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Patricia Searight

on 9 April 2013

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Transcript of TESS

TESS Law and Process for Teachers Training Objectives WHY? Instruments and Rubrics What? *Licensed teachers will be evaluated
under the new system--including guidance counselors and media specialists.
*“Teacher” includes a non-licensed classroom teacher employed at a public charter school granted by the state board.
*Pre-school teachers are not required to be evaluated under this system; however, a district/co-op can choose to include them.
*Any administrator who evaluates teachers MUST pass the certification test; central office administrators must complete the training but are not required to test unless they also evaluate teachers.
*ALL teachers are required to complete training; however, there is no assessment.
*Instructional facilitators, math/literacy coaches, etc., may support teachers following formative observations by credentialed administrators 1. Understand TESS law and process
2. Learn Teachscape FFTES modules
3. Examine resources for training
4. Acquire Facilitation skills for teacher training Some current instruments provide very
limited information and feedback about
the teacher's level of performance.

TESS utilizes a detailed rubric describing
the teacher's level of performance. Who? Arkansas Teacher Excellence Support System *Arkansas Teacher Excellence Support System(TESS)
*Provide a transparent and consistent teacher evaluation system for public school districts and public charter schools
*Support teachers' roles in improving students' educational achievements
*Provide an integrated system to improve student learning that links evaluation procedures with
>curricular standards
>professional learning activities
>targeted support to encourage teachers in improving their knowledge and instructional skills
Inform policymakers regarding the benefits of a consistent evaluation and support system to improve student achievement across the state
By August 31, 2013, districts/schools must provide teachers the day training and begin using the Danielson Framework.
By May 31, 2014, teachers must complete training on the Danielson Framework using IDEAS/FFTES
Districts may substitute this training for 6 hours of technology and up to 3 hours parent involvement (Domain 4).
TESS piloting with 11 schools was conducted in the 2012-2013 school year.All schools will pilot TESS during the 2013-2014 school year.
The first full year of implementation is 2014-2015.
Data will be reported on the 2017 School Performance Reports. When? How? TRAINING FOR TEACHERS Teachers may individually complete some module content in IDEAS and/or utilize group sessions.
Districts/schools may choose the best method for delivery of the modules (When, how, and what modules).
District decisions about training should be based on
Previous professional learning and/or a needs- assessment.
Prior implementation of Danielson Framework
CAUTION!!! Omitting training modules may cause issues later.
Performance Ratings
Scoring – Each domain and a summative
Three tracks for evaluation cycle (see handout)
Track placement is determined by summative ratings. Three Year Cycle Process Cycle 1
Year 1 2A
Year 2 2B2
Year 3 2B3 Cycle 2
Year 1 2B1
Year 2 2A
Year 3 2B2 Cycle 3
Year 1 2B2
Year 2 2B1
Year 3 2A 2A-Formatives, PGP, summative with pre, formal observation, post, artifacts, reflection, and new PGP. This is all minimally on a three year cycle.2B2-Conversations about PGP and observations focused on PGP goals during the year; reflection on PGP in spring. This may be for two years.2B1-Conversations about PGP and observations focused on PGP goals during the year; reflection in spring conference on PGP. This is used for one year.Novice and Probationary have formative and summative cycle each year of their track. How? Implementation *Professional Growth Plans (PGPs)
PGPs are the foundation of all teachers’ growth - especially for teachers in the interim appraisal process.Relevant and meaningful PGPs are a crucial factor in the TESS system.PGPs are an ongoing part of professional learning for teachers.PGPs are collaboratively developed by teacher and administrator as a result of summative ratings. * Changes in Professional Learning
Elimination of one size fits all professional learning – individualized learning based on teachers’ needs
Artifacts collected to reflect performance
Domains 1 & 4 from off-stage evidence
Domains 2 & 3 from observations & artifacts
Quality not quantity
Samples of possibilities on ADE website How? Summative Evaluations and Scoring *A summative evaluation is completed by a credentialed, licensed administrator.
*Summative evaluations require a rating in each domain and an overall rating – growth measures are part of the summative rating.
*Summative observation is 75% of class period or at
least 45 minutes for block scheduled classes.
*A post conference and reflective narrative for PGP
should follow the observation.
*The new/continued PGP should be collaboratively
developed by teacher and administrator based on
summative observation and evidence.
*A summative observation over all 22 components is not necessary in Interim Appraisal Process--2B1 or 2B2 tracks. How? Summative Ratings/Growth Models *A statewide growth model will be adopted by2013-14 and will be implemented in 2014-15.*Teachers who do not meet the identified threshold of growth cannot receive a “Distinguished” rating.*Teachers not meeting the threshold of growth for two consecutive years will be lowered one performance rating. Growth Models *The current models being reviewed will apply to grades 4-8 math/literacy and Algebra I.*Policy decisions will be made concerning:
-teachers on extended leave
-types of growth measures used for non-tested areas...
*ADE is currently working with a Teacher Evaluation Advisory Committee (TEAC) to consider alternate
measures of student growth.
*The state will continue to collect information
from emerging systems from other states to
learn their successes and concerns. Implementation Considerations *Immediate need – Training everyone
*TESS requires systematic, continuous professional learning opportunities for everyone, not just a one-time event.
*Consider book studies on 2007/2011 Framework for Teaching. *Pilot Year 13-2014 – Leadership teams plan
the pilot implementation in their districts.
*Districts can vary strategies for implementation within the district:
-Number of teachers in the pilot
-Method of placing teachers in tracks
-Whether to have two evaluation systems running OR discuss with PPC adopting Danielson rubric ass the evaluation instrument for the 2013-2014 school year
*Immediate need – Training everyone
*TESS requires systematic, continuous professional learning opportunities for everyone, not just a one-time event.
*Consider book studies on 2007/2011 Framework for Teaching. Link to Sample PGP
https://docs.google.com/file/d/0B-NebYk_OyHIYjBybzVWMVp3dE0/edit?usp=sharing Current system of evaluation provides little or no feedback to teachers
Inconsistency among districts across thestate
Over 80% of districts in the state use checklists for their evaluation instrument –expectations are unclear
Act 1209 of the 2011 Legislative Session
Federal waiver from NCLB requirements Link to Framework components
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