T-TESS RUBRIC
T-TESS RUBRIC
PLANNING DIMENSION 1.1Standards and AlignmentDistinguishedAccomplishedThe teacher designs clear, well-organized, sequential lessons that reflect bestpractice, align with standards and are appropriate for diverse learners.Standards Basis: 1A, 1B, 3A, 3B, 3CProficientDevelopingTEACHER-CENTERED ACTIONSSTUDENT-CENTERED ACTIONSInstructionalPlanning Includes: All rigorous and measurable goalsaligned to state content standards. All activities, materials andassessments that: are logically sequencedrelevant to students’ prior areunderstanding and real-worldapplicationsand reinforce concepts integratefrom other disciplinesappropriate time for providestudent work, student reflection,lesson and lesson closureunderstanding of broader deepenunit and course objectivesvertically aligned to state arestandardsappropriate for diverse arelearners Objectives aligned and logicallysequenced to the lesson’s goal,providing relevant and enrichingextensions of the lesson. Integration of technology toenhance mastery of goal(s). TEA 11/17/16Improvement NeededInstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes: All measurable goals aligned tostate content standards. All activities, materials andassessments that: are sequencedrelevant to students’ prior areunderstanding integrate other disciplinesappropriate time for providestudent work, lesson and lessonclosurebroader unit and reinforcecourse objectivesvertically aligned to state arestandardsappropriate for diverse arelearners All objectives aligned and logicallysequenced to the lesson‘s goal. Integration of technology toenhance mastery of goal(s). All goals aligned to state contentstandards. All activities, materials andassessments that: are relevant to studentsappropriate time for providelesson and lesson closureinto the broader unit and fitcourseobjectivesappropriate for diverse arelearners All objectives aligned to thelesson’s goal. Integration of technology whenapplicable. Most goals aligned to statecontent standards. Most activities, materialsand assessments that: are sequencedprovide appropriate sometimestime for lesson and lessonclosure Lessons where most objectivesare aligned and sequenced to thelesson’s goal. Few goals aligned to statecontent standards. Few activities, materialsand assessments that: are sequencedprovide time for lesson rarelyand lesson closure Lessons where few objectives arealigned and sequenced to thelesson’s goal.Possible Sourcesof Evidence: Conferences and Conversationswith the Teacher Formal Observations/Walkthroughs Classroom Artifacts Student Growth ProcessesT-TESS Rubric1
PLANNING DIMENSION 1.2Data and AssessmentDistinguishedSTUDENT-CENTERED ACTIONSInstructionalPlanning Includes: Formal and informal assessmentsto monitor progress of allstudents, shares appropriatediagnostic, formative andsummative assessment datawith students to engage them inself-assessment, build awarenessof their 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 schoolwide instructional strategies andgoals to meet student needs whilemaintaining confidentially. Analysis of student dataconnected to specific instructionalstrategies and use of results toreflect on his or her teaching andto monitor teaching strategies andbehaviors in relation to studentsuccess. TEA 11/17/16AccomplishedInstructionalPlanning Includes:InstructionalPlanning Includes: Formal and informalassessments to monitor progressof all students and incorporateappropriate diagnostic,formative and summativeassessments data into lessonplans. Substantive, specific and timelyfeedback to students, familiesand other school personnelon the growth of studentsin relation to classroom andcampus goals, while maintainingstudent confidentiality. Analysis of student dataconnected to specificinstructional strategies and useof results to reflect on his or herteaching and to monitor teachingstrategies and behaviors inrelation to student success.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, 5DProficientDevelopingImprovement NeededTEACHER-CENTERED ACTIONSInstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes: Formal and informal assessmentsto monitor progress of allstudents. Consistent feedback to students,families and other schoolpersonnel while maintainingconfidentiality. Analysis of student dataconnected to specific instructionalstrategies. Formal and informal assessmentsto monitor progress of moststudents. Timely feedback to students andfamilies. Utilization of multiple sources ofstudent data. Few formal and informalassessments to monitor studentprogress. Few opportunities for timelyfeedback to students or families. Utilization of few sources ofstudent data.Possible Sourcesof Evidence: Conferences and Conversationswith the Teacher Formal Observations/Walkthroughs Classroom Artifacts Student Growth Processes Analysis of Student DataT-TESS Rubric2
PLANNING DIMENSION 1.3Knowledge of StudentsDistinguishedAccomplishedThrough knowledge of students and proven practices, the teacher ensures highlevels of learning, social-emotional development and achievement for all students.Standards Basis: 1A, 1B, 1C, 2A, 2B, 2CProficientDevelopingImprovement NeededTEACHER-CENTERED ACTIONSSTUDENT-CENTERED ACTIONSInstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes: All lessons that connect tostudents’ prior knowledge,experiences, interests and futurelearning expectations acrosscontent areas. Guidance for students to applytheir strengths, backgroundknowledge, life experiences andskills to enhance each other’slearning. Opportunities for students toutilize their individual learningpatterns, habits and needs toachieve high levels of academicand social-emotional success. All lessons that connect tostudents’ prior knowledge,experiences and future learningexpectations. Guidance for students to applytheir strengths, backgroundknowledge, life experiencesand skills to enhance their ownlearning. Opportunities for students toutilize their individual learningpatterns, habits and needs. All lessons that connect tostudents’ prior knowledge andexperiences. Adjustments to address strengthsand gaps in backgroundknowledge, life experiences andskills of all students. Most lessons that connect tostudents’ prior knowledge andexperiences. Adjustments to address strengthsand gaps in backgroundknowledge, life experiences andskills of most students. Few lessons that connect tostudents’ prior knowledge andexperiences. Adjustments to address strengthsand gaps in backgroundknowledge, life experiences andskills of few students.Possible Sourcesof Evidence: Conferences and Conversationswith the Teacher Formal Observations/Walkthroughs Classroom Artifacts Student Growth Processes Analysis of Student Data TEA 11/17/16T-TESS Rubric3
PLANNING DIMENSION 1.4ActivitiesDistinguishedAccomplishedThe teacher plans engaging, flexible lessons that encourage higher-orderthinking, persistence and achievement.Standards Basis: 1B, 1C, 1D, 1EProficientDevelopingImprovement NeededTEACHER-CENTERED ACTIONSSTUDENT-CENTERED ACTIONSInstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes:InstructionalPlanning Includes: Opportunities for students togenerate questions that leadto further inquiry and promotecomplex, higher-order thinking,problem solving and real-worldapplication. Instructional groups based onthe needs of all students, andallows for students to takeownership of group and individualaccountability. The ability for all students to setgoals, reflect on, evaluate andhold each other accountablewithin instructional groups. Activities, resources, technologyand instructional materials thatare all aligned to instructionalpurposes, are varied andappropriate to ability levels ofstudents and actively engagethem in ownership of theirlearning. Questions that encourage allstudents to engage in complex,higher-order thinking andproblem solving. Instructional groups based onthe needs of all students andmaintains both group andindividual accountability. All students understandingtheir individual roles withininstructional groups andfacilitates opportunities forstudent input on goals andoutcomes of activities. Activities, resources, technologyand instructional materials thatare all aligned to instructionalpurposes, are varied andappropriate to ability levels ofstudents. Questions that encourage allstudents to engage in complex,higher-order thinking. Instructional groups based on theneeds of all students. All students understandingtheir individual roles withininstructional groups. Activities, resources, technologyand instructional materials thatare all aligned to instructionalpurposes. Questions that promote limited,predictable or rote responses andencourage some complex, higherorder thinking. Instructional groups based on theneeds of most students. Most students understandingtheir individual roles withininstructional groups. Activities, resources, technologyand/or instructional materials thatare mostly aligned to instructionalpurposes. Encourages little to no complex,higher-order thinking. Instructional groups based on theneeds of a few students. Lack of student understandingof their individual roles withininstructional groups. Activities, resources, technologyand/or instructional materialsmisaligned to instructionalpurposes. TEA 11/17/16Possible Sourcesof Evidence: Conferences and Conversationswith the Teacher Formal Observations/Walkthroughs Classroom Artifacts Student Growth Processes Analysis of Student DataT-TESS Rubric4
INSTRUCTION DIMENSION 2.1Achieving ExpectationsDistinguishedAccomplishedThe teacher supports all learners in their pursuit of high levels ofacademic and social-emotional success.Standards Basis: 1B, 1D, 1E, 2A, 2C, 3B, 4A, 4D, 5BProficientDevelopingTEACHER-CENTERED ACTIONSSTUDENT-CENTERED ACTIONSThe Teacher Provides opportunities forstudents to establish highacademic and social-emotionalexpectations for themselves. Persists with the lesson untilthere is evidence that all studentsdemonstrate mastery of theobjective. Provides opportunities forstudents to self-monitor andself-correct mistakes. Systematically enables studentsto set goals for themselves andmonitor their progress over time.Improvement NeededThe Teacher Provides opportunities for studentsto establish high academic andsocial-emotional expectations forthemselves. Persists with the lesson until thereis evidence that most studentsdemonstrate mastery of theobjective. Anticipates student mistakes andencourages students to avoidcommon learning pitfalls. Establishes systems wherestudents take initiative of theirown learning and self-monitor.The Teacher Sets academic expectations thatchallenge all students. Persists with the lesson untilthere is evidence that moststudents demonstrate mastery ofthe objective. Addresses student mistakes andfollows through to ensure studentmastery. Provides students opportunitiesto take initiative of their ownlearning.The Teacher Sets academic expectations thatchallenge most students. Persists with the lesson untilthere is evidence that somestudents demonstrate mastery ofthe objective. Sometimes addresses studentmistakes. Sometimes providesopportunities for students to takeinitiative of their own learning.The Teacher Sets expectations that challengefew students. Concludes the lesson eventhough there is evidence that fewstudents demonstrate mastery ofthe objective. Allows student mistakes to gounaddressed or confronts studenterrors in a way that discouragesfurther effort. Rarely provides opportunities forstudents to take initiative of theirown learning.Possible Sourcesof Evidence: Conferences and Conversationswith the Teacher Formal Observations/Walkthroughs Student Growth Processes Analysis of Student Data TEA 11/17/16T-TESS Rubric5
INSTRUCTION DIMENSION 2.2Content Knowledge and ExpertiseDistinguishedAccomplishedThe teacher uses content and pedagogical expertise to design and executelessons aligned with state standards, related content and student needs.Standards Basis: 1A, 1C, 1E, 1F, 2C, 3A, 3B, 3CProficientDevelopingTEACHER-CENTERED ACTIONSSTUDENT-CENTERED ACTIONSThe Teacher Displays extensive contentknowledge of all the subjects sheor he teaches and closely relatedsubjects. Integrates learning objectives withother disciplines, content areasand real-world experience. Consistently anticipates possiblestudent misunderstandings andproactively develops teachingtechniques to mitigate concerns. Consistently providesopportunities for students to usedifferent types of thinking (e.g.,analytical, practical, creative andresearch-based). Sequences instruction that allowsstudents to understand how thelesson fits within the structure ofthe discipline, the state standards,related content and within realworld scenarios. TEA 11/17/16Improvement NeededThe Teacher Conveys a depth of contentknowledge that allows fordifferentiated explanations. Integrates learning objectiveswith other disciplines and realworld experiences. Anticipates possible studentmisunderstandings andproactively develops teachingtechniques to mitigate concerns. Regularly provides opportunitiesfor students to use differenttypes of thinking (e.g., analytical,practical, creative and researchbased). Sequences instruction thatallows students to understandhow the lesson fits within thestructure of the discipline andthe state standards.The Teacher Conveys accurate contentknowledge in multiple contexts. Integrates learning objectiveswith other disciplines. Anticipates possible studentmisunderstandings. Provides opportunities forstudents to use different types ofthinking (e.g., analytical, practical,creative and research-based). Accurately reflects how the lessonfits within the structure of thediscipline and the state standards.The Teacher Conveys accurate contentknowledge. Sometimes integrates learningobjectives with other disciplines. Sometimes anticipates possiblestudent misunderstandings. Sometimes providesopportunities for students to usedifferent types of thinking (e.g.,analytical, practical, creative andresearch-based).The Teacher Conveys inaccurate contentknowledge that leads to studentconfusion. Rarely integrates learningobjectives with other disciplines. Does not anticipate possiblestudent misunderstandings. Provides few opportunities forstudents to use different types ofthinking (e.g., analytical, practical,creative and research-based).Possible Sourcesof Evidence: Conferences and Conversationswith the Teacher Formal Observations/Walkthroughs Student Growth Processes Analysis of Student DataT-TESS Rubric6
INSTRUCTION DIMENSION 2.3CommunicationDistinguishedAccomplishedThe teacher clearly and accurately communicates to support persistence,deeper learning and effective effort.Standards Basis: 1D, 1E, 2A, 3A, 4DProficientDevelopingTEACHER-CENTERED ACTIONSSTUDENT-CENTERED ACTIONSThe Teacher Establishes classroom practicesthat encourage all studentsto communicate safely andeffectively using a variety of toolsand methods with the teacher andtheir peers. Uses possible studentmisunderstandings at strategicpoints in lessons to highlightmisconceptions and inspireexploration and discovery. Provides explanations that areclear and coherent and usesverbal and written communicationthat is clear and correct. Asks questions at the creative,evaluative and/or analysis levelsthat require a deeper learningand broader understanding of theobjective of the lesson. Skillfully balances wait time,questioning techniques andintegration of student responsesto support student-directedlearning. Skillfully provokes and guidesdiscussion to pique curiosityand inspire student-led learningof meaningful and challengingcontent. TEA 11/17/16Improvement NeededThe Teacher Establishes classroom practicesthat encourage all studentsto communicate effectively,including the use of visual toolsand technology, with the teacherand their peers. Anticipates possible studentmisunderstandings andproactively develops techniquesto address obstacles to learning. Provides explanations thatare clear and coherent anduses verbal and writtencommunication that is clear andcorrect. Asks questions at the creative,evaluative and/or analysis levelsthat focus on the objective of thelesson and provoke thought anddiscussion. Skillfully uses probing questionsto clarify, elaborate and extendlearning. Provides wait time whenquestioning students.The Teacher Establishes classroom practicesthat provide opportunities formost students to communicateeffectively with the teacher andtheir peers. Recognizes studentmisunderstandings and respondswith an array of teachingtechniques to clarify concepts. Provides explanations that areclear and uses verbal and writtencommunication that is clear andcorrect. Asks remember, understand andapply level questions that focuson the objective of the lesson andprovoke discussion. Uses probing questions to clarifyand elaborate learning.The Teacher Leads lessons with someopportunity for dialogue,clarification or elaboration. Recognizes studentmisunderstandings but has a limitedability to respond. Uses verbal and writtencommunication that is generallyclear with minor errors of grammar. Asks remember and understandlevel questions that focus on theobjective of the lesson but do littleto amplify discussion.The Teacher Directs lessons with littleopportunity for dialogue,clarification or elaboration. Is sometimes unaware ofor unresponsive to studentmisunderstandings. Uses verbal communication thatis characterized by inaccurategrammar; written communicationthat has inaccurate spelling,grammar, punctuation orstructure. Rarely asks questions, or asksquestions that do not amplifydiscussion or align to theobjective of the lesson.Possible Sourcesof Evidence: Conferences and Conversationswith the Teacher Formal Observations/Walkthroughs Classroom Artifacts Student Growth Processes Analysis of Student DataT-TESS Rubric7
INSTRUCTION DIMENSION 2.4DifferentiationDistinguishedAccomplishedThe teacher differentiates instruction, aligning methods and techniquesto diverse student needs.Standards Basis: 1C, 1F, 2A, 2B, 2C, 3C, 4A, 5A, 5C, 5DProficientDevelopingTEACHER-CENTERED ACTIONSSTUDENT-CENTERED ACTIONSThe Teacher Adapts lessons with a widevariety of instructional strategiesto address individual needs of allstudents. Consistently monitors the qualityof student participation andperformance. Always provides differentiatedinstructional methods and contentto ensure students have theopportunity to master what isbeing taught. Consistently prevents studentconfusion or disengagement byaddressing learning and/or social/emotional needs of all students.Improvement NeededThe Teacher Adapts lessons to addressindividual needs of all students. Regularly monitors the qualityof student participation andperformance. Regularly provides differentiatedinstructional methods and contentto ensure students have theopportunity to master what isbeing taught. Proactively minimizes studentconfusion or disengagement byaddressing learning and/or social/emotional needs of all students.The Teacher Adapts lessons to addressindividual needs of all students. Regularly monitors the qualityof student participation andperformance. Provides differentiatedinstructional methods andcontent to ensure students havethe opportunity to mast
lesson’s goal. Integration of technology when applicable. Most goals aligned to state content standards. Most activities, materials and assessments that: are sequenced sometimes provide appropriate time for lesson and lesson closure Lessons where most objectives are ali
o Select Rubric associates a rubric that has already been created in the Rubrics area of Course Tools. o Create New Rubric opens a pop-up window to allow immediate creation of a new associated rubric. o Create From Existing uses a previously created rubric as a template to create a new associated rubric. Note: When associating a points-based rubric, the option to use the rubric's points value
AMS: Rubric Wizard T 1.800.311.5656 e help@taskstream.com 3 To create a new rubric from scratch 1. Enter a New rubric title. 2. Using the pull-down menu, select the number of Columns you want in this rubric. In a rubric
regarding teaching and learning. The evaluation rubric helps to enhance the quality of the feedback and information that appraisers and teachers can use to make decisions about professional practices and development that result in student growth. The T-TESS performance dimensions have been consolidated into the rubric's four
modifications in the Grade 8 Rubric for TDA template in Google Docs. Option 3: Create a new rubric. Using the current Nebraska TDA Scoring Rubric as a guide, draft a new eighth-grade rubric using the Grade 8 Rubric for TDA template in Google Docs. Think about these qu
Sample Grading Rubric for Online Discussion – California State University- Long Beach 11 Online Discussion Grading Rubric from Boise State University 13 Sample Online Discussion Grading Rubric from Mercy College – New York 16 Sample Grading Rubric for Onli
Marshall Teacher Evaluation Rubric I’ve provided an edited group of slides from Kim Marshall’s rubric training. They have KM at the bottom if they are from Marshall’s training. I’ve also added some slides that compare the NYSUT rubric to the Marshall rubric, in terms of
i Teacher Candidate Evaluation Rubric The following rubric was developed to align with and reflect the North Carolina Professional Teaching Standards approved by the North Carolina State Board of Education on June 7, 2007. The rubric also parallels the North Carolina Inservice Teacher Evaluation Rubric that is used to assess the professional performance of inservice teachers throughout the state.
2. on his / her physical / psychological characteristics: Tess is beautiful and ingenuous, so she is an easy victim . Tess spends several months at this job, resisting Alec’s attempts to seduce her. Finally, Alec takes advantage of her in the woods one night after a fair. Tess fin
