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Overview of the T-TESS Appraisal System. Larry Williams Dr. Kenneth Border Jeremy Wagner. Contact Us. Larry Williams – Region 17 [email protected] Dr. Kenneth Border – Shallowater ISD [email protected] Jeremy Wagner – Frenship ISD [email protected]

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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
Contact Us

  • Jeremy Wagner – Frenship ISD


  • Overview of t tess development
    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


    Domain rubric
    Domain Rubric

    • 4 Domains

      • Each worth 25% of overall evaluation score

    Planning

    Instruction

    Learning Environment

    Professional Practices


    Ratings in the domains
    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


    Ratings continued
    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




    Analysis of dimension 2 3
    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


    Analysis of dimension 2 31
    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


    Post conference
    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


    Post conference cont
    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


    Post conference dimension 2 3
    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?


    District applications of t tess
    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?


    Q&A

    • Questions?

    • Comments?

    • Concerns?

    • Value Add


    Upcoming t tess trainings
    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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