TESS 2.0 Arkansas Teacher Effectiveness - PowerPoint Presentation

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TESS 2.0

Arkansas Teacher Effectiveness

Created for

Arkansas Novice Teachers

Created by

The ADE Office of Educator Support and Development

Little Rock AR Slide2

T

OPICSSlide3

T

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Effective

[ih-fek-tiv] 

adjective

1. adequate

 to accomplish a purpose;

producing

the intended

 or expected result

: effective teaching methods; effective steps toward peace.

www.dictionary.comSlide5

Essa DEFINES

Effective TeachersProperly

plans

for all students

Creates the best environment for student learning

Uses the most

effective instructional procedures

Communicates &

Collaborates

effectively

Continually growsSlide6

Teacher Excellence & Support System

State Statute – Act 1209 of 2011

Arkansas’ ESEA Flexibility Plan: Federal waiver from NCLB (2012)

TESS Law Amended– Act

709 & 1091

of 2013

& 2015

Federal Every

Student Succeeds Act

(ESSA)–December

2015

Arkansas ESSA – Act 295 of 2017

Law eff. 8/1/2017; Rules – estimated final by

12/31/2017Slide7

TESS is for:

Licensed & Non-licensed Teachers

And

Specialty Teachers:

Gifted CoordinatorsInstructional SpecialistsLibrary Media Specialists

School Counselors

School Psychologists

Speech Language Pathologists

Note:

Pre-school

teachers not required to participate in TESS, but they may.Slide8

TESS & the Novice teacher

The Focus of TESS is:

Effective teaching practice

The impact

of quality teaching on positive student outcomes

Continuous

improvement for teachers

Student growth is embedded in the TESS Rubric

A Summative Evaluation for Novice teachers is not required by the state (Novice = 3 years)Slide9

TESS & the Novice teacher

The Focus of TESS is:

Teacher Learning & Growth is guided by a Professional Growth Plan (PGP)

The Learning formats for teachers may be

collaboration, self-directed research, or micro-credentialing

Novice Teacher mentoring will be through Educational Co-Ops. Mentoring will be done is a coaching model.Slide10

TESS & the Novice teacher

These are local decisions:

The use of physical documentation, or ‘artifacts’

The number and format of observations & ratings

Evidence of student growth

Using the online system for TESS: BloomBoardSlide11

Professional Learning

Planned for you

Stand-Alone

Sit &

Git

1 day Training

Short -Term Learning

Watch a Video

Read an article

Before

Self-Empowered

Collaborative

Job-Embedded

1 day Training

Continuous Learning

Make a Video

Write an article

NowSlide12

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Can be defined

Can be observedCreates evidence

EFFECTIVE

TEACHINGSlide14

Charlotte Danielson is an educational consultant who has extensive work experience in a wide range of positions. She created a framework to help teachers improve instructional practice.Slide15

The TESS Rubric. . .

Is grounded in

research

& up-to-date

literature reviews

.

Is

consistent

;

but

flexible for new learning.Is based in pedagogical practice & unique to every teacher, every class, every school.

Is simple, but masterful.

Is

based on the

2007

edition

of

The Framework for Teaching.Slide16

Framework for Teaching Design

76

22

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Domain 1:Planning

& Preparation

1a: Demonstrating

Knowledge of Content and Pedagogy

1b:

Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e:

Designing Coherent Instruction

1f: Designing

Student AssessmentsSlide19

Domain 2: Environment

2a: Creating an Environment of Respect and Rapport

2b:

Establishing a Culture for Learning

2c:

Managing Classroom Procedures

2d: Managing Student Behavior

2e:

Organizing Physical SpaceSlide20

Domain 3: Instruction

3a: Communicating

with Students

3b:

Using Questioning and Discussion Techniques

3c:

Engaging Students in Learning

3d: Using Assessment in Instruction

3e:

Demonstrating Flexibility and ResponsivenessSlide21

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Domain 4:Professional Responsibilities

4a: Reflecting on Teaching

4b:

Maintaining Accurate Records

4c:

Communicating with Families

4d: Participating in a Professional Community

4e:

Growing and Developing Professionally

4f: Showing ProfessionalismSlide22

Name the domain

____Even though it is the first week of school, the teacher greets his students by names as they enter the classroom

____

The teacher plans to have students do an experiment tomorrow in science class.

____

The teacher shares with a colleague that the next time she teachers this lesson, she will have the students work in smaller groups rather than have them in groups of six.

____

The students are working in cooperative groups to come up with several ways to solve a math problem.Slide23

Name the domain

____While the teacher is explaining the math assignment, 2 students are passing notes. The teacher walks close and quietly redirects them.

____

The teacher writes following guided practice, the students will understand the difference between adhesion and cohesion.

____

Student work is displayed on the bulletin board.

____

The teacher works to contact each family during the first 9 weeks of school.

____ Ms. Walker is serving as a Novice Teacher coach.Slide24

Name the domain

____Students file completed work in the red folder on the side cabinet.

____The teacher has students practice turning in papers – first across the rows, then from front to back.

____

The teacher stands quietly until students stop talking, then he gives instructions on the project.

____

Teacher: “Nicely done. You have written about each step of the problem.”

____ Students walk quietly in order to the lunchroom.Slide25

Appropriate use of technology

Attention to individual student needsCultural competence

Developmental appropriateness

Equity

High expectations

Student acceptance of responsibility

THEMESSlide26

TESS Levels of Performance

Unsatisfactory

Basic

Proficient

Distinguished

Not

No

Not clear

Unaware

Does not respond

Poor

Not congruent

Some

Attempts to

Limited

Moderate

Uneven

Inconsistent

Rudimentary

Consistent

High quality

Timely

Accurate

Appropriate

Clear

Effective

High expectations

All students

Highly effective

Entirely appropriate

Adapted for individual students

Fully aligned

Extensive

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TESS Evidence is. . .

1.

Verbatim scripting of

teacher, student, or stakeholder comments

.

2. An observed aspect of the

classroom

or school environment

.

3. Non-evaluative statements of observed

teacher or student behavior

.

4.

Numeric information

about time, student participation, resource use, etc

. in class or schoolSlide28

TESS Evidence is. . .

1.

Direct Observation – Observer physically present

2.

Indirect Observation – Observer notes results of teacher’s work

3.

Artifacts – resulting from planning, implementing and reflecting

4.

Data – program, achievement, demographic, perceptualSlide29

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3,2,1. . .

3 things you recall as important from this learning.

2 ah-ha’s you’ve had today.

1 questions that is still running around in your head.Slide31

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Sandra Hurst, DirectorSandra.Hurst@Arkansas.gov

Becky Gibson

,

Educator Support Program Advisor

Becky.Gibson@Arkansas.gov

Maureen Harness,

Educator Support Program Advisor

Maureen.Harness@Arkansas.gov Renee Nelson,

Educator Support Program AdvisorRenee.Nelson@Arkansas.gov

ADE Office of Educator Support & Development

Four Capitol Mall

Little Rock AR