Arkansas Teacher Excellence & Support System (TESS) for

Arkansas Teacher Excellence & Support System (TESS) for

Arkansas Teacher Excellence & Support System (TESS) for New Teachers 2018-2019 Prepared by: Office of Educator Support & Development Arkansas Department of Education Little Rock AR A G E N D A

TESS Statute & Rules TESS Design TESS in EdReflect Wows & Wonders TESS in Statute State Statute Act 1209 of 2011 Arkansas ESEA Flexibility Plan: Federal waiver from NCLB (2012) TESS

Law Amended - Act 709 of 2013 TESS Law Amended - Act 1091 of 2015 Federal Every Student Succeeds Act (ESSA) - December 2015 Arkansas Every Student Succeeds Act Act 295 of 2017 TESS Rules ADE promulgates Rules and Regulations

Written to clarify statute requirements for implementation A time of public comment and Arkansas State Board approval Fast find: Arkansased.gov to R for Rules to Current to E for Educator Support & Development TESS & LEADS

TESS is. . . A state-wide system for teacher observations & ratings Required as part of the states Every Student Succeeds Act A process of documenting an educators professional performance Student-centered lessons will provide evidence of teaching and learning; become a basis for shared communications; allow feedback and support for instructional quality assurance and teacher growth leading to increased student learning TESS is. . . A link between documentation of practice with curricular standards,

professional development activities, targeted support for improvement, and human capital decisions Based on Charlotte Danielsons Framework for Teaching Documented in EdReflect, the online platform designed to collect and manage educator observation data TESS Is for: All Teachers And Specialty Teachers: Gifted Coordinators Instructional Specialists

Library Media Specialists School Counselors School Psychologists Speech Language Pathologists Notes: Teacher is also a nonlicensed classroom teacher working at public charter schools. A G E N D A

TESS Statute & Rules TESS Design TESS in EdReflect Wows & Wonders EFFECTIVE Can be defined TEACHING Can be observed Creates evidence 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. Charlotte Danielson: An effective system of teacher evaluation accomplishes two things: it ensures quality teaching and it promotes professional learning. The quality of teaching is the single most important determinant of student learning. Therefore, the system developed for teacher evaluation must have certain characteristics; it must be rigorous, valid, reliable and defensible, and must be grounded in a research-based and accepted definition of good teaching. The TESS Rubric. . .

Is consistent; best practice. we know Is based in pedagogical practice - unique to every teacher, every class in every school. Is simple, but masterful.

Is based on the 2007 edition of The Framework for Teaching. Framework for Teaching Design Teacher Practice Planning; Creating an environment; Instructing; Reflecting. Results Student learning and growth. * Each is embedded in purposeful practice guided by the TESS Rubric.

Framework for Teaching Design 4 Domain a field of instructional activity Component a statement of effective teaching practice(s) 76 Elements further define each component 22

Domain 1: Domain 2: THE PLANNING CLASSROOM and ENVIRONMEN The PREPARATION T Framework for Domain 4: Teaching PROFESSION AL RESPONSIBILI

TIES Domain 3: INSTRUCTION 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 Assessments 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 Space 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 Responsiveness Domain 4:Professional Responsibilities 4a:

4b: 4c: 4d: Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism TESS Rubric Themes Appropriate use of technology Attention to individual student needs Cultural competence

Developmental appropriateness Equity High expectations Student Growth Data The TESS Rubric Effective Practices + Level of Formula Ineffective 3b: Using questioning and discussion techniques Performance

The teacher's questions are low-level or inappropriate , eliciting limited student participation and recitation rather than discussion. Progressing Effective Some of the teacher's questions

elicit a thoughtful response, but most are lowlevel, posed in rapid succession. The teacher's attempts to engage all students in the discussion are only partially Most of the teacher's

questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside when

Highly Effective Questions reflect high expectations and are culturally and developmenta lly appropriate. Students formulate many of the high-level questions and ensure that all voices are heard.

A G E N D A TESS Statute & Rules TESS Design TESS in EdReflect Wows & Wonders Local Policy: Professional Growth Plan Observations Evidence

Artifacts Rating TESS & EdReflect Training Data-driven Planning for Improvement Reflecting on Practice Rating of Practice & Evidence Professional Growth Plan to guide growth

Observations & Collaboration Evidence Collection TESS: Educator Growth Professional Growth Guides your learning in TESS. Identifies professional learning outcomes Plan to advance the teachers professional

skills. Clearly links professional development activities and the teachers individual professional learning needs identified through the evaluation process. It should be reviewed and revised, if needed. 1. The Rubric is available in the learners eportfolio for self-assessments and ratings saved as Snapshots. 2. ID Areas of Strength and Growth on index cards.

3. PGP GOALS are written on Homepage sticky notes. 4. Align components and follow prompts to outline the plan on View Details page. DATA THAT CAN BE USED: * TESS Self-Assessment * Demographic * Program * Achievement * Perceptual * Others? 4. You can make a To-Do BloomList of Training and Activities to

complete the plan. TESS OBSERVATION S in EDREFLECT 1. Open scheduled meeting in Current Observations field. 2. Complete required activities shown on the Activity Graph for the Observation. What does an observation look and feel like? Observation notes

Meeting Artifacts notes TESS: EVIDENCE CENTERE D DESIGN Classroom Observation Evidence 1. Verbatim scripting of teacher or student comments. 2. An observed aspect of the classroom environment. 3. Non-evaluative statements of observed teacher or

student behavior. 4. Numeric information about time, student participation, resource use, etc. TESS Artifacts Follow local policy. If scheduled, you may upload through Additional Artifacts throughout the year. You may rename artifacts with the component represented for easy look-up.

If a pdf or picture--double click to rename, tag to component, add comment and save. Located in Learners e-portfolio 2nd Tab. Artifacts are uploaded and tagged to components. Observer and Learner may upload and tag though TESS Levels-ofPerformance ~New for AR-ESSA~ Ratings

are about an educators professional practice. Ratings are NOT about an educator personally:) Ratings are terrific discussion starters. Ratings are an invitation for an educator to explain or provide documentation for a collaborative discussion.

TESS Levels of Performance: The educator doesnt appear to understand the concepts of the rubric component. The educator will require further study and guidance to learn and grow.

The lack of performance will cause a stop in student learning and growth. It may be that this educator needs intervening support. Additional mentoring and coaching may benefit the educator. New for AR-ESSA

Ineffectiv e TESS Levels of Performance: New for AR-ESSA Progressi ng The educator appears to understand the concepts of the rubric component. Implementation is

attempted, but not consistent or successful. This rating may describe a new teachers performance or an experienced teacher who is new to the content or position. This educator is on the road to improvement. TESS Levels of Performance:

The educator understands the rubric component and implements it well. The educator knows his/her students. Planning and implementing instruction is based on current best practices.

The practice of an effective educator produces student growth. This educator has mastered teaching and leading in the classroom. They work to improve practice and may be a resource for other educators. New for AR-ESSA Effectiv

e TESS Levels of Performance: A master educator who performs efficiently and effectively in the classroom. The class seems to run itself. This educator makes contributions to the profession inside and outside the school.

This educator maintains positive regard for students, peers and community. This educator values a community of learners. All educators should strive for this rating, but understand the challenges and appreciate the dedication it requires.

New for AR-ESSA Highly Effectiv e The Vocabulary of TESS Ratings Ineffective Not

No Not clear Unaware Does not respond Poor Not congruent Progressing Some Attempts to Limited Moderate Uneven Inconsiste nt Rudiment

ary Highly Effective Effective Consistent High quality Timely

Accurate Appropria te Clear Effective High expectatio ns All students

Highly effective Entirely appropria te Adapted for individual students Fully aligned TESS Educator Status Early Educator Also called Novice Intensive First three (3) years in Support*

education Intensive PGP with Professional Growth Plan Goals to guide learning Appropriate State does not require Timeline Summative Evaluation - Receives additional support to improve (see local policy) instructional Mentored through implementation Educational Co-Ops or Districts Career Educator

At least 3 years experience in education Professional Growth Plan Placed in rotation for Summative Rating Must have Summative Rating at least once in four (4) years (Career Summative Year) Three (3) years growth guided by PGP *See Arkansas Teacher Fair Dismissal Act Collaborate in good faith Be aware of school/district policies many important decisions are made

locally Be familiar the Rubric Content Learn from your peers Make the language of the rubric the language of your communication. . . Use it for your Goals Use it with your Artifacts and tagging - Using the rubric works - A G E N D

A TESS Statute & Rules TESS Design TESS in EdReflect Wows & Wonders WOWs and WONDERS Share the understandings you gained from our time together today. What

did you have confirmed for you? What you? was new to What pertinent questions does this bring up? What

does this mean for you in the classroom? What could have been done to improve this training? Sandra Hurst, Director [email protected] Becky Gibson, Teacher and Leader Support Advisor [email protected] Maureen Harness, Teacher and Leader Support Advisor [email protected]

Renee Nelson, Teacher and Leader Support Advisor [email protected] ADE Office of Educator Support & Development Four Capitol Mall Little Rock AR

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