T-TESS Observation Rubric

Name: Krista Smith, English I (00021890) Appraiser: Robert Thompson

Date: 3/21/2016, 12:52 - 2:30 (Revised: 3/23/2016)
School: WUNSCHE HS

DOMAIN 1: PLANNING Score: 3.5 (Proficient)

Distinguished: 5.00 to 5.00

Accomplished: 4.00 to 4.99
Proficient: 3.00 to 3.99
Developing: 2.00 to 2.99
Improvement Needed: 1.00 to 1.99

Distinguished Accomplished Proficient Developing Improvement

Needed

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.

1.2 Data and Assessment: The

teacher uses formal and informal
methods to measure student
progress, then manages and
analyzes student data to inform
instruction.

1.3 Knowledge of Students:

Through knowledge of students
and proven practices, the teacher
ensures high levels of learning,
social-emotional development and
achievement for all students.

1.4 Activities: The teacher plans

engaging, flexible lessons that
encourage higher-order thinking,
persistence and achievement.

Additional comments about Domain 1: Planning

1.1: Planning and station goals aligned to TEKS. The Gradual Release structure served as the framework for the plan.
1.2: Mini-conference station with teacher is included in the planning.
1.3: Plan connected to prior instruction and knowledge. The teacher's planning indicates that "Groups will be pre-assigned based
on ability." Detailed ELL and 505 Accommodation logs for each student were provided.
1.4: Instructional groups were based on the needs of all students. Planning included the explanation for roles in each group as
they were to work in four different stations.
DOMAIN 2: INSTRUCTION Score: 3.8 (Proficient)

Distinguished: 5.00 to 5.00

Accomplished: 4.00 to 4.99
Proficient: 3.00 to 3.99
Developing: 2.00 to 2.99
Improvement Needed: 1.00 to 1.99

Distinguished Accomplished Proficient Developing Improvement

Needed

2.1 Achieving Expectations: The

teacher supports all learners in
their pursuit of high levels of
academic and social-emotional
success.

2.2 Content Knowledge and

Expertise: The teacher uses
content and pedagogical expertise
to design and execute lessons
aligned with state standards,
related content and student
needs.

2.3 Communication: The teacher

clearly and accurately
communicates to support
persistence, deeper learning and
effective effort.

2.4 Differentiation: The teacher

differentiates instruction, aligning
methods and techniques to
diverse student needs.

2.5 Monitor and Adjust: The

teacher formally and informally
collects, analyzes and uses
student progress data and makes
needed lesson adjustments.
Additional comments about Domain 2: Instruction

2.1: I observed most students being successful at each each station throughout the entire rotation. The teacher set the
expectation for students at the mini-conference station to self-assess their own work for improvement. She said, "It is one thing for
me to assess your work. It is another for you to do it and make your work better." With a different group of students she said, "I just
need to know what you have, what you don't have, and what you need help with." I heard a student say, "I see what you are
saying" during a conference session. At another point, the teacher asked "Did that transition table help?" The students responded
together, "Yes!"
2.2: The stations provided both support for EOC performance expectations and Foundation Stone requirements. The teacher
made connections to students' career pathways in supporting their work with developing background information in their writing. At
the thesis statement practice station, the teacher coached students on the importance of writing in the third person. During one
session she said, "1st and 2nd person takes the focus off of the topic and places it on you and our reader."
2.3: The teacher provided direct instruction to stations and individuals as determined when checking for understanding. Questions
at the mini-conference stations challenged to students to analyze and evaluate their work and the rubric. All students were
observed communicating academically with each other at each station throughout the rotation.
2.4: The stations allowed for hand-on and minds-on. One station was a quote, summary, paraphrase foldable. Another station
required the group leader to email the teacher the groups' finished product. The mini-conference station allowed the teacher to
provide the entire class specific feedback regarding their work.
2.5: The teacher structured checking for understanding in terms of what to do and how students were doing at each station
throughout the rotation.

DOMAIN 3: LEARNING ENVIRONMENT Score: 4 (Accomplished)

Distinguished: 5.00 to 5.00

Accomplished: 4.00 to 4.99
Proficient: 3.00 to 3.99
Developing: 2.00 to 2.99
Improvement Needed: 1.00 to 1.99

Distinguished Accomplished Proficient Developing Improvement

Needed

3.1 Classroom Environment,

Routines and Procedures: The
teacher organizes a safe,
accessible and efficient
classroom.

3.2 Managing Student Behavior:

The teacher establishes,
communicates and maintains
clear expectations for student
behavior.

3.3 Classroom Culture: The

teacher leads a mutually
respectful and collaborative class
of actively engaged learners.

Additional comments about Domain 3: Learning Environment

3.1: Students transitioned from station to station in less than 10 seconds for each rotation without management issues. Students
assumed some responsibility for managing groups with clearly defined roles for group leader, time keeper, question asker, facilitator
#1, and facilitator #2. The roles were displayed and reviewed by the teacher. She also checked for student understanding of their
roles prior to beginning the rotations.
3.2: The teacher used CHAMPS expectations for voice level (3), question asker, movement for only the question asker, and
performance through writing, reading, and creating. The teacher ensured that rotations and stations were free of obstacles by
requiring students to place backpacks on table hooks.
3.3: All students were observed working throughout the rotations. The teacher adjusted the station expectations for two groups
based on ability.
DOMAIN 4: PROFESSIONAL PRACTICES AND RESPONSIBILITIES

Distinguished Accomplished Proficient Developing Improvement

Needed

4.1 Professional Demeanor and

Ethics: The teacher meets district
expectations
in attendance; personal
appearance; decorum; and
procedural, ethical, legal
and statutory responsibilities.

4.2 Goal Setting: The teacher

reflects on his/her practice.

4.3 Professional Development:

The teacher enhances the
professional community.

4.4 School Community

Involvement: The teacher
demonstrates leadership with
students, colleagues, and
community members in the
school, district and community
through effective communication
and outreach.

Additional comments about Domain 4: Professional Practices and

Responsibilities
AREA OF REINFORCEMENT

Domain 1: Planning

1.1 Standards and Alignment (SA) 1.2 Data and Assessment (DA) 1.3 Knowledge of Students (KS)

1.4 Activities (ACT)

Domain 2: Instruction

2.1 Achieving Expectations (AE) 2.2 Content Knowledge Expertise 2.3 Communication (COM)
(CKE)
2.4 Differentiation (DIF) 2.5 Monitor and Adjust (MA)

Domain 3: Learning Environment

3.1 Classroom Environment, 3.2 Managing Student Behavior 3.3 Classroom Culture (CC)
Routines and Procedures (ERP) (MSB)

Domain 4: Professional Practices and Responsibilities

4.1 Professional Demeanor and 4.2 Goal Setting (GS) 4.3 Professional Development (PD)
Ethics (PDE)
4.4 School Community Involvement
(SCI)
Objectives
2.2: How do you decide on the types and frequency of questions you ask during a lesson?

AREA OF REFINEMENT

Domain 1: Planning

1.1 Standards and Alignment (SA) 1.2 Data and Assessment (DA) 1.3 Knowledge of Students (KS)

1.4 Activities (ACT)

Domain 2: Instruction

2.1 Achieving Expectations (AE) 2.2 Content Knowledge Expertise 2.3 Communication (COM)
(CKE)
2.4 Differentiation (DIF) 2.5 Monitor and Adjust (MA)

Domain 3: Learning Environment

3.1 Classroom Environment, 3.2 Managing Student Behavior 3.3 Classroom Culture (CC)
Routines and Procedures (ERP) (MSB)
Domain 4: Professional Practices and Responsibilities

4.1 Professional Demeanor and 4.2 Goal Setting (GS) 4.3 Professional Development (PD)
Ethics (PDE)
4.4 School Community Involvement
(SCI)
Objectives
How do you know that your lesson goals are measurable?

Signed: 94405 5/12/2016 Signed: 90895 3/24/2016

Krista Smith, English I Date: Robert Thompson, Appraiser Date: