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 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 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. 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. 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 partiAdapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ... 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 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 ... Fort Worth ISD T-TESS Procedures Manual 2019-2020 . Updated 9/18/2019 7 . T-TESS APPRAISAL PROCESS . FORM A Teacher Request for Appeal of T-TESS Observation Outcomes with First Appraiser . FORM B Teacher Appeal of T-TESS Observation Outcomes/Request for Second Appraiser . FORM C Agreement for Pre -Observation, Observation, and Post-ObservationT-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. 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 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. 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.Activities 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 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. Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. T-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.Examples of Observation Evidence ... review Domains 2 & 3. Instruction. ... T-TESS Part 4. Objectives: The teachers will:Created Date: 12/11/2014 9:48:44 AM 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 the3. Read the first Domain carefully. 4. For each indicator, begin with the “Developing” performance descriptors and move left towards the “Distinguished” column. The performance demands and essential actions grow increasingly complex as you move to the left of the rubric. 5.Reinforcement (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 the4. 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 OrganizerThe end-of-year conference is for teachers and appraisers to review the information collected throughout the year, summarize the current year, and prepare for the next year. It is important to note that you are an active participant in this process. Be prepared to review, discuss, contribute, and share. Domain 4 will be rated using information ...Fort Worth ISD / HomepageT-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps ...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. 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 ...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 theDomain 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. professional practices and responsibilities teacher self-assessment and goal setting guidance and sample document part i: data analysis and goal settingEvidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning iscdn.ymaws.com2.3 . 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.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.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 4.3Aug 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 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 Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning is 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.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 measuresDomain 1: Planning. Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase. 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 ... 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.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 RequiredCommunication The teacher balances teacher directed and student directed communication. The teacher asked some procedural and clarifying questions throughout the lesson but seldom usesre 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 entgoal(s) and T-TESS Rubric domains, dimensions, and descriptors. • Discuss progress toward the goals with the appraiser. • Modify your goals, if necessary, based on appraiser approval. • Obtain additional supports from the appraiser and/or colleague(s), if needed. Formative Reviews (Throughout the School Year) To periodically assess how the Any content area – student engagement. For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment ...Clock 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.Donna ISD / Homepage 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. • 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.)Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning.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.Adapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ...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.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. Donna ISD / HomepageCritical 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 drawfrom 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 levelat which initial consideration begins until evidence is substantiated to score at another level.T-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. 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. 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 ... Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning is • 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.)1 - 2. Possible Artifacts for Domain 4:ProfessionalismIn regards to Domain 4, principals should look at documents that support the six elements. While PEDdoes not prescribe the articles of evidence in any of the domains, we do suggest a quality over quantityapproach. Many documents are already in place and readily applicable to multiple elements.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 ...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 partiT-TESS Flip Chart-Full Domains (Region 17) T-TESS Flip Chart-Full Domains- [Assembled for Purchase] (Region 13) T-TESS Look For Cards (Region 17) T-TESS Scripting Form (Region 9) T-TESS Post-Conference Planning Template (Region 9) Elementary Orientation Materials (Full Day) Teacher Handout 1- T-TESS Rubric; Teacher Handout 2- Elementary 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. 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 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 a statewide analysis of T-TESS observations with scores on a 1 to 5 scale.Amanda 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... 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.T E D E D U C A T O R S A S S O C I A T I O N R I G H T H H E R E | I G T N O W Documentation is Key! The T-TESS End-of-Year Conference is where all of the documentation is used to determine your final evaluation for the school year. Remember, the teacher is an active participant in this process. BE PREPARED TO REVIEW, DISCUSS, CONTRIBUTE, AND ... 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 ...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 ...Donna ISD / Homepage goal(s) and T-TESS Rubric domains, dimensions, and descriptors. • Discuss progress toward the goals with the appraiser. • Modify your goals, if necessary, based on appraiser approval. • Obtain additional supports from the appraiser and/or colleague(s), if needed. Formative Reviews (Throughout the School Year) To periodically assess how theClock 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.evident in her ability to provide examples during the lesson and make connections between mathematical definitions and some real life concepts. (i.e., the shopping example, classifications with eye glasses, hair color, the architectural reference, etc.) The teacher uses a few subject specific instructional strategies to enhance student content3. Read the first Domain carefully. 4. For each indicator, begin with the “Developing” performance descriptors and move left towards the “Distinguished” column. The performance demands and essential actions grow increasingly complex as you move to the left of the rubric. 5.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 ...Charlene Tess. In this sentence-combining creative writing activity bundle, students will read examples of how to combine a cluster of sentences, practice combining sentences, and then write a descriptive paragraph or two as a creative writing exercise.You will save 20% by buying all 4 resources at the same time.• 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 ...Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning.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.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 ... 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 cdn.ymaws.com(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 toThe 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. 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.Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning.Fort Worth ISD T-TESS Procedures Manual 2019-2020 . Updated 9/18/2019 7 . T-TESS APPRAISAL PROCESS . FORM A Teacher Request for Appeal of T-TESS Observation Outcomes with First Appraiser . FORM B Teacher Appeal of T-TESS Observation Outcomes/Request for Second Appraiser . FORM C Agreement for Pre -Observation, Observation, and Post-ObservationComponents 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 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.Amanda 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-TESS Appraiser Sample Conferencing Questions 1.1 Standards and Alignment • How are the goals for learning aligned to state contentstandards? • How will technology be integrated into the lesson to support mastery of the lesson’s goals? • How do you plan for activities, materials, and assessments that are sequenced and relevant to students?• 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.) 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. Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning.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 atThe T - TESS Evidence Tracker is a comprehensive tool designed for Texas teachers to monitor and track all the evidence they need to boost their T - TESS score for their summative evaluation each year. This tool allows teachers to hyperlink evidence to each individual domain, making it easy to access and organize evidence for each area of ...Activities 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 professional practices and responsibilities teacher self-assessment and goal setting guidance and sample document part i: data analysis and goal settingAmanda 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... Sep 18, 2018 · 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 learning goal(s) and T-TESS Rubric domains, dimensions, and descriptors. • Discuss progress toward the goals with the appraiser. • Modify your goals, if necessary, based on appraiser approval. • Obtain additional supports from the appraiser and/or colleague(s), if needed. Formative Reviews (Throughout the School Year) To periodically assess how the Description. 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.T-TESS Appraiser Sample Conferencing Questions 1.1 Standards and Alignment • How are the goals for learning aligned to state contentstandards? • How will technology be integrated into the lesson to support mastery of the lesson’s goals? • How do you plan for activities, materials, and assessments that are sequenced and relevant to students?.