Planning Domain
Instruction Domain
Learning Environment Domain
T-TESS Characteristics
Bonus
100
What are the 4 dimensions under the planning domain?
Standards and alignment, data and assessment, Knowledge of students, and activities
100
What is one of the possible sources of evidence for the instruction domain?
conferences and conversations with the teacher
formal observations/ walkthroughs
student growth processes
analysis of student data
100
True or False
A teacher should create a safe environment in their classroom and set clear expectations for the students.
True
100
How many Domains and Dimensions in the T-TESS?
4 domains and 16 dimensions
100
The rating when all lessons connect to students' prior knowledge, experiences, interest and future learning expectations.
What is Accomplished?
200
Fill in the blanks:
The teacher plans _______, _______ lessons that encourage _________, persistence and achievement.
engaging, flexible; high order thinking
200
Which dimension does not belong in the Instruction Domain?
Differentiation ,Communication ,Classroom Culture Achieving Expectations, Content Knowledge and Expertise, Monitor and Adjust
200
Which dimension focuses on communicating clear expectations and maintaining these expectations?
Managing Student Behavior
200
What is the teacher's role in the evaluation process?
Identify methods to engage in purposeful professional learning opportunities, seek feedback, and refine their skills
200
True or False?
T-TESS Rubric moves to the right from student-centered actions to teacher-centered actions.
FALSE.
300
Why should technology be integrated into the lesson?
helps students stay engaged and motivated in their learning
300
Fill in the blanks
The teacher differentiates instruction, _______ methods and techniques to _________ student needs.
aligning; diverse
300
How would the teacher be rated under classroom culture for opening the lesson with asking the students to vote on a topic to surround the lesson around, students working well together, and the teacher validating student responses whether they were correct or not.
Accomplished
300
This provides an opportunity for teacher to share is/her process in developing the lesson/add additional details.
Clarify expectations for teacher and student performance.
Provide appraiser with information about the lesson observation and criteria that may not be directly observed.
What is the benefit of the pre-conference?
300
The performance levels in T-TESS.
What is improvement needed, developing, proficient, accomplished and distinguished?
400
An effective teacher knows that they need strong understanding about what three things as they plan their lessons?
students prior knowledge, their individual learning habits and gaps, and learning styles
400
Ensuring that students are on track to meet their end of year goals begins with the teacher ensuring that all lessons are________.
Aligned to the state standards.
400
This is an example of which descriptor?
After the winter break, the teacher decides to have students practice classroom transitions.
Establishes and uses effective routines, transitions and procedures.
400
Why is setting goals and having a pre-conference with administrators important?
Goals help maintain high standards for improving their overall professional craft. The pre-conference can help teachers develop their lesson more based on questions asked and discussions had during the pre-conference.
400
True or False?
T-TESS is a continuous improvement evaluation system, focused on teacher growth and development.
True, because teachers are expected to continually improve in their crat and practice.
500
What is the importance of planning ahead and using data and assessments to guide the lesson?
This information helps inform instruction because it measures student progress.
500
Which rating would a teacher receive in the differentiation dimension based on the following?
Notices when all students become confused or uninterested, not much monitoring on the quality of student participation and no feedback on their performance on an activity, students have some choice in how they can do an assignment.
Proficient
500
How can the teacher get students involved with establishing clear expectations, a safe classroom, and mutually respectful class?
Allow students to collaborate on making the rules or standards of the classroom. Have students encourage each other's achievements
500
It is focused on professional growth, not a checklist of compliance, 5 performance levels; distinguished, accomplished, proficient, developing, and improvement needed.
Exceeds expectation in PDAS is now proficient in T-TESS
How is T-TESS different from the previous teacher evaluation system, PDAS (Professional Development and Appraisal System)?
500
In a lesson about point of view, the teacher created groups of varying levels and learning styles. There are multiple opportunities for students to choose how they wish to present what they have learned (i.e. role-playing, choral response, and reflective ticket.)
This is an example of which teaching strategy?
Differentiation