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Arkansas Teacher Excellence & Support System (TESS): Effective Teaching Framework

TESS is a state-wide system for teacher observations and ratings, required under the Every Student Succeeds Act. The TESS Rubric, based on Charlotte Danielson's framework, focuses on creating evidence of effective teaching through student-centered lessons. It emphasizes rigorous, valid, and reliable evaluation to promote professional learning. The system covers various types of teachers and includes individualized growth plans, observations, and evidence collection. Get a comprehensive guide to advance your instructional practice and student learning with TESS.

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Arkansas Teacher Excellence & Support System (TESS): Effective Teaching Framework

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  1. Arkansas Teacher Excellence & Support System (TESS) for Teachers Prepared by: Becky Gibson Division of Elementary & Secondary Education AR Dept. of Education Little Rock AR

  2. TESS is. . . • A state-wide system for teacher observations & ratings • Required as part of the state’s Every Student Succeeds Act • A system for documenting a teacher’s professional performance • Student-centered lessons to provide evidence of teaching and learning; a basis for shared communications; designed for feedback and support for classroom and specialty teachers.

  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 for: All Classroom 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.

  6. Teaching is like a beach.

  7. Teaching is endemic. en·dem·ic /enˈdemik/ adjective • 1. regularly found among particular people or in a certain area.

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

  9. 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.

  10. 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.”

  11. The TESS Rubric. . . • Is consistent; we know best practice. • Is based in pedagogical practice for all, but unique for every teacher, every class in every school. • Is simple, but masterful. • Is based on the 2007 edition of The Framework for Teaching.

  12. 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.

  13. Framework for Teaching Design 4 22 76

  14. Effective teaching requires purposeful planning.

  15. Effective teachers consider the environment.

  16. Effective teachers know how to match students and learning

  17. Effective teachers understand his/her professional responsibilities.

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

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

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

  21. 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

  22. 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.

  23. What does an observation look and feel like?

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

  25. 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.

  26. Progressing • 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. Ineffective • 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.

  27. 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. Effective Highly Effective • 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.

  28. 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 32

  29. 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

  30. Follow the footprints. • Have clear intentions for teaching. • Ask: Is the environment ‘welcoming’ & ‘supportive’ • Ask: How is the lesson aligned & appropriate for students? • Ask: Is everyone learning? Is everyone growing? Even me?

  31. Watch where you walk- avoid sand cliffs & swimming sharks. • Admire the fins of dolphins, not sharks. • If you make a mistake, get back in the footprints. • Be professional– make your own footprint a great one.

  32. 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?

  33. Dr. Suzanne Bailey, Assistant Commissioner Suzanne. Bailey@Arkansas.gov Sandra Hurst, Director Sandra.Hurst@Arkansas.gov Andy Sullivan, Director Andy.Sullivan@Arkansas.gov Becky Gibson, Educator Support Becky.Gibson@Arkansas.gov DESE Office of Educator Support & Development Four Capitol Mall Little Rock AR

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