Crowley ISD T-TESS Observation Rubric

Name: Jennifer Burlingham, Art (6560) Appraiser: Johnathane Gaffney
Date: 2/17/2017, 9:05a - 10:00a
School: H.F. Stevens Middle School

DOMAIN 1: PLANNING

Distinguished Accomplished Proficient Developing Improvement
Needed

1.1 Standards and Alignment: The
teacher designs clear,
well-organized, sequential lessons
that reflect best practice, align
with standards and are
appropriate for diverse learners.

1.2 Data and Assessment: The
teacher uses formal and informal
methods to measure student
progress, then manages and
analyzes student data to inform
instruction.

1.3 Knowledge of Students:
Through knowledge of students
and proven practices, the teacher
ensures high levels of learning,
social-emotional development and
achievement for all students.

1.4 Activities: The teacher plans
engaging, flexible lessons that
encourage higher-order thinking,
persistence and achievement.
Additional comments about Domain 1: Planning

Glow
1.2-The structure of the lesson was properly executed however the information was presented in isolation to the course, in relation
to what prerequisite information students are expected to have been exposed to and what is the end goal.
1.3-Students took initiative in their own learning by choice projects, the teacher used class dojo to aware monitoring points, and
students completed a accountability sheet for themselves.
1.4-The students were engaged because the project required them to create a drawing of a shoe design. Students had 4 choices
on how to display the information from pencil and paper to using a technology device to create the shoe.

Grow
1.1
1.1 Standards & Alignment

Aligned goals, standards, and Lesson structure/design and pacing Technology Integration
objectives
1.2 Data & Assessment

Formal and informal assessments Progress monitoring Communication and feedback

Data to inform instruction

1.3 Knowledge of Students

Students' prior knowledge Adjustments to students needs Diverse learning for strengths and
gaps
Social-emotional Learning styles

1.4 Activities

Questions/HOTS Grouping students Roles and responsibilities

Activities, resources, materials, Problem solving Goal setting
technology
DOMAIN 2: INSTRUCTION

Distinguished Accomplished Proficient Developing Improvement
Needed

2.1 Achieving Expectations: The
teacher supports all learners in
their pursuit of high levels of
academic and social-emotional
success.

2.2 Content Knowledge and
Expertise: The teacher uses
content and pedagogical expertise
to design and execute lessons
aligned with state standards,
related content and student
needs.

2.3 Communication: The teacher
clearly and accurately
communicates to support
persistence, deeper learning and
effective effort.

2.4 Differentiation: The teacher
differentiates instruction, aligning
methods and techniques to
diverse student needs.

2.5 Monitor and Adjust: The
teacher formally and informally
collects, analyzes and uses
student progress data and makes
needed lesson adjustments.
Additional comments about Domain 2: Instruction

Glow
2.1-The teacher provided opportunity to engage in high academic expectations by research, analyzing, and creating a product while
self-monitoring and correcting mistakes by using their accountability chart which was a rubric, project agenda and set the
expectation for students.
2.4-The students were engaged because the project required them to create a drawing of a shoe design. Students had 4 choices
on how to display the information from pencil and paper to using a technology device to create the shoe.

Grow
2.2-The objective "we will discuss collaboration by creating a shoe design" is isolated without elaboration. The teacher had
opportunities to display her wealth of knowledge by guiding students to understand more in depth concrete foundations what the
shoe design process involves.
2.3-Most students were communicating academic talk.
2.5-The teacher allowed for student input. Approximately 40% of the students were off task and the correction did not come until
further in the lesson.
2.1 Achieving Expectations

High, challenging expectations Mastery of the objective Student mistakes/self-correction

Student initiative/self monitoring

2.2 Content Knowledge & Expertise

Content Knowledge in multiple Objectives tied to other disciplines Anticipating misunderstandings and
contexts (cross-disciplinary) teaching techniques
Thinking/HOTS Sequencing and linking instruction

2.3 Communication

Two-way communication, teacher to Anticipating misunderstandings Verbal and written communication
student, peer to peer
Questioning/wait time Technology/visual tools

2.4 Differentiation

Individualized lessons Monitoring participation and Differentiated content and methods
performance (process)
Recognizing confusion and
disengagement
2.5 Monitor & Adjust

Monitor and adjust instruction and Adjustments to maintain engagement Monitors behaviors
activities
Checking for understanding Questioning and academic feedback
DOMAIN 3: LEARNING ENVIRONMENT

Distinguished Accomplished Proficient Developing Improvement
Needed

3.1 Classroom Environment,
Routines and Procedures: The
teacher organizes a safe,
accessible and efficient
classroom.

3.2 Managing Student Behavior:
The teacher establishes,
communicates and maintains
clear expectations for student
behavior.

3.3 Classroom Culture: The
teacher leads a mutually
respectful and collaborative class
of actively engaged learners.

Additional comments about Domain 3: Learning Environment

Glow
3.1-The teacher has several procedures to help students move about the room in a safe accessible manner such as the restroom
procedure of signing for the pass, the art supply buckets, that students put up.

Grow
3.2-There were a loud group of boys that were talking off task and moving about the room from 9:28 am-9:48 am. There were two
young ladies that sat for 15 minutes before they were addresses.
3.3-The talk in the classroom at times was unacceptable. Several students were making fun of each other in a joking manner while
they were expected to be working on their projects.
3.1 Classroom Environment, Routines, and Procedures

Procedures, routines, and transitions Management of supplies/equipment Safety and organization

3.2 Managing Student Behavior

Behavior systems Behavior standards

3.3 Classroom Culture

Relevant, meaningful learning Working respectfully Collaboration and rapport
AREA OF REINFORCEMENT

Domain 1: Planning

1.1 Standards and Alignment (SA) 1.2 Data and Assessment (DA) 1.3 Knowledge of Students (KS)

1.4 Activities (ACT)

Domain 2: Instruction

2.1 Achieving Expectations (AE) 2.2 Content Knowledge Expertise 2.3 Communication (COM)
(CKE)
2.4 Differentiation (DIF) 2.5 Monitor and Adjust (MA)

Domain 3: Learning Environment

3.1 Classroom Environment, 3.2 Managing Student Behavior 3.3 Classroom Culture (CC)
Routines and Procedures (ERP) (MSB)

Domain 4: Professional Practices and Responsibilities

4.1 Professional Demeanor and 4.2 Goal Setting (GS) 4.3 Professional Development (PD)
Ethics (PDE)
4.4 School Community Involvement
(SCI)
Objectives

AREA OF REFINEMENT

Domain 1: Planning

1.1 Standards and Alignment (SA) 1.2 Data and Assessment (DA) 1.3 Knowledge of Students (KS)

1.4 Activities (ACT)

Domain 2: Instruction

2.1 Achieving Expectations (AE) 2.2 Content Knowledge Expertise 2.3 Communication (COM)
(CKE)
2.4 Differentiation (DIF) 2.5 Monitor and Adjust (MA)

Domain 3: Learning Environment

3.1 Classroom Environment, 3.2 Managing Student Behavior 3.3 Classroom Culture (CC)
Routines and Procedures (ERP) (MSB)
Domain 4: Professional Practices and Responsibilities

4.1 Professional Demeanor and 4.2 Goal Setting (GS) 4.3 Professional Development (PD)
Ethics (PDE)
4.4 School Community Involvement
(SCI)
Objectives

Jennifer Burlingham, Art Date: Johnathane Gaffney, Appraiser Date: