Understanding T-TESS Appraisal System and Ratings in Education
Explore the T-TESS Appraisal System through domains, rubrics, ratings, and analysis. Learn about the transition from PDAS to T-TESS, communication aspects, and the importance of student-centered evaluations in education.
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Presentation Transcript
Overview of the T-TESS Appraisal System Larry Williams Dr. Kenneth Border Jeremy Wagner
Contact Us Larry Williams Region 17 lbwilliams@esc17.net Dr. Kenneth Border Shallowater ISD kborder@shallowaterisd.net Jeremy Wagner Frenship ISD jwagner@frenships.us
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 http://blogs.oregonstate.edu/morningclover/files/2014/02/evaluation.jpg
Domain Rubric 4 Domains Each worth 25% of overall evaluation score Professional Environment Instruction Learning Practices Planning
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 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
Ratings Bell Curve - PDAS 100 Number of Teachers 80 60 40 20 0 0 1 2 3 4 5 Average PDAS Score
Ratings Bell Curve T-TESS 100 Number of Teachers 80 60 40 20 0 0 1 2 3 4 5 Average T-TESS Score
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 2.3 Moving from Teacher Centered to Student Centered Theory to Application Key Verbs: Leads to Guides Recognize to Use Remember to Evaluate
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 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 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 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 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.
