Map – Advanced Organizer These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...The following shows the minimum average scores across T-TESS domains 2 and 3 to achieve each level of designation (Recognized, Exemplary, and Master). The minimum average scores were derived from an analysis of T-TESS observations from across the state with scores on a 1 to 5 scale.4. PERIODICALLY follow up to discuss how you are doing/progressing and if any goal changing is needed. Review/Check for prior knowledge *Direct instruction *Guided practice *Independent practice *Oral drill and practice Provide information (in a variety of forms) Model desired skills and outcomes Provide examples to help transfer learning4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3The Professional Practices and Responsibilities Domain is rated after the end-of-year conference when theappraiser and teacher meet to finalize the annual appraisal process. Dimensions: Professional Demeanor and Ethics. Goal Setting. Professional Development. School Community Involvement. Part I: Data Analysis and Goal SettingActivities Dimension 1.4 The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement. T-TESS DOMAINS place photo here. The teacher supports all learne INSTRUCTION Domain Content Knowledge and Expertise Achieving Expectations Dimension 2.1 rs in their pursuit of high proficiency levels in all domains 3. Use activities that address all language domains 4. ALWAYS provide wait time, then follow with necessary support 5. Lowering of the affective filter Dimension: 2.4 Differentiation Teacher differentiates instruction, aligning methods and techniques to diverse student needs. 1. Individualized lessons 2. T Teeaacchh err’’ ss ccllaassrr ooomm iiss ss aaffee,, anndd lleeaarrniinngg iiss aacccceesssiibbllee ttoo alll sttuuddenttss;; teacchheer uusses pphhyysiicaall rreessoouurrcess wweelll aanndd eenssuurres thhaatt tthhee aarrrraannggeemmeennt ooff ffuurrnniittuurree ssuuppppoorttss tthhee lleeaarrnniinngg accttiivviitieess..Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw .

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