Formal Evaluation

T-TESS Formal Observation Evidence Collection Form
User Information
Name: NAKEISHIA FOSTER (0000045438) Title: TEACHER - P3;PK;KG CLASSROOM; CONDUC...
Building: KEEBLE EC/PK/K Department: None
Grade: None Evaluation Type: T-TESS (v1)
Assigned Administrator: DOW, SHEKA Evaluation Cycle: 08/01/2021 - 06/30/2022
Submitted By: DOW, SHEKA Date Submitted: 03/09/2022 12:43 pm CST
Acknowledged By: FOSTER, NAKEISHIA Date Acknowledged: 04/06/2022 9:57 am CDT
Finalized By: N/A Date Finalized : Unfinalized
Date of Pre-Conference: 2/28/2022
Date of Observation: 3/2/2022
Date of Post Conference: 3/9/2022
Domain 1: Planning
TESS Planning Dimension 1.1 Standards and Alignment
Needs
Dimension Distinguished Accomplished Proficient Developing
Improvement
1.1 Standards and Alignment

Instructional Planning I nstructional I nstructional I nstructional I nstructional
The
teacher designs clear, well- Includes: Planning Planning Planning Planning
organized, sequential lessons
that Includes: Includes: Includes: Includes:
reflect best practice, align with All rigorous and measurable
standards and
are appropriate for goals aligned to state All measurable All goals Most goals Few goals
diverse learners. content standards. goals aligned to aligned to aligned to state aligned to state
state content state content content content
All activities, materials standards. standards. standards. standards.
and assessments that:
are logically sequenced All activities, All activities, Most activities, Few activities,
are relevant to students' materials and materials and materials
and materials
and
prior understanding and assessments assessments assessments assessments
real-world applications that: that: that:
that:
integrate and reinforce are are are are
concepts from other sequenced relevant to sequenced sequenced
disciplines are relevant students sometimes rarely provide
provide appropriate time to students' prior provide provide time for lesson
for student work, student understanding appropriate appropriate
time and lesson
reflection, lesson and lesson integrate other time for
lesson for lesson and closure
closure disciplines and lesson lesson closure
deepen understanding of provide closure Lessons where
broader unit and course appropriate time fit into the Lessons where few objectives
objectives for
student work, broader unit most objectives are
aligned and
are vertically aligned to lesson and and
course are aligned and sequenced to the
state standards lesson
closure objectives sequenced to the lesson's goal.
are appropriate for reinforce are lesson's goal.
diverse learners broader unit and appropriate
course for diverse
Objectives aligned and objectives learners.
logically sequenced to the are vertically
lesson's goal, providing aligned to state All objectives
relevant and standards aligned to the
enriching extensions of the are lesson's goal.
lesson appropriate for
diverse
learners Integration of
Integration of technology technology
to enhance mastery of All objectives when
goal(s). aligned and applicable.
logically
sequenced to the
lesson's goal.
Integration of
technology to
enhance mastery
of goal(s).

Rubric Score: 4/5

Needs
Improvement
Evidence:
03/02/2022 08:41 am: Teacher say: Teacher explains why you out on sunscreen (Blisters, red skin)
03/02/2022 08:41 am: Teacher say: Look at this and tell me what you think this is
03/02/2022 08:41 am: Teacher say: Lets look at this picture
03/02/2022 08:42 am: Teacher say: what do we use this thermometer
03/02/2022 08:42 am: Student respond: weather
03/02/2022 08:42 am: Points at second picture Teacher say: What do you use this thermometer for
03/02/2022 08:42 am: Student respond: When you are sick
03/02/2022 08:50 am: Student respond: A kid is looking at the beach
03/02/2022 08:51 am: Image card- Students makes a connection to the fence that's keeping the boy safe
from falling in the ocean
03/02/2022 08:53 am: While teacher is finding the image card, Teacher say: do you remember what holiday
is in the winter
03/02/2022 08:53 am: Student respond: Christmas
03/02/2022 08:56 am: Image Card - Teacher say: It's 100 degrees Fahrenheits
03/02/2022 08:56 am: Teacher say: It's really hot and you will start sweating
03/02/2022 09:17 am: Teacher say: Holds up distinct (vocabulary word)
03/02/2022 09:20 am: Teacher say: Lets take a quick look out the window, what is weather like today
03/02/2022 09:20 am: Student respond: sunny
03/02/2022 09:20 am: Teacher say: We will do our activity in our weather journal
03/02/2022 09:21 am: Teacher say: Here's your sentence stem Today's weather is
03/02/2022 09:22 am: Displays images on board for students to use doing their weather journal
Rubric Score: 4/5
TESS Planning Dimension 1.2 Data and Assessment
Needs
Improvement
1.2 Data and Instructional Planning Includes: I nstructional Planning I nstructional I nstructional I nstructional
Assessment
Includes: Planning Planning Planning
The
teacher uses Formal and informal assessments
to Includes: Includes: Includes:
formal and monitor progress of all
students, shares Formal and informal
informal appropriate
diagnostic, formative and assessments to monitor Formal and Formal and Few formal
methods to summative assessment data
with progress
of all students and informal informal and informal
measure student students to engage them in
self- incorporate
appropriate assessments assessments assessments
progress, then assessment, build awareness
of their own diagnostic,
formative and to monitor to monitor to monitor
manages and strengths and
weaknesses and track their summative
assessments progress of all progress of student
analyzes student own
progress. data into lesson
plans. students. most
students. progress.
data to inform Substantive, specific and timely Substantive, specific and Consistent Timely Few
instruction. feedback to students, families and
school timely
feedback to students, feedback to feedback to opportunities
personnel on the growth of
students in families
and other school students, students and for timely
relation to classroom
and campus goals personnel
on the growth of families and families. feedback to
and engages
with colleagues to adapt students
in relation to other school Utilization students or
schoolwide
instructional strategies and classroom and
campus personnel of multiple families.
goals to meet student needs while goals, while maintaining while sources of Utilization
maintaining confidentially. student confidentiality. maintaining student data. of few sources
Analysis of student data
connected to Analysis of student data confidentiality. of
student
specific instructional
strategies and use of connected to specific Analysis of data.
results to
reflect on his or her teaching instructional strategies and student data
and
to monitor teaching strategies and use
of results to reflect on connected to
behaviors in relation to student
success. his or her
teaching and to specific
monitor teaching
strategies instructional
and behaviors in
relation to strategies.
student success.

Evidence:
03/02/2022 09:00 am: Teacher say: Checks for all thumbs up
03/02/2022 09:01 am: Teacher say: Now I want you to listen, your answer that's in your head, you will put it in your sentence...
In summer, it is ( you must use a complete sentence)
03/02/2022 09:01 am: Teacher assign partners
03/02/2022 09:01 am: Teacher say: Reminds students to use their sentence stem, In summer it is
03/02/2022 09:02 am: Teacher monitors turn and talks
03/02/2022 09:07 am: What activities can you do in the summer that you can't do in the winter
03/02/2022 09:08 am: Student respond: camping
03/02/2022 09:09 am: Teacher say: we are going to talk about things we can do in the summer that we can not do in a different
season- I want you to think
03/02/2022 09:11 am: Teacher say: Here's you sentence, In summer we can .. that we can't do in winter
03/02/2022 09:11 am: Teacher monitors students during Turn and talks
03/02/2022 09:12 am: Teacher records students responses during the turn and talk
03/02/2022 09:14 am: Teacher monitors all groups and record their responses
Rubric Score: 3/5
TESS Planning Dimension 1.3 Knowledge of Students
Needs
Improvement
1.3 Knowledge of Students
I nstructional Planning I nstructional I nstructional I nstructional I nstructional
Through knowledge of Includes: Planning Includes: Planning Planning Planning
students and proven Includes: Includes: Includes:
practices, the teacher All lessons that All lessons that
ensures high levels of connect to
students' prior connect to
students' All lessons that Most lessons Few lessons
learning, social-emotional knowledge,
experiences, prior knowledge, connect to that connect to that connect to
development
and interests and future experiences and students' prior students' prior students' prior
achievement for all learning expectations future learning knowledge and knowledge and knowledge and
students. across
content areas. expectations. experiences. experiences. experiences.
Guidance for students Guidance for Adjustments to Adjustments to Adjustments to
to apply
their strengths, students to apply address strengths address strengths address strengths
background
knowledge, their strengths, and gaps in and gaps in and gaps in
life experiences and
skills background background background background
to enhance each other's knowledge, life knowledge, life knowledge, life knowledge, life
learning. experiences
and skills experiences and experiences and experiences and
Opportunities for to enhance their own skills of all skills of most skills of few
students to
utilize their learning. students. students. students.
individual learning Opportunities for
patterns, habits and students to
utilize
needs to
achieve high their individual
levels of academic
and learning
patterns,
social-emotional success. habits and needs.

Rubric Score: 4/5

Needs
Improvement
Evidence:
03/02/2022 08:37 am: Teacher say: Alright what season, do you think we are going to talk about today
03/02/2022 08:38 am: Student respond: summer
03/02/2022 08:38 am: Teacher say: Why do you think we are going to talk about summer
03/02/2022 08:38 am: Student respond: because of the song
03/02/2022 08:38 am: Teacher say: what kind of weather do you think we need when we are at the beach
03/02/2022 08:38 am: Student respond: sun

03/02/2022 08:39 am: Student respond: I wish I could make a snow castle
03/02/2022 08:39 am: Teacher say: In the summer
03/02/2022 08:39 am: Teacher say: We are goin to review our vocabulary
03/02/2022 08:40 am: Teacher say: Distinct (reads definition)
03/02/2022 08:40 am: Teacher say: Indoors (Reads definition)
03/02/2022 08:40 am: Teacher say: Sunscreen
03/02/2022 08:40 am: Student respond: You put that on when you go to the beach
03/02/2022 08:47 am: Display image card Teacher say: who is this
03/02/2022 08:47 am: Student respond: Anne
03/02/2022 08:48 am: Teacher say: Remember how we talk about daylights saving time- Spring forward (our days will
be longer) That means you will get more time to play outside
03/02/2022 08:49 am: Teacher say: April can you tell me which thermometer is telling me that it's cold outside
03/02/2022 08:49 am: Student points to correct picture
03/02/2022 08:50 am: Teacher say: What do you notice how people are dressed in the pictures
03/02/2022 08:50 am: Student respond: 1 boy and 2 girls are wearing swimsuits
03/02/2022 08:50 am: Teacher say: It's correct some people say swimsuits or bathing suits
03/02/2022 08:51 am: Image card- Students makes a connection to the fence that's keeping the boy safe from falling
in the ocean
03/02/2022 08:53 am: While teacher is finding the image card, Teacher say: do you remember what holiday is in the
winter
03/02/2022 08:58 am: Teacher say: Everybody at the pool is wearing...
03/02/2022 08:58 am: Student respond: Sunscreen
03/02/2022 08:58 am: Image Card Teacher say: what do you see in the sky
03/02/2022 08:58 am: Student respond: Fireworks
03/02/2022 08:59 am: Teacher say: Now lets think about that- what is it like when we are outside... lets think
03/02/2022 08:59 am: Teacher say: Now when you have your answer, I want you to give me a thumbs up
Rubric Score: 4/5
TESS Planning Dimension 1.4 Activities
Needs
Improvement
Rubric Score: 3/5

Needs
Improvement
1.4 Activities
I nstructional Planning I nstructional Planning I nstructional I nstructional I nstructional
The
teacher plans Includes: Includes: Planning Planning Planning
engaging, flexible Includes: Includes: Includes:
lessons that Opportunities for students to Questions that
encourage generate questions that lead
to encourage all
students to Questions Questions that Encourages
higher-order further inquiry and promote engage in complex, that encourage promote limited, little to no
thinking, complex, higher-order thinking, higher-order thinking and all
students to predictable or rote complex,
persistence and problem solving and real-world problem solving. engage in responses and higher-order
achievement. application Instructional groups complex,
higher- encourage some thinking.
Instructional groups based on
the based on
the needs of all order thinking. complex, higher- Instructional
needs of all students, and
allows for students and
maintains Instructional order
thinking. groups based
students to take
ownership of group both group and
individual groups based on Instructional on the
needs of
and individual
accountability. accountability. the
needs of all groups based on a few students.
The ability for all students to set All students students. the
needs of most Lack of
goals, reflect on, evaluate and
hold understanding
their All students students. student
each other accountable
within individual roles within understanding Most students understanding
instructional groups. instructional groups and their individual understanding of their
Activities, resources, technology facilitates opportunities for roles within their individual individual roles
and instructional materials that
are student input on goals and instructional roles within within
all aligned to instructional
purposes, outcomes of activities. groups. instructional instructional
are varied and
appropriate to ability Activities, resources, Activities, groups. groups.
levels of
students and actively technology
and resources, Activities, Activities,
engage
them in ownership of their instructional materials that technology
and resources, resources,
learning. are all aligned to instructional technology
and/or technology
instructional
purposes, are materials that instructional and/or
varied and
appropriate to are all aligned to materials that
are instructional
ability levels of
students. instructional mostly aligned to materials
purposes. instructional misaligned to
purposes. instructional
purposes.

Evidence:
03/02/2022 09:17 am: Teacher say: What is something that makes you distinct or different than your classmates
03/02/2022 09:17 am: Student respond: we smell different
03/02/2022 09:18 am: Student respond: We have different color skin
03/02/2022 09:18 am: Student respond: We have different shoes
03/02/2022 09:18 am: Teacher say: Look at each other's eyes - we have different color eyes
03/02/2022 09:18 am: Teacher say: what about our height
03/02/2022 09:19 am: Teacher demonstrates by having para and student teacher comes to compare height
03/02/2022 09:20 am: Student respond: gets up to start walking towards teacher and teacher reminds him to make that a green
choice
Rubric Score: 3/5
Domain 2: Instruction
TESS Instruction Dimension 2.1 Achieving Expectations
Dimension Distinguished Accomplished Proficient Developing Needs Improvement

2.1 Achieving The Teacher The Teacher The Teacher The Teacher The Teacher
Expectations
The teacher supports Provides Provides Sets academic Sets academic Sets expectations
all learners in their opportunities for opportunities for expectations that expectations that that challenge
few
pursuit of high levels students to establish students
to establish challenge all challenge most students.
of academic and high
academic and high academic and students. students. Concludes the
social-emotional social-emotional social-emotional Persists with the Persists with the lesson even
though
success. expectations for expectations for lesson until
there is lesson until
there is there is evidence that
themselves. themselves. evidence that most evidence that some few
students
Persists with the Persists with the students students demonstrate demonstrate mastery
lesson until
there is lesson until there
is demonstrate mastery mastery of
the of
the objective.
evidence that all evidence that most of
the objective. objective. Allows student
students
demonstrate students
demonstrate Addresses student Sometimes mistakes to go
mastery of the mastery of the mistakes and
follows addresses student unaddressed or
objective. objective. through to ensure mistakes. confronts student
Provides Anticipates student student
mastery. Sometimes errors in a way that
opportunities for mistakes and Provides students provides discourages
further
students to self- encourages students to opportunities
to take opportunities for effort.
monitor and
self- avoid
common learning initiative of their own students to take Rarely provides
correct mistakes. pitfalls. learning. initiative of their own opportunities for
Systematically Establishes systems learning. students to take
enables students
to set where
students take initiative of their
own
goals for themselves initiative of their
own learning.
and
monitor their learning and self-
progress over time. monitor.

Rubric Score: 3/5

Evidence:
03/02/2022 08:38 am: Teacher say: Why do you think we are gong to talk about summer

03/02/2022 08:48 am: Teacher say: Remember how we talk about daylights saving time- Spring forward (our days will be
longer) That means you will get more time to play outside
03/02/2022 08:49 am: Teacher say: April can you tell me which thermometer is telling me that it's cold outsdide
03/02/2022 08:50 am: Teacher say: What do you notice how people are dressedd in the pictures
03/02/2022 08:51 am: Image card- Students makes a connection to the fence that's keeping the boy safe from falling in the
ocean
03/02/2022 08:53 am: While teacher is finding the image card, Teacher say: do you remember what holiday is in the winter
03/02/2022 09:21 am: Teacher say: Here's your sentence stem Today's weathr is
Rubric Score: 3/5
TESS Instruction Dimension 2.2 Content Knowledge and Expertise
Needs
Improvement
Rubric Score: 4/5

Needs
Improvement
2.2 Content The Teacher The Teacher The Teacher The Teacher The Teacher
Knowledge and
Expertise Displays extensive Conveys a depth Conveys Conveys accurate Conveys
The teacher uses content
knowledge of all the of content
knowledge accurate content content
knowledge. inaccurate content
content and subjects she
or he teaches that allows for knowledge in Sometimes knowledge that
pedagogical expertise and closely related
subjects. differentiated multiple contexts. integrates learning leads to student
to design and execute Integrates learning explanations. Integrates objectives with other confusion.
lessons aligned with objectives with
other Integrates learning objectives disciplines. Rarely integrates
state standards, disciplines, content areas learning objectives with other Sometimes learning
objectives
related content and and real-world experience. with other disciplines disciplines. anticipates possible with other
student needs. Consistently anticipates and real-world Anticipates student disciplines.
possible
student experiences. possible student misunderstandings. Does not
misunderstandings and Anticipates misunderstandings. Sometimes anticipate possible
proactively develops possible student Provides provides student
teaching
techniques to misunderstandings opportunities for opportunities for misunderstandings.
mitigate concerns. and
proactively students to use students to use Provides few
Consistently provides develops teaching different types of different types of opportunities for
opportunities for students to techniques to thinking (e.g., thinking (e.g., students to use
use
different types of mitigate concerns. analytical, analytical, practical, different types of
thinking (e.g.,
analytical, Regularly provides practical,
creative creative and thinking (e.g.,
practical, creative and opportunities
for and research- research-based). analytical, practical,
research-based). students to use based). creative and
Sequences instruction different
types of Accurately research-based).
that allows
students to thinking (e.g., reflects how the
understand how the
lesson analytical,
practical, lesson
fits within
fits within the structure of creative and the structure of the
the discipline, the state research-based). discipline and the
standards,
related content Sequences state standards.
and within real-world instruction that
scenarios. allows students to
understand
how the
lesson fits within the
structure of the
discipline and
the
state standards.

Evidence:
ocean
03/02/2022 09:17 am: Teacher say: Holds up distinct (vocabulary word)
03/02/2022 09:21 am: Teacher say: Here's your sentence stem Today's weathr is
Rubric Score: 4/5
TESS Instruction Dimension 2.3 Communication
Rubric Score: 4/5

2.3 Communication
The Teacher The Teacher The Teacher The Teacher The Teacher
The
teacher clearly
and accurately Establishes classroom Establishes classroom Establishes Leads lessons Directs lessons with
communicates to practices
that encourage practices
that encourage classroom practices with some little
opportunity for
support all students
to all students
to that provide opportunity for dialogue,
clarification or
persistence, communicate safely and communicate effectively, opportunities for dialogue, elaboration.
deeper
learning effectively using a variety including the use of most students to clarification or Is sometimes
and effective of tools
and methods visual tools
and communicate elaboration. unaware of
or
effort. with the teacher and technology, with the effectively with the Recognizes unresponsive to student
their peers. teacher
and their peers. teacher and
their student misunderstandings.
Uses possible student Anticipates possible peers. misunderstandings Uses verbal
misunderstandings at student Recognizes but has a limited communication that
is
strategic
points in lessons misunderstandings and student ability to respond. characterized by
to highlight proactively develops misunderstandings Uses verbal inaccurate
grammar;
misconceptions and techniques
to address and responds
with and written written communication
inspire
exploration and obstacles to learning. an array of teaching communication that has inaccurate
discovery. Provides explanations techniques to clarify that is generally spelling,
grammar,
Provides explanations that
are clear and concepts. clear with minor punctuation or
that are
clear and coherent and
uses verbal Provides errors of grammar. structure.
coherent and uses
verbal and written explanations that Asks Rarely asks
and written communication that is are
clear and uses remember and questions, or asks
communication
that is clear and
correct. verbal and written understand
level questions that do not
clear and correct. Asks questions at the communication that questions that amplify
discussion or
Asks questions at the creative,
evaluative is clear and
correct. focus on the align to the
objective of
creative,
evaluative and/or analysis levels Asks remember, objective of the the lesson.
and/or analysis levels that focus on the understand and lesson but do little
that require a deeper objective of the
lesson apply level questions to amplify
learning
and broader and provoke thought and that focus
on the discussion.
understanding of the discussion. objective of the
objective of the lesson. Skillfully uses probing lesson and
provoke
Skillfully balances wait questions
to clarify, discussion.
time,
questioning elaborate and extend Uses probing
techniques and learning. questions to clarify
integration of student Provides wait time and elaborate
responses
to support when
questioning learning.
student-directed
learning. students.
Skillfully provokes and
guides
discussion to
pique curiosity
and
inspire student-led
learning
of meaningful
and challenging
content.

Evidence:
03/02/2022 08:38 am: Teacher say: Why do you think we are gong to talk about summer

03/02/2022 08:45 am: Teacher say: We know how to compare and contrast our different season (Reads KUB)
03/02/2022 08:46 am: Teacher brought summer clothes for the students to dress her for the summer
03/02/2022 08:46 am: Teacher say: What do you think we wear in the summer
03/02/2022 08:46 am: Student respond: swinsuit
03/02/2022 08:46 am: Student respond: We can play in the sand
03/02/2022 08:46 am: Student respond: Play at the park
03/02/2022 08:46 am: Teacher say: What makes it hot outside
03/02/2022 08:46 am: Student respond: The sun
03/02/2022 08:46 am: Teacher say: If the sun is so bright, what can I put on
Rubric Score: 4/5

03/02/2022 08:47 am: Student respond: Sunglasses
03/02/2022 08:48 am: Teacher say: Remember how we talk about daylights saving time- Spring forward (our days will be
longer) That means you will get more time to play outside
03/02/2022 08:49 am: Teacher say: April can you tell me which thermometer is telling me that it's cold outsdide
03/02/2022 08:50 am: Teacher say: What do you notice how people are dressedd in the pictures
ocean
03/02/2022 09:04 am: Teacher say: I was going around to my friends and I heard some cool things
03/02/2022 09:05 am: Teacher say: Student- Can you tell me what you and your partner was talking about
03/02/2022 09:07 am: Teacher say: Are the days longer or shorter in summer
03/02/2022 09:07 am: Student respond: longer
03/02/2022 09:07 am: Teacher say: what something you will wear in the summer
03/02/2022 09:07 am: Student respond: bathing suit
03/02/2022 09:15 am: Teacher say: Serena was talking about snow angels
03/02/2022 09:15 am: Teacher say: Can you tell us what we cant do
03/02/2022 09:15 am: Student respond: We can not make snow angels in the summer because it's not snowing
03/02/2022 09:16 am: Teacher say: If it's summer can we make a snow angel in the sand
03/02/2022 09:16 am: Student respond: Yes
03/02/2022 09:16 am: Teacher say: Give yourself a pat on the back, you guys did an excellent job
03/02/2022 09:17 am: Teacher say: What is something that makes you distinct or differnt than your classmates
03/02/2022 09:18 am: Teacher say: Look at each other's eyes - we have diffeernt color eyes
03/02/2022 09:19 am: Teacher demonostrates by having para and student teacher comes to compare height
choice
Rubric Score: 4/5
TESS Instruction Dimension 2.4 Differentiation
Rubric Score: 3/5

2.4 The Teacher The Teacher The Teacher The Teacher The Teacher
Differentiation
The
teacher Adapts lessons with Adapts lessons to Adapts lessons to Adapts lessons to Provides one-size-fits-
differentiates a wide
variety of address
individual address
individual address some
student all
lessons without
instruction, instructional strategies needs of all students. needs of all students. needs. meaningful
aligning to address individual Regularly monitors Regularly monitors Sometimes monitors differentiation.
methods and needs of all
students. the quality
of student the quality
of student the quality
of student Rarely monitors the
techniques to Consistently participation and participation and participation and quality
of student
diverse
student monitors the quality
of performance. performance. performance. participation and
needs. student participation Regularly provides Provides Sometimes provides performance.
and
performance. differentiated differentiated differentiated Rarely provides
Always provides instructional methods instructional methods instructional
methods differentiated
differentiated and content
to ensure and
content to ensure and content. instructional methods and
instructional methods students have the students have
the Sometimes content.
and content
to ensure opportunity to master opportunity to master recognizes when Does not recognize
students have the what is
being taught. what is
being taught. students become when students
become
opportunity to master Proactively Recognizes when confused
or disengaged confused or disengaged,
what is
being taught. minimizes student students
become and minimally
responds or does not respond
Consistently confusion or confused or to student learning or appropriately
to student
prevents student disengagement by disengaged
and social/emotional needs. learning or social/
confusion or addressing learning responds to student emotional needs.
disengagement by and/or social/ learning
or
addressing learning emotional needs of all social/emotional
and/or social/ students. needs.
emotional needs of all
students.

Evidence:
03/02/2022 09:01 am: Teacher say: Now I want you to listen, your answer that's in your head, you will put it in your sentence... In
summer, it is ( you must use a complete sentence)
03/02/2022 09:18 am: Teacher say: Look at each other's eyes - we have different color eyes
03/02/2022 09:19 am: Teacher demonstrates by having para and student teacher comes to compare height
choice
Rubric Score: 3/5
TESS Instruction Dimension 2.5 Monitor and Adjust
Needs
Improvement
Rubric Score: 3/5

Needs
Improvement
2.5 Monitor and Adjust

The Teacher The Teacher The Teacher The Teacher The Teacher
The
teacher formally
and informally collects, Systematically gathers Utilizes input from Consistently Sometimes Rarely utilizes
analyzes and uses input from
students in order students in
order to invites input from utilizes input from input from
student progress
data to monitor and
adjust monitor and adjust students in order students in order students
in order
and makes needed instruction, activities or instruction, activities and to monitor and to monitor and to monitor and
lesson adjustments. pacing to respond to pacing
to respond to adjust instruction adjust instruction adjust
instruction
differences in
student differences in
student and activities. and activities. and activities.
needs. needs. Adjusts Adjusts some Persists with
Adjusts instruction and Adjusts instruction instruction and instruction within instruction or
activities
to maintain and activities to
maintain activities
to a
limited range. activities that do
student engagement. student engagement. maintain student Sees student not engage
Uses discreet and explicit Continually checks for engagement. behavior but students.
checks
for understanding understanding through Monitors misses
some signs Generally does
through
questioning and purposeful
questioning student behavior of not link student
academic
feedback. and academic
feedback. and
responses for disengagement. behavior and
engagement and Is aware of responses with
understanding. most student student
responses but engagement and
misses some clues understanding.
of Makes no
misunderstanding. attempts to
engage
students
who appear
disengaged
or
disinterested.

Evidence:
03/02/2022 09:01 am: Teacher say: Now I want you to listen, your answer that's in your head, you will put it in your
sentence... In summer, it is ( you must use a complete sentence)
03/02/2022 09:09 am: Teacher say: we are going to talk about things we can do in the summer that we can not do in a
different season- I want you to think
Rubric Score: 3/5
Domain 3: Learning Environment

TESS Learning Environment Dimension 3.1 Classroom Environment, Routines and Procedures
3.1 Establishes and uses Establishes and All procedures, Most procedures, Few procedures and
Classroom effective
routines, transitions uses effective routines and routines and routines
guide student
Environment, and
procedures that primarily routines, transitions transitions are clear transitions provide behavior and
maximize
Routines and rely
on student leadership and and
procedures that and efficient. clear direction
but learning. Transitions are
Procedures
responsibility. she or he Students actively others are unclear characterized by confusion
The
teacher Students take primary implements participate in
groups, and
inefficient. and
inefficiency.
organizes a leadership
and responsibility effortlessly. manage supplies and Students depend Students often do not
safe, for managing
student groups, Students take equipment with very on the teacher
to understand
what is
accessible supplies, and/or
equipment. some responsibility limited
teacher direct them in expected of them.
and efficient The classroom is safe and for managing direction. managing
student The classroom is
classroom. thoughtfully designed to student groups, The classroom is groups, supplies unsafe,
disorganized and
engage,
challenge and inspire supplies and/or safe and
organized and/or
equipment. uncomfortable.
students to
participate in high- equipment. to support learning The classroom is Some students are not
level learning
beyond the The classroom is objectives and is safe and
accessible able to
access materials.
learning objectives. safe, inviting and accessible to
most to most students,
organized to support students. but
is disorganized
learning
objectives and cluttered.
and is accessible to
all
students.

Rubric Score: 3/5

Evidence:
03/02/2022 08:37 am: Morning circle- sitting on carpet
03/02/2022 09:15 am: Teacher say: Countdown to return back to whole group
03/02/2022 09:22 am: Teacher say: I love how quietly my friends are walking
Rubric Score: 3/5
TESS Learning Environment Dimension 3.2 Managing Student Behavior
Needs
Improvement
3.2 Managing Student Consistently monitors Consistently Consistently Inconsistently Rarely or

Behavior behavior
subtly, reinforces encourages and implements the implements
the unfairly enforces
The teacher positive
behaviors monitors student campus and/or campus and/or campus or
establishes, appropriately and
intercepts behavior subtly
and classroom
behavior classroom
behavior classroom
communicates and misbehavior fluidly. responds to misbehavior system proficiently. system. behavior
maintains clear Students and the teacher swiftly. Most students Student failure standards.
expectations for create,
adopt and maintain Most students know, meet expected to meet expected Student
student behavior. classroom
behavior understand
and respect classroom behavior classroom behavior behavior
standards. classroom behavior standards. standards
interrupts impedes
learning
standards. learning. in the classroom.

Evidence:
03/02/2022 08:43 am: Reviews behavior expectations before reading the read aloud (Red and green choices)
03/02/2022 08:44 am: Teacher acknowledges that friends that an excellent job listening (gave an example when they were
good listeners)
03/02/2022 08:57 am: Counting down 5,4 (students get quiet)
03/02/2022 09:22 am: Teacher say: I love how quietly my friends are walking
Rubric Score: 4/5
TESS Learning Environment Dimension 3.3 Classroom Culture
Needs
Improvement
3.3 Classroom Consistently engages all Engages all students with Engages Establishes a Establishes a
Culture
students
with relevant, meaningful relevant,
meaningful all students learning learning
The
teacher leads a learning based on their interests learning, sometimes in relevant, environment where environment where
mutually respectful and abilities to create a positive adjusting lessons based on meaningful most
students are few students
are
and collaborative rapport amongst students. student
interests and learning. engaged in the engaged in the
class of actively Students collaborate positively abilities. curriculum. curriculum.
engaged
learners. and encourage each other's
efforts Students collaborate Students Students are Students are
and achievements. positively
with each other work sometimes disrespectful of
and the teacher. respectfully disrespectful of each
other and of
individually each other. the teacher.
and in
groups.

Evidence:
03/02/2022 08:37 am: Morning circle- sitting on carpet
03/02/2022 08:44 am: Teacher acknowledges that friends that an excellent job listening (gave an example when they were good
listeners)
03/02/2022 09:04 am: Teacher say: I was going around to my friends and I heard some cool things
03/02/2022 09:05 am: Teacher say: Student- Can you tell me what you and your partner was talking about
03/02/2022 09:07 am: Teacher say: Are the days longer or shorter in summer
03/02/2022 09:07 am: Student respond: longer
03/02/2022 09:07 am: Teacher say: what something you will wear in the summer
03/02/2022 09:07 am: Student respond: bathing suit
03/02/2022 09:18 am: Teacher say: Look at each other's eyes - we have diffeernt color eyes
03/02/2022 09:19 am: Teacher demonostrates by having para and student teacher comes to compare height
03/02/2022 09:20 am: Student respond: gets up to start walking towards teacher and teacher reminds him to make that a
green choice
Rubric Score: 4/5
Refinement:
Monitor and Adjust: How are lessons monitored and adjusted, including activities and pacing, to align with student
progress data and students' learning needs?
Reinforcement:
Communication: Teacher established classroom practices that provide opportunities for most students to communicate effectively with her and their peers
with the result that students who are having difficulty are successful

Formal Evaluation

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Formal Evaluation

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T-TESS Formal Observation Evidence Collection Form

Date of Pre-Conference: 2/28/2022

Date of Observation: 3/2/2022

Date of Post Conference: 3/9/2022

1.1 Standards and Alignment

Rubric Score: 4/5

03/02/2022 08:41 am: Teacher say: Lets look at this picture

03/02/2022 08:42 am: Teacher say: what do we use this thermometer

03/02/2022 08:42 am: Student respond: weather

03/02/2022 08:42 am: Student respond: When you are sick

03/02/2022 08:50 am: Student respond: A kid is looking at the beach

03/02/2022 08:53 am: Student respond: Christmas

03/02/2022 09:17 am: Teacher say: Holds up distinct (vocabulary word)

03/02/2022 09:20 am: Student respond: sunny

TESS Planning Dimension 1.2 Data and Assessment

​03/02/2022 09:00 am: Teacher say: Checks for all thumbs up

03/02/2022 09:01 am: Teacher assign partners

03/02/2022 09:02 am: Teacher monitors turn and talks

03/02/2022 09:08 am: Student respond: camping

Rubric Score: 4/5

03/02/2022 08:38 am: Student respond: summer

03/02/2022 08:38 am: Student respond: because of the song

03/02/2022 08:38 am: Student respond: sun

03/02/2022 08:39 am: Teacher say: In the summer

03/02/2022 08:40 am: Teacher say: Distinct (reads definition)

03/02/2022 08:40 am: Teacher say: Indoors (Reads definition)

03/02/2022 08:40 am: Teacher say: Sunscreen

03/02/2022 08:41 am: Teacher say: Lets look at this picture

03/02/2022 08:42 am: Teacher say: what do we use this thermometer

03/02/2022 08:42 am: Student respond: weather

03/02/2022 08:42 am: Student respond: When you are sick

03/02/2022 08:47 am: Student respond: Anne

03/02/2022 08:49 am: Student points to correct picture

03/02/2022 08:50 am: Student respond: A kid is looking at the beach

03/02/2022 08:53 am: Student respond: Christmas

03/02/2022 08:58 am: Teacher say: Everybody at the pool is wearing...

03/02/2022 08:58 am: Student respond: Sunscreen

03/02/2022 08:58 am: Student respond: Fireworks

03/02/2022 09:20 am: Student respond: sunny

TESS Planning Dimension 1.4 Activities

Rubric Score: 3/5

​03/02/2022 08:58 am: Teacher say: Everybody at the pool is wearing...

03/02/2022 08:58 am: Student respond: Sunscreen

03/02/2022 08:58 am: Student respond: Fireworks

03/02/2022 09:00 am: Teacher say: Checks for all thumbs up

03/02/2022 09:01 am: Teacher assign partners

03/02/2022 09:02 am: Teacher monitors turn and talks

03/02/2022 09:08 am: Student respond: camping

03/02/2022 09:17 am: Student respond: we smell different

03/02/2022 09:18 am: Student respond: We have different color skin

03/02/2022 09:18 am: Student respond: We have different shoes

03/02/2022 09:18 am: Teacher say: what about our height

03/02/2022 09:20 am: Student respond: sunny

Dimension Distinguished Accomplished Proficient Developing Needs Improvement

Rubric Score: 3/5

03/02/2022 08:38 am: Student respond: summer

03/02/2022 08:38 am: Student respond: because of the song

03/02/2022 08:38 am: Student respond: sun

03/02/2022 08:39 am: Teacher say: In the summer

03/02/2022 08:40 am: Teacher say: Distinct (reads definition)

03/02/2022 08:40 am: Teacher say: Indoors (Reads definition)

03/02/2022 08:40 am: Teacher say: Sunscreen

03/02/2022 08:41 am: Teacher say: Lets look at this picture

03/02/2022 09:00 am: Teacher say: Checks for all thumbs up

03/02/2022 08:58 am: Teacher say: Everybody at the pool is wearing...