T-TESS Virtual Instruction Rubric

T-TESS Virtual
Instruction Rubric
1.1 Standards and Alignment (Planning Domain) Virtual
The design of virtual learning lessons is clear, well-organized, sequential, and reflect best Instruction
practice, align with standards, and are appropriate for diverse learners. Rubric
Distinguished Accomplished Proficient Developing Improvement Needed
Instructional Planning Instructional Planning Instructional Planning Instructional Planning Instructional Planning
Includes: Includes: Includes: Includes: Includes:
All virtual instruction All virtual instruction All virtual instruction Most virtual instruction Few virtual instruction
lessons that are planned lessons that are planned lessons that are planned lessons that are planned lessons that are planned
and developed to and developed to and developed to and developed to or lessons that partially
address the state address the state address the state address the state address the state
content standards and content standards and content standards in a content standards and content standards and
rigorous, measurable measurable goals in a well-organized, sometimes include rarely include activities,
goals in a well- well-organized, sequential manner for activities, materials, and materials, and
organized, sequential sequential manner for online learning. assessments that are assessments in virtual
manner for online online learning. conducive to virtual learning.
learning. All activities, materials, learning platforms.
All activities, materials, and assessments that Few virtual lessons that
All activities, materials, and assessments that are conducive to virtual Most virtual lessons that are sequenced and
and assessments that are conducive to virtual learning platforms and are sequenced and paced and typically lack
are conducive to virtual learning platforms, appropriate for diverse paced, and sometimes lesson structure.
learning platforms, integrate other learners. provide appropriate time
integrate other disciplines, reinforce for a clear opening, Development of
disciplines, reinforce broader unit objectives, All virtual lessons that lesson execution, essential digital skills* is
broader unit objectives, are vertically aligned, are aligned to lesson closure, and to develop lacking or not evident.
are vertically aligned, and appropriate for goals, sequenced, and essential digital skills*.
and are appropriate for diverse learners. paced to provide
diverse learners. appropriate time for a
All virtual lessons that clear opening, lesson
All virtual lessons that are aligned to lesson execution, closure, and
are aligned to the lesson goals, logically to develop essential
goals, logically sequenced, and paced digital skills*.
sequenced, and paced, to provide appropriate
and provide relevant time for a clear opening,
and enriching lesson execution, and
extensions to the lesson closure with moderate
with high level digital level digital skills*.
skills*.
Potential Look Fors:
• Conferences and conversations with the teacher

• Resources to unpack and clarify content standards
• Lesson plans that address the content standards and other fully-developed lesson elements
• Lesson structure and pacing aligned to virtual best practices
• Relevant, enriching extensions
• Students’ digital skills and proficiency with navigating the learning management system (LMS) or site(s)
• A digital question/answer format to be used by teacher to check for understanding as well as by students to collaborate
• A digital organizer with agenda including estimated/suggested time needed for each task
*Digital Skills – Students’ use of e-safety, and their ability to communicate, collaborate, create, and participate using
varied technology tools and resources available in virtual classrooms.
T-TESS Virtual Instruction Rubric

© TEA 9/1/2020 1
1.2 Data and Assessment (Planning Domain) Virtual
The teacher uses formal and informal strategies and tools appropriate to virtual instruction to Instruction
measure student engagement and progress, then manages and analyzes student data to Rubric
inform subsequent virtual instruction.
Formal and informal Formal and informal Formal and informal Formal and informal Limited formal and
data gathering and data gathering and data gathering and data gathering and informal data gathering
virtual assessments to virtual assessments to virtual assessments to virtual assessments to and virtual assessments
monitor all students, monitor engagement monitor engagement monitor most students with minimal feedback to
involve students with and progress of all and progress of all and provide timely students, families, and
diagnostic data to students, and to plan students and provide feedback to students, other school personnel.
assess and track their and incorporate targeted consistent feedback to families, and other
own progress as a diagnostics with online students, families, and school personnel. Limited analysis and
student-centered administration protocols. other school personnel. tracking of student data.
strategy for growth. Some analysis and
Substantive, specific, Consistent analysis and tracking of student data,
Substantive, specific, and timely feedback to tracking of student data primarily with grades
and timely feedback to students, families, and that are used to and student
students, families, and other school personnel. determine the impact of assignments.
other school personnel virtual instructional
to track growth, and use Consistent analysis and strategies on the
of this information to tracking of student data performance and
adapt broader virtual that are used to progress of all students.
instructional strategies determine the impact of
with other colleagues. virtual instructional
strategies and to
Consistent analysis and monitor/adjust teaching
tracking of student data strategies for success
are used to determine with all students in this
the impact of virtual learning environment.
instructional strategies
and to monitor/adjust
teaching strategies for
success with all
students in this learning
environment.
• Varied data sources – learning management system (LMS) data and submitted assignments
• Data monitoring and management tracking tools
• Learning and participation analytics
• Data analysis for all students and student groups, correlations with other data sources, and use of data to plan instruction
• Analysis of virtual instructional strategies/activities and their impact on student performance and progress
• Adjustments and collaboration with proven virtual instructional strategies
• Intervention plans
• Regular contact with students, parents/families, school personnel

© TEA 9/1/2020 2
1.3 Knowledge of Students (Planning Domain) Virtual
Through knowledge of students and proven practices, the teacher ensures high levels of Instruction
learning in virtual settings, social-emotional supports/development, and achievement for all Rubric
students.
All virtual lessons that All virtual lessons that All virtual lessons that Most virtual lessons that Few lessons that
are data-driven and are data-driven and are data-driven and address specific needs connect to or address
planned to connect to planned to address planned to address and abilities of most specific needs and
specific needs and specific needs and specific needs and students. abilities of all students.
abilities of all students abilities of all students, abilities of all students,
as independent including student including how students Some connections to Minimal connections to
learners, and direct engagement and how to will best master the students’ prior students’ prior
mastery of the best master the knowledge and skills in knowledge and knowledge and
knowledge and skills in knowledge and skills in a virtual environment. experiences, and most experiences and few
a virtual environment a virtual environment. students receive students receive
and across content Connections to students’ supports in the virtual supports in the virtual
areas. Guidance for students to prior knowledge and environment. environment.
apply their own experiences, and
Guidance for students to knowledge, appropriate supports are
apply their own experiences, and implemented and
knowledge, appropriate supports to assessed for
experiences, and enhance their own effectiveness in the
appropriate supports as learning in the virtual virtual environment.
habits of digital learning environment.
to enhance their own
and others’ learning in
the virtual environment.
To Potential Look Fors:
• Virtual learning setting, synchronous or asynchronous, and how it addresses the needs and abilities of participating
students
• Analyzed student data and established priorities
• Student data profiles
• Students’ individualized plans
• Students’ demonstrated mastery and non-mastery of standards and objectives
• Students’ identified needs with virtual learning, e.g., technology, materials, resources, etc.
• Specific directions regarding the process for student virtual participation, including additional support as needed
depending on students’ technical skill ability
• Students independence in navigating the virtual environment to enhance their own and others’ learning

© TEA 9/1/2020 3
1.4 Activities (Planning Domain) Virtual
The teacher plans engaging, flexible virtual lesson activities that encourage higher-order Instruction
thinking, persistence, and achievement. Rubric
Student-generated Questions and activities Questions and activities Limited questions with Few questions with
questions that lead to that encourage all that encourage all predictable responses predictable responses
further inquiry and students to engage in students to engage in that are posed in varied that are posed with little
complex, high-order complex, high-order complex, high-order formats – written and to no complex, higher-
thinking, problem thinking and problem thinking and are posed verbal – and include order thinking and
solving, and real-world solving are posed in in varied formats – some strategies for limited response
connections that are varied formats – written written and verbal – with eliciting and validating options.
evident through student and verbal – with large large and small group responses.
collaboration and work and small group student discussion strategies for Misaligned activities,
products. accountability for eliciting and validating Some virtual lessons resources, and
eliciting and validating responses. that are planned with instructional materials
All virtual lessons that responses. activities, digital learning and lack student roles
are planned with All virtual lessons that resources, and and responsibilities.
activities and processes All virtual lessons that are planned with instructional materials
that promote student are planned with activities, digital learning aligned to the lesson
accountability and activities, digital learning resources, and outcomes, higher-order
ownership for leading resources, and instructional materials thinking, and student
and managing their instructional materials aligned to the lesson roles and
groups and engaging in aligned to the lesson outcomes, higher-order responsibilities.
their own goal setting outcomes, higher-order thinking, and student
and learning with their thinking, and create roles and
online learning independence through responsibilities.
community. student roles and
responsibilities.
• Links to materials and resources are shared prior to instruction to allow students to immediately engage
• Activities that align with process standards and virtual learning best practices
• Materials and online resources that are aligned to the content standards and expected level of rigor
• Complex thinking and problem-solving strategies and activities
• Student roles and responsibilities
• Student goal setting
• Students collaborate and work with complex tasks, including degrees of independence

© TEA 9/1/2020 4
2.1 Achieving Expectations (Instruction Domain) Virtual
The teacher supports all learners in their pursuit of high levels of academic and social- Instruction
emotional success in virtual classrooms. Rubric
The Teacher: The Teacher: The Teacher: The Teacher: The Teacher:
Expects students to Expects students to Establishes clear Establishes Establishes

establish high academic establish high academic expectations for expectations for expectations for
expectations for expectations for academic performance academic performance academic performance
academic performance academic performance to challenge and engage to challenge and engage to challenge and engage
and challenges and and challenges and all students in virtual most students in virtual a few students in virtual
engages all students in engages all students in settings, and academic settings, and academic settings, and academic
virtual settings where all virtual settings and most feedback systems feedback systems feedback systems
achieve mastery. students achieve consistently address all address most learners’ address a few learners’
mastery. learners’ successes, successes, mistakes, successes.
Anticipates and plans for mistakes, and and misconceptions.
online strategies to Anticipates and plans for misconceptions. Rarely provides
avoid learning pitfalls online strategies to Sometimes incorporates opportunities for
and includes systems avoid learning pitfalls Consistently procedures for students students to assume
for providing immediate and includes systems incorporates procedures to assume responsibility responsibility for their
academic feedback to for providing immediate for students to assume for their own learning own learning.
address all learners’ academic feedback to responsibility for their within and beyond
successes, mistakes, address most learners’ own learning within and virtual classroom
and misconceptions. successes, mistakes, beyond virtual settings.
and misconceptions. classroom settings,
Systematically enables including learning
and expects all students Incorporates systems experiences that
to assume responsibility where students can promote student
for their own learning assume responsibility independence.
and self-monitor as for their own learning
independent learners in and self-monitor as
their online community independent learners in
their online community.
• Communication regarding expectations for learning and behaving in the virtual environment
• Clear learning expectations, time segments, and expected outcomes for performance
• Rubrics and other exemplars that establish the expectation for engagement and performance
• Teacher and student personalized academic/learning goals
• Student autonomy and ease of navigation with virtual learning and platforms

© TEA 9/1/2020 5
2.2 Content Knowledge and Expertise Virtual
(Instruction Domain) Instruction
The teacher uses content and pedagogical expertise to design and execute virtual lessons Rubric
aligned with state standards, related content, and student needs.
Displays in-depth content Models and conveys Conveys accurate Conveys accurate Conveys inaccurate
and digital learning accurate content content knowledge in content knowledge in content knowledge that
knowledge that results in knowledge and is smaller segments and smaller segments with leads to student
differentiated explanations comfortable with virtual multiple contexts with virtual lessons and confusion with virtual
and connections to other learning technology and virtual lessons, sometimes includes lessons.
powerful ideas, transitions. incorporates multi- multi-media and
disciplines, and real-world media, and connects connections with other Does not anticipate or
applications. Anticipates possible learning objectives disciplines and address student
student with other disciplines standards. misunderstandings.
Seamlessly navigates misunderstandings and and standards.
virtual learning technology proactively develops Sometimes anticipates Rarely makes
and transitions. virtual teaching Anticipates possible possible student connections with other
techniques to mitigate student misunderstandings. standards or disciplines.
Consistently sequences concerns. misunderstandings.
instruction in concise Sometimes uses online Provides few
segments and connects Sequences instruction in Uses online collaborative learning opportunities for varied
learning, provides smaller segments and collaborative learning opportunities to engage thinking.
differentiated multiple contexts with opportunities to students in varied
explanations. virtual lessons, provides engage students in thinking, e.g., critical,
differentiated varied thinking, e.g., analytical, practical,
Anticipates and mitigates explanations, critical, analytical, creative, research-
learning concerns, and incorporates multi-media, practical, research- based, etc., and uses
purposefully uses multi- and connects learning based, etc., and uses limited technology to
media to anchor and objectives with other virtual white boards, see and respond to
extend learning. disciplines and discussion boards, students’ thinking.
standards. chats, etc., and
Consistently uses online
student work to see
collaborative learning Regularly uses online and respond to
opportunities to engage collaborative learning students’ thinking.
students in varied opportunities to engage
thinking, e.g., critical, students in varied
analytical, practical, thinking, e.g., critical,
research-based, etc., and analytical, practical,
uses virtual white boards, research-based, etc.,
discussion boards, chats, and uses virtual white
etc., and student work to boards, discussion
see and respond to boards, chats, etc., and
students’ thinking and student work to see and
connections. respond to students’
thinking and connections.
• Teacher knowledge of content and technology application standards

• Teacher collaboration and contributions with team planning and lesson development
• Varied thinking strategies and activities
• Students solving problems, engaged in complex thinking, and applying new learning in a variety of contexts
• Students making connections across disciplines and applying skills and concepts in a variety of contexts
• Student collaboration strategies and evidence of outcomes

© TEA 9/1/2020 6
2.3 Communication (Instruction Domain) Virtual
The teacher clearly and accurately establishes communication practices to support persistence, Instruction
deeper learning, and effective effort in virtual classroom instruction. Rubric
Consistently provides Provides ample time and Incorporates small group Sometimes incorporates Directs lessons with little
ample time and opportunities for the use features and response small group features and opportunity for
opportunities for student- of small group features activities to response activities to discussions or
led and peer-to-peer and response activities facilitate/engage facilitate/engage communication.
discussions through which facilitate/engage students in discussions students in some
small group features and students in guided and and communicate with discussions and Uses communication
response activities. peer-to-peer the teacher and peers. communicate with the that lacks coherence
discussions. teacher and peers. and is inaccurate.
Skillfully provides Provides explanations
explanations that are Consistently provides that are clear and uses Uses verbal and written Rarely asks questions
clear and coherent and explanations that are verbal and written communication that is during virtual instruction,
uses verbal and written clear and coherent and communication that is generally clear with questions are
communication that uses verbal and written clear and correct. minor errors of grammar. disconnected to the
deepens student communication that is lesson, or questions
learning. clear and correct. Uses varied digital Uses some digital result in “yes/no”
strategies/features to strategies/features to responses.
Skillfully uses varied Uses varied digital pose remember, pose remember,
digital strategies/features to understand, and apply understand, and apply
strategies/features to pose create, evaluate, level questions that level questions that limit
pose higher level and/or analysis level provoke discussion discussion.
questions, require questions that provoke about the lesson; uses
deeper thinking, and thought and discussion probing questions, and
make broader about the lesson. encourages students to
connections to ask questions to clarify
instructional goals. Skillfully uses probing and elaborate learning.
questions and response
Skillfully uses probing platforms for students to
questions and clarify, elaborate, and
processing time for extend learning.
students to generate,
ask, and respond to
questions, clarify,
elaborate, and extend
learning.
• Students are grouped in smaller breakout rooms to discuss topics, and review and comment on each other’s work.
• Effective and efficient discussion forums
• Students organize ideas and share with written and verbal communication
• Use of chat/message features to communicate with the teacher and peers
• Students exchange ideas and information to promote personal and peer development
• Questioning processes, levels of questions, and preponderance of questions

© TEA 9/1/2020 7
2.4 Differentiation (Instruction Domain) Virtual
The teacher differentiates virtual instruction, aligning digital methods, techniques, and features Instruction
to diverse student needs. Rubric
Consistently modifies Consistently modifies Modifies and Sometimes modifies and Provides general
and differentiates and differentiates differentiates instruction differentiates instruction lessons for all students
instruction with a wide instruction to best to best address all for select students in the and rarely monitors
variety of instructional address all students’ students’ learning needs virtual environment and student participation and
strategies for all learning needs and and growth in the virtual may use differentiated performance or
students. growth in the virtual environment, including groups or personalized differentiates instruction.
environment, including differentiated groups support.
Always uses small differentiated groups and personalized Does not recognized or
group features and and personalized support when students Sometimes incorporates respond to when
personalized support to support when students become confused or technology and digital students are confused
assess that students become confused or disengaged. tools as accessible or disengaged.
master what is being disengaged. resources to
taught. Incorporates technology differentiate instructional
Systematically and digital tools as methods and content.
Skillfully incorporates incorporates technology accessible resources to
technology and digital and digital tools as differentiate instruction,
tools as accessible accessible resources to adjust content, build
resources to address all differentiate instruction, knowledge, solve
students’ needs and adjust content, build problems, develop
ensure mastery of knowledge, solve individual products, and
content. problems, develop make learning
individual products, and connections.
make meaningful
learning connections
with all students.
• Differentiated instruction for varied students and groups, including group forums
• Instructional content and learning processes that have been differentiated
• Digital content and other support for varied learning students and paths, e.g., remediation, enrichment, extensions, etc.
• Various levels of questioning with various options to respond, e.g. polls, surveys, forms, verbally, use of pre-determined “quick
response” icons, such as thumbs up, etc.
• Levels of thinking and problem solving
• Response techniques when students become confused or disengaged
• Recorded lessons posted for self-paced, asynchronous alternative to student review

© TEA 9/1/2020 8
2.5 Monitor and Adjust (Instruction Domain) Virtual
The teacher formally and informally collects, analyzes, and uses student progress data and Instruction
makes needed adjustments to virtual instruction. Rubric
Establishes systems for Consistently uses Consistently uses Sometimes uses student Rarely uses student
using student data, student data, input, and student data, input, and input and responses to input to monitor and
input, and responses to responses to monitor the responses to monitor the monitor instruction with adjust instruction or
monitor the quality of quality of student student engagement, limited adjustments. check for
student engagement, engagement, performance, and understanding.
performance, and performance, and progress; adjusts Uses limited small group
progress; adjusts progress; adjusts instruction. features and activities, Small group features
instruction. instruction. but student and activities are not
Incorporates small group misunderstandings are evident and most
Skillfully uses small Systematically uses features and activities to sometimes overlooked. students remain
group features and small group features and check for understanding, disengaged.
activities to activities for ongoing maintain student Has some students who
systematically check for checks for engagement, increase show signs of
understanding, keep understanding, keeps students’ understanding, disengagement with no
students engaged and students engaged and and ensure academic adjustments.
connected at high levels, connected at high levels integrity in student
and ensures academic most of the time, and performance.
integrity in student ensures academic
performance. integrity in student
performance.
• Formal and informal assessments

• Strategies for collecting student data, input, and responses
• Monitoring and tracking systems to assess understanding and progress
• Small group features used for virtual instruction to monitor and assess learning and progress
• Student engagement levels throughout instruction
• Projects, demonstrations, multimedia presentations, electronic portfolios or other student-generated performance work

© TEA 9/1/2020 9
3.1 Classroom Environment, Routines, and
Virtual
Procedures (Learning Environment Domain) Instruction
The teacher organizes a safe, accessible, and efficient virtual classroom. Rubric
Incorporates effective Consistently posts and Regularly posts and Sometimes posts and Rarely uses norms or
processes where communicates norms, communicates norms, communicates norms, the norms are not clear,
students independently routines, and procedures routines, and procedures routines, and procedures and routines and
engage in instruction, regarding how students regarding how students regarding how, students procedures for
apply norms, and should engage, ask should engage and ask should engage, interacting online are not
incorporate routines and questions. questions. participate, and ask evident or inefficient.
procedures as self- questions.
directed learners Requires students to Provides limited Is unaware that students
throughout the lesson. take some responsibility direction for students Provides some support do not understand what
for managing online while they interact to students while they is expected of them.
Anticipates and has lesson procedures. online. interact online.
established, seamless Does not recognize or
procedures to Anticipates and has Uses clear and Understands and is respond to students who
troubleshoot technology established procedures established procedures sometimes prepared to struggle to connect, and
when students struggle to troubleshoot to troubleshoot troubleshoot technology some students are not
to connect, and technology when technology when when students struggle able to access
instruction continues for students struggle to students struggle to to connect though there resources and materials.
other students who connect, and loss of connect, and loss of are periodic delays with
participate in high-level instruction is minimal. instruction is minimal. students connecting and
learning. engaging.
• Norms or rules for participating and interacting online, including e-safety

• Procedures for communicating and supporting log in and password resets
• Routines and procedures for accessing and posting assignments
• Routines for efficiently guiding students through digital and non-digital learning time, i.e., schedules, times, due dates, etc.
• Clear timeframes for learning activities and assessments, including timers and other time management tools
• Classroom expectations for virtual screens, muting, dress code, backgrounds, etc.
• Teacher proficiency and preparedness to troubleshoot technology when students struggle to connect
• Use of the screen sharing feature to involve students in collaborating and sharing assignments
• Routines and transitions that keep students engaged and connected throughout the lesson
• Honoring established times for instruction and activities

© TEA 9/1/2020 10
3.2 Managing Student Behavior Virtual
(Learning Environment Domain) Instruction
The teacher establishes, communicates, and maintains clear expectations for student behavior in
the virtual classroom environment.
Rubric
Incorporates effective Consistently encourages Regularly implements Inconsistently Rarely or unfairly

management techniques and monitors student behavior management implements behavior implements behavior
in the virtual classroom behavior and expectations in the management management
where students assume engagement in the virtual classroom expectations in the expectations in the
responsibility for virtual classroom and environment and uses virtual classroom virtual classroom
creating, adopting, and uses online features to online features to environment. environment.
maintaining behavior subtly respond to monitor, engage, and
standards as self- noncompliance and redirect students’ Inconsistently upholds Does not establish
directed learners. maintain expected behaviors. procedures so that procedures in a way that
behaviors. student behaviors prevents student
Models and establishes Establishes procedures interrupt learning and behaviors from impeding
expectations that lead to Consistently establishes and reminders for prevent meeting learning.
students assuming procedures and students to assume expected outcomes.
responsibility for their reminders for students to responsibility for their
own learning within and assume responsibility for own learning in the
beyond virtual classroom their own learning in the virtual classroom setting.
settings, including virtual classroom setting,
practices that promote including expectations
self-directed behaviors. that promote
independence for most
students.
• Norms or rules that are communicated and followed

• Strategies for communicating expectations before, during, and after the lesson
• Managing background noise through mute buttons and other features
• Managing, affirming, or redirecting behaviors with the whole group, small group, and individual students
• Using online features such as private chats to redirect and manage student behaviors
• Clear and specific protocols for use of video, use of chat box, use of breakout rooms, etc.
• Students accepting responsibility for their actions
• Degrees of student independence or self-directed behaviors while interacting online

© TEA 9/1/2020 11
3.3 Classroom Culture (Learning Environment Domain) Virtual
The teacher leads a mutually respectful and collaborative class of actively engaged learners in Instruction
the virtual classroom. Rubric
Invests students as lead Models and ensures safe Ensures safe and ethical Understands safe and Does not enforce safe
learners so they engage and ethical behaviors behaviors and digital ethical behaviors and and ethical behaviors
in relevant and and digital citizenship citizenship when using digital citizenship but and digital citizenship as
meaningful learning when using technology technology with online does not consistently an expectation.
experiences with the with online and and networked devices. enforce or monitor the
teacher and peers; networked devices. expectation. Rarely includes
digital citizenship is Regularly includes community building time
innately applied as an Consistently includes community building time Sometimes includes in the virtual classroom.
expected norm. community building time through early log in time community building time
through early log in time for students to prepare, through early log in time Rarely uses affirmation
Has students lead and for students to prepare, test technology, and for students to prepare, features.
model community test technology, and connect with others in test technology, and
building time during early positively collaborate the virtual classroom. connect with others in
log in time, test with others in the virtual the virtual classroom.
technology, and connect classroom. Uses affirmation features
with others in the virtual and other visible Sometimes uses
classroom as self- Consistently uses affirmations to create a affirmation features and
directed learners and affirmation features and respectful and other visible affirmations
encourage others’ efforts other visible affirmations collaborative culture. to create a respectful
and achievements. to create a mutually and collaborative culture.
respectful and
Skillfully uses affirmation collaborative culture.
features and other visible
affirmations to create a
mutually respectful and
collaborative culture that
empowers students.
• Relationship and community building activities

• Ethical and modeled digital citizenship
• Early log in with students and collaborative networking with the teacher and peers
• Positive relationships and rapport between the teacher and peers
• Teacher and students empowering and affirming others
• Affirmation strategies with the use of online features such as chats, discussion boards, reaction buttons, etc.

© TEA 9/1/2020 12
4.1 Professional Demeanor and Ethics Virtual
(Professional Practices and Responsibilities Domain) Instruction
The teacher meets district expectations for attendance, professional appearance, decorum, Rubric
procedural, ethical, legal and statutory responsibilities.
Behaves in accordance Behaves in accordance Behaves in accordance Behaves in accordance Fails to meet the Code
with the Code of Ethics with the Code of Ethics with the Code of Ethics with the Code of Ethics of Ethics and Standard
and Standard Practices and Standard Practices and Standard Practices and Standard Practices Practices for Texas
for Texas Educators. for Texas Educators. for Texas Educators. for Texas Educators. Educators.
Models all professional Models all professional Meets all professional Meets most professional Meets few professional
standards (e.g., standards (e.g., standards (e.g., standards (e.g., standards (e.g.,
attendance, professional attendance, professional attendance, professional attendance, professional attendance, professional
appearance and appearance and appearance and appearance and appearance and
behaviors) across the behaviors) within the behaviors). behaviors). behaviors) or violates
campus and district for classroom. legal requirements.
educators and students. Advocates for the needs
Advocates for the needs of students in the
Advocates for the needs of all students in the classroom.
of all students in the classroom.
classroom and campus.

© TEA 9/1/2020 13
4.2 Goal Setting Virtual
The teacher reflects on his/her practice. Rubric
Consistently sets, Sets some short- and Sets short- and long- Sets short-term goals Sets low or ambiguous
modifies and meets long- term professional term professional goals based on self- goals unrelated to
short- and long- term goals based on self- based on self- assessment. student needs or self-
professional goals based assessment, reflection, assessment, reflection assessment.
on self-assessment, peer and supervisor and supervisor Meets most professional
reflection, peer and feedback, contemporary feedback. goals resulting in some Meets few professional
supervisor feedback, research and analysis of visible changes in goals and persists in
contemporary research student learning. Meets all professional practice. instructional practices
and analysis of student goals resulting in that remain substantially
learning. Meets all professional improvement in practice unimproved over time.
goals resulting in and student
Implements substantial improvement in practice performance.
changes in practice and student
resulting in significant performance.
improvement in student
performance.

© TEA 9/1/2020 14
4.3 Professional Development Virtual
The teacher enhances the professional community.
Rubric
Leads colleagues Leads colleagues Collaboratively practices Engages in most Engages in few
collaboratively in and collaboratively on in all scheduled scheduled professional professional
beyond the school to campus to identify professional development activities, development activities,
identify professional professional development activities, professional learning professional learning
development needs development needs campus professional communities, committee, communities or
through detailed data through self-reflection. learning communities, grade- or subject-level committees to improve
analysis and self- grade- or subject-level team meetings as professional practice.
reflection. Fosters faculty team membership, directed.
knowledge and skills in committee membership
Seeks resources and support of the school or other opportunities.
collaboratively fosters improvement plan
faculty knowledge and through professional
skills. learning communities,
grade- or subject-level
Develops and fulfills the team leadership,
school and district committee membership
improvement plans or other opportunities
through professional beyond the campus.
learning communities,
grade- or subject- level
team leadership,
committee leadership or
other opportunities
beyond the campus.

© TEA 9/1/2020 15
4.4 School Community Involvement Virtual
The teacher demonstrates leadership with students, colleagues, and community members in
Rubric
the school, district and community through effective communication and outreach.
Systematically contacts Systematically contacts Contacts Contacts Contacts parents

parents/ guardians parents/guardians parents/guardians parents/guardians in generally about
regarding students’ regarding students’ regularly regarding accordance with campus disciplinary matters.
academic and academic and students’ academic and policy.
social/emotional growth social/emotional growth social/emotional growth. Attends few required
through various through various Attends most required school outreach
methods. methods. Actively participates in school outreach activities.
all school outreach activities.
Initiates collaborative Joins colleagues in activities
efforts that enhance collaborative efforts that Communicates school
student learning and enhance student Communicates the goals to students,
growth. learning and welfare. mission, vision and parents and families.
goals of the school to
Leads students, Clearly communicates students, colleagues,
colleagues, families and the mission, vision and parents and families.
community members goals of the school to
toward reaching the students, colleagues,
mission, vision and parents and families,
goals of the school. and other community
members.

© TEA 9/1/2020 16

T-TESS Virtual Instruction Rubric

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T-TESS Virtual

Distinguished Accomplished Proficient Developing Improvement Needed

Potential Look Fors:

• Conferences and conversations with the teacher