TESS: Arkansas Teacher Excellence & Support System for New Teachers

1. 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

2. A G E N D A

3. 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

4. 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.govto “R” for Rules to Current to “E” for Educator Support & Development – TESS & LEADS

5. TESS is. . . • A state-wide system for teacher observations & ratings • Required as part of the state’s Every Student Succeeds Act • A process of documenting an educator’s 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

6. 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 Danielson’s Framework for Teaching • Documented in EdReflect, the online platform designed to collect and manage educator observation data

7. 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 non-licensed classroom teacher working at public charter schools.

8. A G E N D A

9. EFFECTIVE TEACHING • Can be defined • Can be observed • Creates evidence

10. 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.

11. 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.”

12. The TESS Rubric. . . • Is consistent; we know best practice. • 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.

13. 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.

14. Framework for Teaching Design 4 22 76

20. TESS Rubric Themes • Appropriate use of technology • Attention to individual student needs • Cultural competence • Developmental appropriateness • Equity • High expectations • Student Growth Data

21. The TESS Rubric Formula Effective Practices + Level of Performance

22. A G E N D A

23. Local Policy: • Professional Growth Plan • Observations • Evidence • Artifacts • Rating

24. TESS: Educator Growth • TESS & EdReflect Training • Professional Growth Plan to guide growth • Data-driven Planning for Improvement • Observations & Collaboration • Reflecting on Practice • Rating of Practice & Evidence • Evidence Collection

25. Professional Growth Plan • Guides your learning in TESS. • Identifies professional learning outcomes to advance the teacher’s professional skills. • Clearly links professional development activities and the teacher’s individual professional learning needs identified through the evaluation process. • It should be reviewed and revised, if needed.

26. 1. The Rubric is available in the learner’s e-portfolio for self-assessments and ratings saved as Snapshots’.

27. 2. ID Areas of Strength and Growth on index cards.

28. 3. PGP GOALS are written on Homepage sticky notes.

29. 4. Align components and follow prompts to outline the plan on ‘View Details’ page.

30. DATA THAT CAN BE USED:* TESS Self-Assessment* Demographic* Program* Achievement* Perceptual* Others?

31. 4. You can make a ‘To-Do’ BloomList of Training and Activities to complete the plan.

32. TESSOBSERVATIONSin EDREFLECT

33. 1. Open scheduled meeting in ‘Current Observations’ field.

34. 2. Complete required activities shown on the Activity Graph for the Observation.

35. What does an observation look and feel like?

36. TESS:EVIDENCE CENTERED DESIGN • Observation notes • Meeting notes • Artifacts

37. 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.

38. 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 Learner’s e-portfolio – 2nd Tab.

39. Artifacts are ‘uploaded’ and ‘tagged’ to components. Observer and Learner may upload and tag though scheduled link.

40. TESS Levels-of-Performance~New for AR-ESSA~ • Ratings are about an educator’s 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.

41. The educator doesn’t 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. TESS Levels of Performance:New for AR-ESSA Ineffective

42. 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:New for AR-ESSA Progressing

43. 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. TESS Levels of Performance:New for AR-ESSA Effective

44. 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. TESS Levels of Performance:New for AR-ESSA Highly Effective

45. The Vocabularyof TESS Ratings • All students • Highly effective • Entirely appropriate • Adapted for individual students • Fully aligned • Extensive • Consistent • High quality • Timely • Accurate • Appropriate • Clear • Effective • High expectations • Not • No • Not clear • Unaware • Does not respond • Poor • Not congruent • Some • Attempts to • Limited • Moderate • Uneven • Inconsistent • Rudimentary 45

46. TESS Educator Status • Early Educator • Also called Novice • First three (3) years in education • Professional Growth Plan to guide learning • State does not require Summative Evaluation - • (see local policy) • Mentored through 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 • Intensive • Support* • Intensive PGP with Goals • Appropriate Timeline • Receives additional support to improve instructional implementation *See Arkansas Teacher Fair Dismissal Act

47. Collaborate in good faith • Be aware of school/district policies – many important decisions are made locally • Be familiartheRubricContent • Learn from your • peers –

48. Makethelanguageoftherubricthelanguageof your communication. . . • UseitforyourGoals • Useit with yourArtifactsand tagging • - Usingthe rubric works -

49. A G E N D A

50. WOWs and WONDERS • Share the understandings you gained from our time together today. • What did you have confirmed for you? • What was new to you? • 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?