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Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, label response 1, then record a response to, “What connections can you make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers?”

On a second pop-up, add your name, label response 2, then record a response to, “What questions does a teacher ask as he/she plans for high quality instruction?”

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Each of the TESS indicators can be more easily understood when we connect it to the high impact instruction elements. For me, it is easier to understand when we break it down into what it looks and sounds like, like we did in the activity. The TESS descriptors are overall, higher elevated descriptions that may be confusing at first glance, but the instruction elements show us more how to break down each part of them. For example "clear plan to ensure academic growth for all learners" under the planning section shows us a more in depth look at "Establishing a Culture of Learning", or even "Engaging Students in Learning"

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"What might my students struggle with or need extra help understanding?"

"How is my assessment driving my instruction?"

"How can I ensure that all of my students are learning?"

"What is success going to look like during this lesson?"

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When a teacher plans and delivers researched based instruction, aimed at meeting learning goals (standards), their instructional practices are aligned with the expected outcome and have a positive impact on student learning. The expectations described in the TESS domains are also met. Quality instruction has been delivered and student learning has been achieved.

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1. What does the student need to learn?

2. How are they going to learn it? (what instruction will be delivered? What learning activities will be included? How will prior learning be connected and built upon? What DOK levels will be included?

3. How will the student be assessed?

4. How will I use the assessment to drive future instruction?

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High-impact instruction describes what effective teaching looks like in action, and the TESS rubric provides the framework to measure and support it. Together, they guide teachers to plan purposefully, engage students deeply, assess learning continuously, and reflect to improve — all leading to stronger student achievement.

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Some questions I would love for my students to learn are:

1. What do I want my student to know, learn and do by the end of the lesson?

2. What strategies will help them succeed in the areas they are struggling in?

3. How will I know they have learned it?

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High-impact instructional practices align closely with the Arkansas TESS Rubric. Clear learning goals, structured lessons, differentiation, and assessment planning connect to Domain 1: Planning and Preparation. Engaging students, providing feedback, maintaining a positive classroom, and using formative assessment align with Domain 2: Classroom Environment and Domain 3: Instruction. Finally, reflecting on teaching and pursuing professional growth mirrors Domain 4: Professional Responsibilities. Together, they show that research-based practices support the standards and expectations TESS outlines for effective teaching.

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The connection I made to the TESS descriptors is that by breaking down the descriptors and looking for the action (what it looks like and sounds like) then we are more effective in how we provide instruction. Not only instruction to students but in mentoring other educators. All take descriptors have action which is essential to student achievement.

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When planning high-quality instruction, we asks questions about what students need to learn and how to clearly communicate learning goals. We consider students’ readiness, learning styles, and how to differentiate instruction. We, then, plan how to sequence the lesson, engage students actively, and provide meaningful examples and strategies. We also think about how to check understanding, give feedback, and adjust instruction as needed. Finally, after assessing, we reflect on how the lesson’s outcomes will inform our future teaching to ensure all students succeed.

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1. What will students know, understand, and be able to do by the end of the lesson or unit?

2. How will I measure whether students have met the learning goal?

3. How will I structure the lesson for active engagement and deep thinking?

4. How will I include scaffolds, extensions, and accommodations for diverse learners?

5. What will make this learning meaningful, challenging, and engaging for my students?

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High impact instruction provides researched based strategies while TESS defines professional expectations for how those strategies should appear in the classroom.

For example:

When planning for a lesson teachers need to include higher order questions that engage students.

Included in the delivery of the lesson is student engagement and interaction as a result of higher order questions.

3b on Tess defines the professional expectation on using questions in the classroom.

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Questions a teacher should ask to plan for high quality instruction are: 1) Does the lesson align to the standards? 2) Does data drive my lesson and instruction. 3) How can I differentiate the learning for students? 4) How can I build on prior knowledge and engage students in the learning? 5) Do my assessments align to the ALDs and standards? 6) What interventions/modifications are needed for student learning?

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What learning goals do students need to master?

What types of assessment will I use during instruction?

Which research based strategies will best support the learning goal?

What are the different learning needs in my classroom?

What do I need to reteach or extend based on data/observations?

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1) What do I want my students to know and be able to do at the end of this lesson?

2) Is my goal grade level?

3) What supports and previous knowledge refresher might a student need to reach grade level?

4)What materials and activities will I use to reach the goal?

5) How will I know when each student has been successful?

6) How might I extend a student who is ready for more?

7) What will I do next?

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The Arkansas TESS Rubric Descriptors make it very clear to be an effective teacher, or teacher leader, you must make the learning objectives, activities, and success criteria clear and accessible to all learners in order to achieve a higher level of learning for all students. Using that information to see where interventions or extensions are needed and build a stronger foundation for future learning. Higher level teaching drives higher learning and that can be seen through the data.

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Both emphasize clear objectives, goals, and expectations to ensure student learning is achieved. Students need to be engaged in learning activities, check for understanding, and that the lesson aligns with the objective being taught.

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The connection I made is that the High-impact instructional practices are directly aligned to the TESS rubric. It highlights planning and preparation, clear and concise communication of the learning goal and specific measurement for the criteria, alignment of the lesson to the learning targets and standards, etc. These help to ensure quality and diverse instruction has taken place, the students are able to show clear mastery, which is the ultimate goal of student success.

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1. What do the students need to learn?

2. How do I effectively teach this lesson?

3. How will I measure success for every student?

4. What connections can I make between this content and previous and future lessons?

5. How does this lesson align with standards and goals?

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The goal of both high impact teaching strategies and the Arkansas TESS rubric is the same: they want teachers to plan and deliver grade level lessons that impact student growth and achievement. Through setting a goal, choosing purposeful tasks, and asking meaningful questions students can receive feedback on where they are towards meeting the goal. Once a teacher knows where the student is at towards the goal, they can decide where to go next to help the student achieve.

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"What is it that I and needing students to gain from my instruction?"

"How can I ensure that my instruction is meeting the needs of every student at their level so they are learning?"

"How does my criteria for assessment meet the end goal of my instruction."

"Does my instruction lead to the higher level of learning assessed?"

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High-impact instructional practices align closely with the Arkansas TESS rubric, as both emphasize intentional, student-centered teaching. For example, clear learning goals and success criteria connect to TESS Domain 1 (Planning and Preparation), where teachers design lessons with clear objectives aligned to standards. High-impact instruction also supports effective feedback and formative assessment, which connect to descriptors focusing on monitoring student learning and adjusting instruction.

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The connection I made between the high impact instruction elements and the TESS Rubric is they both require students to be engaged and active in the lessons. The lessons require clarity and specific learning goals that the students can understand. The goal is to provide positive student learning and measure the impact of the lesson through student achievement.

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1. What do my students need to be knowledgeable of by the end of the lesson? Has this been clearly planned and communicated?

2. What are some preconceived misconceptions the students may have?

3. What measurement of criteria do I have that will let me know they have learned and mastered the learning goal and standards?

4. Does my lesson include differentiation to meet all of my students needs?

5. Is higher order thinking required in this lesson? What DOK levels are clearly identified?

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What do I want my students to accomplish and why is the content important for my students?

How can I make sure my lesson will resonate with and impact all learners at different levels?

What activities and questions can I use that will aid in the understanding and comprehension with all of my students?

How will I assess my students in order to see if the learning objective was reached?

How can I move students to a higher level of learning when the main objective has been met?

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High-impact instruction is defined in the effective and highly effective TESS descriptors. Meeting all of these elements leads to student achievement through a teacher's planning, preparation, assessment, instruction, management, and reflection.

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Are my instructions clear enough?

What exposure have my students had before this activity?

How can I modify this for struggling learners? For advanced learners?

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How do I communicate learning and classroom expectations? How do I scaffold and differentiate? How do I present information, activities, and assignments in an engaging way that meets the needs of all my learners? How do I use questioning techniques effectively? How do I guide my students through the progression of learning? What resources do I use and how? How do I assess learning?

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High-impact instruction shows what great teaching looks like in practice.

The TESS framework measures how effectively it’s delivered.

Together, they guide teachers to plan with purpose, engage students in meaningful learning, and continuously assess and reflect to enhance student achievement.

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By using the TESS rubric domains 1 and 3 as a guide to building a lesson, you will be able to create a lesson that will be high-impact. You must first understand what you want your students to be able to do or know before building the lesson. You must also know your students to create a lesson that will be engaging for them. Your instructional outcomes must be communicated to students, so they know exactly what they need to show to be successful. There must be a way to clearly assess students to identify where each student is on the specific learning objective at the end of the lesson. The last step comes from domain 3e, which is our responsiveness to each student to meet them where they are and intervene in order to move them further in their understanding of the objective.

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What do I want students to know, understand, and be able to do by the end of this lesson?

How does this lesson connect to previous learning and lead toward future learning?

What essential question or big idea will drive the learning -How can I make this relatable for my students?

Is my success criteria clear & relatable to students?

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What do I want my students to know by the end of the lesson and how does this relate to the standards that students need to know?

What are common misconceptions about what students will be learning?

What things do my students enjoy or enjoy doing?

What resources can I use within the lesson to both engage students and deepen their understanding?

How will I know students have demonstrated mastery of the standard?

How will I support those who have not shown mastery and push those who have?

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Clear objectives, goals, and expectations are emphasized by both. Standards and lessons align in both areas. Both areas guide teachers in their planning and assessing.

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High Impact Instruction and the TESS Rubric are aligned. The H-I instruction is what it looks like when it in practice, while the TESS rubric is exactly that, a rubric that "grades" how well it is done. If you are consistently delivering high impact instruction across the board, then your are meeting the Highly Effective goals on the rubric.

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-What do my students already know?

-What do I need them to know (standards)?

-What materials and resources do I have available?

-How am I assessing (not just today or tomorrow, but all the way through)?

-How will the students be engaged?

-What possible knowledge gaps or questions will there be? What are potential roadblocks?

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The connection I make between high impact instruction elements and the Arkansas TESS rubric is if you follow the rubric for the highly effective category you will be reaching high student achievement. By planning data driven instruction, tailored to fit the learning needs of ALL students, and by creating a classroom of respect and rapport, students can actively engage in their learning environment.

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To achieve high quality instruction, I would ask myself these things as I plan: 1) Does it align to the standard? 2) Is my instruction data driven? 3)How can I build on prior knowledge to build on instruction? 4) What modifications do I need in place to help all students be successful? 5) How will I measure student knowledge and achievement?

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High impact instruction elements align directly with the Arkansas TESS Rubric's Instruction domain by focusing on rigorous, student centered learning, and with the Planning and Preparation domain by ensuring lessons are planned to meet diverse student needs and achieve specific, measurable outcomes.

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I think as humans a lot of us want to know the "Why?" And of course we know it with teaching and want to be effective but the link between TESS and the High Quality instruction video is that Why? The reason why we have to plan is to be effective planners and deliverers that understand many of these domains and how they affect our students learning. One stood out to me the 1d "Is fully aware of the resources available through the school or district to enhance own knowledge" This speaks to me as it is important in effective planning by using those programs/resources that are already deemed effective to assist in our craft of teaching.

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Connections: plan and make clear expectations, assessment should match standard objective, align activities & materials to objective, ask thought full questions, make a clear plan

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High impact instruction shows what great teaching looks like in action, while the TESS rubric sets clear expectations for how those strategies should show up in the classroom. Together, they help teachers plan with purpose, keep students engaged, and reflect on ways to grow. For instance, including higher order questions during lessons encourages deeper thinking and interaction which is something emphasized in TESS domain 3b. When teachers use both tools together, it leads to stronger teaching and better student outcomes.

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1. How do I engage students in the learning to test knowledge?

2. What resources do I have to assist me in this lesson?

3. What measurement criteria will I use?

4. What higher-level questions will I ask?

5. How will I pivot my lessons to make it equitable?

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Questions: How can I better engage all students? What other high resources can I use in my instructions? Best ways to differicate my lessons?

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1. Am I meeting students needs for modification and accommodations within my lesson?

2. Are my instructions clear and do students know what to do if they need clarification on expectations?

3. What do I want students to learn and how will I know they learned it?

4. What strategies will I use during my lesson to know my instruction is being understood by students?

5. How will I use assessments to drive further lessons or need for remediation?

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High impact quality instructions and the TESS Rubric are so closely related. They both involve setting a clear learning expectation and outcome, higher level questioning, and focus on student growth for every student. They also aim for student engagement, tracking growth progression, and accountability for overall behaviors in the classroom. Student buy-in and ownership of learning is a crucial component of student success!

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"What background knowledge are my students lacking to better understand the lesson?"

"What scaffolding is necessary to help ensure student growth for all students?"

"What learning strategies or graphic organizers can I use to aid my students in the learning process?"

"What assessment can I use to gage student learning to meet the expectations of the standard successfully?"

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High-impact instruction elements shows what the effective teaching is supposed to look like. The TESS rubric breaks it down in a clear way so that teachers can prepare for the entire process as well as reflect upon lessons already taught. The TESS rubric can be used to inspire more engaging lessons and greater student achievement.

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What do I want the student to learn?

What do they already know?

How will I present this new knowledge in such a way that they will be able to grasp the material?

How will I know that they have learned it?

What other resources can I provide for students to increase their understanding?

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When comparing the TESS rubric descriptors to the high impact instructional elements I notice a focus around both on the lessons having a focus of learning goals at grade level, aligned with content standards that positively impact student growth. The impact elements describe what you should be doing, TESS allows you to look at each part individually to see exactly how it should be done.

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TESS creates a framework for teachers so that they are able to plan and implement high impact instruction. Domain 1 guides teachers in planning and preparation in a way that ensures they are aligning lessons to the standards and learning goals as well as considering the needs of all learners. Domain 2 helps a teacher to know how to create a classroom environment and culture that supports learning with high expectations, clear procedures and respect/support. Domain 3 focuses on the cycle of assessment and feedback. How the teacher gathers evidence of learning, how the student receives feedback and what will happen with that evidence/feedback. The feedback loop is essential for high impact instruction. It also lets you know what instructional strategies are more effective than others.

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"Have I activated and built on prior knowledge?"

"Is my instructional material aligned with this specific standard or ALD?"

"Is there a clear criteria for assessment?"

"Are my outcomes clear where students could articulate?"

"Have I differentiated instruction to ensure mastery for all?"

"Are there classroom procedures in place to minimize loss of instructional time? "

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What are my goals and how will I make sure the students will be able to understand them?

What evidence of learning you will ask the students to produce?

What key vocab terms that will need to be taught?

Consider new knowledge for the students. What is the content or skill and what strategies will be most effective in teaching it?

How will I chunk the information and allow time for the students to process it?

How will the students record the new knowledge?

What are the opportunities for intentional questioning and discussion among the students?

How will I give students the opportunity to practice with the new knowledge or skill?

What supports do I need to put in place to support all learners?

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The connections I can make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers are what great teaching should look like. I like breaking down each individual section and building upon each area in TESS. Each lesson should be engaging with clear goals, and for students to be actively engaged. We want all students to be able to learn to the best of their ability and by using high impact instruction and TESS, we can achieve this outcome.

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Some of the questions I ask myself when planning high quality lessons are:

What am I hoping the students will learn from this lesson, or what is the learning goal?

How can I measure that the students are fully understanding of the lesson?

What assessment will I use and how will I know if it is successful?

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According to the TESS Teacher Rubric Descriptors, teachers must ask themselves some key questions to plan quality instruction, such as: What do my students already know? What do I need to teach them to build background knowledge? In my classroom, it is mostly about building that background knowledge and giving them the sign (ASL) vocabulary. Before we continue, we will watch videos, fill in some graphic organizers, and build a base before starting instruction. Throughout the lesson, we will apply newly learned vocabulary to keep it in the front of their minds. We will fill out more graphic organizers and do mini activities to support our understanding. If possible, we may take a mini field trip on or off campus to engage in hands-on activities to cement what we are learning. I also need to review the state standards to see what applies to the lesson, take opportunities to use cross-curricular learning, and see if anything can be applied in other areas during the unit. I also need to consider my students, who has similar IEP goals, what small groups may look like, and whether to pull students for 1:1 work if needed, ensuring understanding of the topic and giving the students the opportunity to discuss it in class, providing extra time if needed, and reviewing parts that are unclear.

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Effective teachers must integrate a deep understanding of their content. Additionally, teachers must have a solid understanding of their students, academically, personally, and culturally. Teachers must plan purposeful instruction by using a variety of resources as they give clear and rigorous instruction. Classroom management supports engaged instruction with high expectations. The ongoing use of assessments, reflection, and progress monitoring allows for inclusivity and student agency. Together, this allows for a safe learning environment where ALL students can SUCCEED!

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Lessons should be engaging, with opportunities for hands-on learning; opportunities for students to be leaders and explain what they know; giving them the opportunity to take action and be responsible in part for their learning; and setting expectations with rubrics, guided practice, and activities to ensure student understanding.

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1. Are my learning objectives and assessments clear, rigorous, and aligned to standards and assessments?

2. Do I know my students well enough to differentiate instruction, materials, and grouping for their needs, especially cultural backgrounds and interests?

3. Are my lessons structured so that all students can participate meaningfully? Am I offering extensions as needed in addition to inclusive practices for ALL learners?

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High impact instruction is closely aligned with the TESS rubric because they both emphasize the same expectations for effective teaching. It is essential for teachers to communicate clear learning goals and objectives, check for understanding, and create a safe, engaging classroom environment. When these elements are in place, instruction become more effective and leads to positive student outcomes.

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1. Does my objective and activities align with the standards?

2. What prior knowledge and skills do my students need to possess for this lesson?

3. How will I differentiate the learning?

4. What strategies will I use to check for understanding?

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1. How will I know if my students learned what was taught?

2. What will students know, understand, and be able to do by the end of the lesson?

3. How will I differentiate the learning?

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Using high impact instructional strategies naturally aligns with the Arkansas TESS Rubric. Organizing the classroom, communicating clearly, leading discussions, engaging students, using assessment, and staying flexible all reflect TESS expectations for effective teaching. Simply put, high impact instruction strategies show what great teaching looks like in action, and TESS provides the evidence and descriptors to recognize it.

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1. Learning Goals

What should students know or be able to do by the end?

Does this match the standards?

2. Student Needs

What do my students already know?

How can I help all students succeed?

3. Teaching Strategies

How will I teach this so students understand and stay engaged?

What materials or resources will I use?

4. Assessment

How will I check if students are learning?

How will I give feedback to help them improve?

5. Classroom Environment

How should I set up the classroom for learning and focus?

What routines or rules will support students?

6. Flexibility

What might not go as planned, and how will I adjust?

How will I reflect and improve next time?

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The TESS Rubric Descriptors are a guide to help teachers be the best educators they can be. They break down instructional elements to aid the teacher in implementing high impact instructional elements. These are both used to guide teachers in preparation for teaching, assessing, and engaging students in lessons to develop higher student achievement.

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Looking at the rubric can prove to be overwhelming as a new or even seasoned teacher. The ability to understand what will be required at each domain level provides the level playing field for all teachers to know what and how to achieve high impact instruction in the classroom. The plan of action if you will. Each descriptor acts as the road map of the actions a teacher will take to insure their students are learning the content to apply in to bigger picture ideas. Using the Looks Like and Sounds like approach allow the learners like myself to explore how to strive towards consistency in highly effective planning, creating the rich environment of learning for all students in the classroom, developing instruction that is not only meaningful but more importantly inspires students to want to know more. Teachers are not just delivering the content, they are on the pathway to empowering students as they begin their own journey of exploring how the content, which will help them to reach their life goals. Each descriptor acts as a challenge and the beauty is that through collaboration, it becomes easier for teachers to navigate these challenges ultimately changing into lead learners. It appears the high impact instruction not only raises the bar or expectations of what we want our students to achieve, but allows us to reflect on how we too will rise to meet the challenges set before us. Nothing is done in isolation. This should be an ever evolving process that changes each year with our new students. Reflection and editing of this process allows us to be the best version of our teaching selves.

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Some Questions teachers may ask as they plan for high quality instruction could be:

What do I want my students to learn/get out of this lesson?

How will I get them engaged and keep them engaged/what activities will I use to teach the lesson?

How will I assess the students understanding of the lesson?

Is this lesson aligned to the standards?

What accommodations or modifications need to be made?

What misconceptions may students have during the lesson?

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What connections can you make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers?"

My take away is that the TESS descriptors are the "sounds like, looks like" of what good planning and delivering looks like in the classroom. Teachers are able to use the TESS descriptors like a blue-print to help guide their planning process, delivery of instruction, and how to reflect on my teaching and move forward.

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What questions does a teacher ask as he/she plans for high quality instruction?

What do my students know?

What do my students not know?

What do my students need to know?

How can I break down the learning into easy steps/chuncks (task anaylsis)?

How am I going to assess my students based on their strengths- receptively, expressively, visually, etc?

What does my next step look like?

What is my EOY goal?

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After identifying the essential questions of what we want our students to know as they move forward into adulthood, our PLC process encourages these basic questions:

1) What do we want them to know?

2) How will we know they have learned it?

3) What will we do if they have learned it (extend the learning) or (Provide intervention and support to address the gaps in learning)

Many teachers use this as a starting point and are led to more questions:

How do I need to modify the lessons to change as new students come to me with different experiences, learning backgrounds, etc.?

How do I find the necessary time to reflect and improve on my instruction based on student progress or feedback?

I feel strongly that this process should be a continual cycle of reflection, conversation, collaboration and revision with other teachers and with our students.

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High-impact instruction is based on rigorous learning activities based on the Arkansas state standards.

You plan and prep for lessons after making the assessment so that you are teaching what the students are to be tested on. Using scaffolding and differentiated instruction to meet the needs of all students. Students must be engaged in the lesson so there needs to be a variety of interesting activities for the students to learn from.

There needs to be a positive classroom environment where the students feel as if they are a part of a safe and supportive class.

Teachers need to establish clear goals and hold high expectations for each student. Giving praise, a sticker (or a Jolly Rancher ), or showing a student's work as a model goes a long way to motivate those students who need that little extra touch.

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Response 1

I see a lot of connections between high-impact instruction and the Arkansas TESS Rubric. Setting clear goals helps my students know what to learn. I try to make lessons fun and engaging so everyone participates. I check for understanding often to see who needs extra help. Using different strategies for different learners matches what TESS expects. High-impact instruction helps me make learning meaningful and reachable for every child.

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Response 2:

What do I want my students to learn today?

How can I make the lesson fun and keep them engaged?

Do I have activities that help every student succeed?

How will I check if they understand while we’re learning?

What can I do if someone is struggling?

What can I do if some students need to be challenged?

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The elements of high impact instruction are intrinsically built into the Arkansas TESS rubric. Educators that constantly operate in the effective or high effective area of the rubric are implementing the components that are essential in having a high instructional impact. The TESS rubric provides a tool for educators to assess or self-assess his or her level of effectiveness in the various categories in delivering and planning instruction.

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Teachers use High Impact Instruction to continuously reflect on the impact of instruction, seek feedback, and make intentional improvements — mirroring TESS expectations for professional growth and effective results. A teacher using High Impact Instruction intentionally plans with precise goals in which Tess sets out to do for an example: (1c), uses questioning to gain in-depth understanding using rigorous goals to be able to assess students; (3b), Questions reflect high expectations and are developmentally appropriate, allowing students to open up and ask questions and give reasoning; The High Impact instruction appears to be naturally aligned with the TESS rubric.

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High Impact Instruction aligns closely with TESS indicators by emphasizing intentional planning, active engagement, and responsive teaching. Like the TESS framework, it prioritizes clear learning goals (1c), student-centered environments (2b), and real-time assessment to adjust instruction (3d, 3e). Together, they create classrooms where instruction is purposeful, relationships are strong, and learning outcomes are maximized.

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- What do I want my student to know and be able to do after instruction?

- How does this learning connect to prior knowledge or extend to the upcoming learning?

- What is the most effective way(s) to assess student progression and mastery of the learning?

- How do I connect the learning to the students interest and current understanding?

- What are the prerequisite skills that are necessary to actively engage in the learning? And how do I address learning deficiencies or gaps to prevent student engagement.

- What extends to the learning is appropriate?

- What supports, resources, tools and other accommodations are needed to support ALL learners?

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What do I want students to learn, and how will I know they’ve learned it?

What strategies and resources will best support all learners in reaching the goal?

How will I actively engage students and adjust instruction based on their responses and needs?

What will I do when students have mastered the learning?

What will I do when students have not mastered the learning?

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The TESS rubric is geared for high-impact learning. It provides a framework that, if followed, will allow a teacher to both measure and support effective teaching. It is a guide purposeful engagement of students as well as continuous assessment of student learning. The TESS rubric is very student-learning-centered.

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As I plan instruction, the first thing I have in mind is the assessment--how am I going to measure student learning at the end of the lesson? I also consider how best to keep students actively engaged with the lesson material, various student needs, and where will I go next.

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High Impact instructional elements are aligned with the TESS rubric. In fact, if followed they ensure that high quality instruction is occurring in a safe organized classroom environment in order to yield positive student outcomes. It's the blueprint for high performing teaching teachers.

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Purposeful planning is one connection that i made between high impact instruction and TESS. It all starts with the goal of impact- how are we going to make sure our impact on students is high? We use the TESS descriptors as a guiding framework as we plan for high quality instruction using research based strategies.

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What do I want my students to be able to do or produce?

What is the criteria for mastery of the skill?

How will I communicate the criteria for mastery with students?

Where will students need supports and scaffolds?

How will students show evidence of their thinking?

How will the assessment be used to guide instructional next steps?

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What do students already know?

How will I introduce the topic to engage students? What'll be my hook...

What instructional strategies will I use?

How much time should be allocated for each activity?

Connections to TESS - 1D, 1E

If one wishes to have 'high quality instruction' he/she should hover in columns 3,4

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Because history is often perceived as boring (at least to most students), I tend to plan a "hook" to capture student interest and activate prior knowledge.

As an effective teacher, most that want to deliver 'HQI' consider a variety of methods, such as direct instruction, collaborative work, or real-world projects, to appeal to the different learning styles of their students and works hard to engage each level during the instruction.

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What do I want students to learn?

What instructional strategies will I use to convey the teaching?

What type of assessment is best to gauge a student's understanding?

What do I do if they don't get it?

What do I do to further expand the learning if they do get it?

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The principles of high-quality instruction are deeply aligned with the Arkansas TESS rubric. Educators who demonstrate proficiency in the effective domains intentionally apply strategies that promote student growth and engagement. The TESS rubric is a valuable framework for teachers to reflect on and evaluate their instructional practices. By aligning lesson planning, delivery, and assessment with these standards, educators can ensure that their teaching has a lasting and meaningful impact on student learning.

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What do I want my scholars to learn?

How can I make the lesson more engaging and meaningful?

How will I monitor progress/mastery and adjust instruction based on student understanding?

What strategies can I use to support all learners?

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When we teach lessons with the end goal in mind, we must also use questions that focus on student needs, clear learning targets, effective strategies, and evidence of learning.

1. What should students to able to do?

2. Will they be able to transfer this skill to the next skill and real-life situations?

3. Are the questions thought-provoking and engage students in higher DOK levels?

4. How can I use these questions as a form of assessment?

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The TESS rubric and High-Impact instruction work together. High-Impact instruction is what is being done on the teacher's part and in the classroom, while TESS measures how effectively the work was carried out.

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1. What are students expected to know?

2. How will it be assessed?

3. What scaffolds/supports will be needed?

4. What modification are going to be needed for specific students?

5. How to extend the learning for higher achieving students?

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What I took away from the TESS indicators and the HQI is that they are aligned. If you look at Domain 1 and Domain 3, you can place those TESS descriptors into practice. If you are using those as a Rubric guide and making reflections as you teach you not only are adhering to HQI but you are improving your craft even more to ensure student learning for all learners. It takes the guess work out of "Am I doing this right?" it gives you the standards for achieving that high student engagement, and producing learning. Effectiveness is the key. This guides you to build a stronger classroom and a stronger outcome.

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When I am planning my lessons there are several things I ask myself. Also, since I change class periods every hour, I can reflect as I implement the lesson.

What previous knowledge do students need to know to accomplish this objective?

What are they going to learn?

How will assess what they know and what they will learn?

What differentiation will I have to put into place to ensure all learners are at optimal learning capacity?

How can I expand the learning and relate it to an everyday example?

What is the criteria for mastery and how will i communicate that to my students?

What would small group look like if it were needed?

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The high-impact practices really line up with the TESS rubric because both focus on good planning, strong instruction, and using student data to make decisions. They both push teachers to be thoughtful, clear, and responsive to what students need.

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What do my students need to know and be able to do by the end of this lesson?

What teaching strategy makes the most sense for this lesson?

What will my students struggle with, and how can I support them in the moment?

How will I check for understanding?

How will I know if the lesson worked?

What will I do for students who didn't get it?

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High impact instruction is the preparation and carrying out of proven effective strategies to engage and emphasize the learning process while the TESS Rubric is the way to assess whether the instruction hit all of the identifiers of high impact instruction.

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The questions a teacher asks would be: what do I want students to learn? What strategies will I use to help them master the skill? How will I know when they have mastered it? What will I do when they do not master it, as in what remediation should I do? What will I do when they do master it, as in what extension will I use?