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Overview of the T-TESS Appraisal System

Overview of the T-TESS Appraisal System. Larry Williams Dr. Kenneth Border Jeremy Wagner. Contact Us. Larry Williams – Region 17 lbwilliams@esc17.net Dr. Kenneth Border – Shallowater ISD kborder@shallowaterisd.net Jeremy Wagner – Frenship ISD jwagner@frenships.us.

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Overview of the T-TESS Appraisal System

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  1. Overview of the T-TESS Appraisal System Larry Williams Dr. Kenneth Border Jeremy Wagner

  2. Contact Us • Larry Williams – Region 17 • lbwilliams@esc17.net • Dr. Kenneth Border – Shallowater ISD • kborder@shallowaterisd.net • Jeremy Wagner – Frenship ISD • jwagner@frenships.us

  3. Overview of T-TESS Development • New Teacher Standards • Intent – Transition from PDAS to T-TESS • Checklist and “gotcha” to Feedback and Support • Steering Committee • NCLB Waiver

  4. Domain Rubric • 4 Domains • Each worth 25% of overall evaluation score Planning Instruction Learning Environment Professional Practices

  5. Ratings in the Domains • Turn to Dimension 2.1 – Achieving Expectations • More than a “checklist” • Evidence Based – what can be seen and heard in the classroom • Documentation and artifacts • The ratings move from teacher centered to student centered from right to left (or center to left) • Teacher standards referenced at bottom

  6. Ratings Continued… • Divert attention away from the “number score” and more toward the “verb of the score” • Question – How are the words in the ratings different than a “number”? • Briefly discuss the words with your group – 60 seconds • Share thoughts with group

  7. Ratings Bell Curve - PDAS

  8. Ratings Bell Curve – T-TESS

  9. Analysis of Dimension 2.3 • Turn to Dimension 2.3 – Communication • “Where the Rubber Hits the Road” • Group Activity • Task – Discuss the different ratings and the differences. What moves a rating up from one rating to the next? • Identify the key verbs within each rating. • Prepare to share and discuss. The quality of a lesson is not judged by its complexity but by the complexity of the thinking it provokes. -adapted from Joseph O’Connor

  10. Analysis of Dimension 2.3 • Moving from Teacher Centered to Student Centered • Theory to Application • Key Verbs: • Leads to Guides • Recognize to Use • Remember to Evaluate

  11. Post Conference • Intro • Positive atmosphere • Remember, it’s about GROWTH not GOTCHA • Even phenomenal teachers want to improve • Reinforcement (What went well) • Evidence based examples

  12. Post Conference Cont… • Refinement (What to improve) • Provide specific evidence • Provide recommendations and resources • Generally – focus in on one per evaluation • Be sure to look for improvement in this area for the next evaluation

  13. Post Conference: Dimension 2.3 • Review the sample post conference questions for 2.3. • What are the questions focused on? • What do the questions generally want the teacher to do? • Would you include any others?

  14. District Applications of T-TESS • Sample Timeline for Implementation • Account for staff stress • What other initiatives is the district implementing? • How will this impact those initiatives?

  15. Q&A • Questions? • Comments? • Concerns? • Value Add

  16. Upcoming T-TESS Trainings • June 2015 • 8th and 9th • 10th & 11th • 15th and 16th • 17th and 18th • 22nd and 23rd • 24th and 25th • 29th and 30th • All sessions begin at 8 am and end at 5 pm.

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