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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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I noticed that there is much overlap between high impact instruction elements and the Arkansas TESS Rubric for teachers. For example, I think the backwards design technique is a phenomenal option for designing unit plans and assessments. This correlates with the "Designing Coherent Instruction" and "Designing Student Assessments" sections of the TESS rubric. I also think that incorporating student engagement in lessons is incredibly important, which correlates with "Engaging Students in Learning."

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When planning for high quality instruction, I think a teacher asks themselves a few questions, but always starting with "What do I want students to know?" Starting with this questions allows us to use that backwards planning process I mentioned before; we can even make the final assessment first using the information gained from this question. Following that, we typically see the same three questions (that are also used in the PLC/PLT process): "How will I know if they learned it?"; "What will I do if they did?"; "What will I do if they didn't?" Using these questions, we can navigate how we teach a topic, what we expect students to gain, and then how we will respond when they succeed or struggle.

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High impact instructional elements and Arkansas TESS Rubric Descriptors have several connections. High impact instructional strategies are researched proven strategies that increase teacher effectiveness in the classroom. These strategies have been researched and studied and proven to have a good impact on students. The TESS Rubric Descriptors under planning and preparation list that teachers should be knowledgeable of their content, pedagogy, students, instructional outcomes, and resources available to them. Which is all needed to execute high impact instructional strategies, but at the core teachers need to have the knowledge of how to plan instruction and assessments that build upon each other in a way that builds on students' prior knowledge. Assessment strategies need to valid and reliable so that teachers are able to get useable data from them. Within the instruction domain teachers should have knowledge of how to question students, hold discussions with students, be flexible with lessons (teachable moments), constantly assessing students, and engage students in learning by making the learning exciting. These descriptors correlate with high impact instructional strategies because teachers that demonstrate this within their lessons are using high impact strategies to move students' learning.

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Questions teachers ask themselves when planning for high quality instruction are 1)what do I want students to learn and be able to do, 2)how will I know when they have learned it, 3)what will I do when they haven't learned it, and 4)what will I do to extend the learning. By using these questions, we can created units and lesson plans with resources and strategies that will help all learners reach their potential. Another question that I think would be beneficial would be "what do I need to do if I don't know how to teach something? Who can I ask for help?" As an elementary teacher, I teach all subjects. "Jack of all trades, masters of none" comes to mind. I may be a phenomenal reading and phonics teacher, but I may struggle with how to teach math effectively. Essentially, "how can I improve my content knowledge and pedagogy so that students benefit?"

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High impact instruction elements align great with our Arkansas TESS rubric. The descriptors for teachers on the TESS rubric mimic the high impact instruction elements in many ways. For example, setting goals as a high impact strategy aligns with setting instructional outcomes from the TESS rubric. High expectations and engagement follow right along with engaging students in learning from Domain 3 of TESS. Best practices for high impact instruction are clearly stated on our TESS rubric. Our TESS rubric has taken proven strategies for high impact teachers and placed them as goals for teachers in Arkansas.

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The high-impact instruction elements and the effective/highly effective Arkansas TESS Rubric descriptors for teachers are directly aligned. For example, on the "planning" section of the high-impact instruction elements, some of the elements were that lessons have a clear, standards-based objective and that the alignment of materials and activities coincide with the learning objective. Both of those objectives clearly align with the highly effective attributes of TESS 1e in relation to designing coherent instruction. Both areas (high-impact instruction elements and TESS) are clearly focused on making sure that teachers are focused on student learning and achievement.

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Questions teachers ask themselves when creating lessons for high quality instruction are usually the following. 1. What do I want students to learn? 2. How will I know they have learned it? 3. What do I do if they didn't understand? 4. How can I extend their learning?

Addressing all these questions in our lessons will help to ensure each student gets what they need during the learning; whether that be intervention or extension. These questions are also great reflection questions for after the lesson and will help teachers know what to do next for that particular learning objective. It's important that if the teacher feels inadequate or that their lesson didn't meet the goals, they have a person or people they can consult with to help improve the lesson or re-teach.

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There are a lot of correlations between the TESS rubric and and high impact instruction. In 1E, Designing Coherent Instruction, the teacher must be able to see direct connections between past, present, and future learning-- so that ultimately the instructional outcomes progress towards the desired mastery. Sometimes this is very difficult for teachers to contextualize the learning and in turn difficult for the students to engage in learning goals that are clear and structured because of the lack of contextualization on the front end. Because of this the students will often struggle to navigate through the lesson structure and might not achieve grade-level learning, let alone mastery. Essentially without the clear design piece, the learning falls short of students taking academic risks within the lesson as a whole, including the future learning which will fall short as a result.

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I think both high instruction elements and the Arkansas TESS Rubric Descriptors are closely aligned because both focus on the instructional practices that most directly influence student learning. High-impact elements describe what strong instruction includes, such as demonstrating knowledge of content, pedagogy, students, resources, and setting instructional outcomes. TESS provides the framework for observing, evaluating, and developing those practices in classrooms. For example, high-impact instruction emphasizes clear, standards-based learning targets and measurable outcomes. This directly connects to Domain 1 of TESS (Planning and Preparation), setting instructional outcomes and demonstrating strong content knowledge. When teachers clearly define what students are expected to learn and ensure alignment to standards, they are meeting both high-impact instructional expectations and TESS descriptors.

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As a teacher plans for high quality instruction, a teacher must ask themselves: What is the learning objective for the student and how will I know when my students have achieved the objective? If you ask both of these questions prior to planning, it ensures that your lesson plan is focused on the learning objectives and also on how you measure student achievement across the objectives - creating assessments that accurately reflect the student's learning. When you focus on the outcome first, this kind of backwards way of planning is most effective because you already have a goal set and you are creating details in order to achieve the goal.

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The high Impact instruction and Arkansas TESS rubric are clearly aligned. There are many areas in in which they corelate such as in the planning instruction area: both say that lessons must be aligned to a standard that is assessed. Objectives must be in aligned to that standard and in student language (Which I have found helps with student buy in). Both ensure teachers are focused on student learning and achievement. When followed with fidelity, student achievement rises.

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What is expected of teachers is what we also want to see in our students which is success and effectiveness. From a special education perspective, I want to have students succeed and move higher and higher and I should expect no less from myself. I expect them to learn and continue that learning. I am that example. It is important to create and supply that learning environment for success and growth, while also recognizing that it is a fluid process of ensuring engagement and rigor while also considering developmental levels. We also recognize that we do not have to do it alone and collaboration and learning from one another is imperative to have a successful student, classroom, and school. Having a strong foundation is essential.

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There are many connections betweent the two. Both focus in planning on scaffolding to make sure the content is accessible to all learners, clear instructional goals with measurement criteria, creating a clear plan for how you will help students to meet the learning objective, and designing an assessment to measure student outcomes.

In delivery, both focus on clear communication of the learning objectives, student engagement, rigorous questioning and tasks, differentiation, and effective assessment.

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When a teacher asks themselves when planning for high quality instruction are simple and direct.

1. What do I want students to learn?

2. How will I know that they learned it?

3. What will I do if they didn't learn it?

High quality instruction doesn’t just happen. I believe it comes from being intentional, and that means intentional planning that aligns standards, engagement, assessment, and responsiveness. When teachers consistently ask these questions, they move from just delivering content to designing learning experiences that achieve data driven improvements.

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When planning for high quality instruction, teachers ask: 1) What do I want my students to know and be able to do? 2) What criteria exists to assess these goals? 3) How will these criteria be achieved? -- in other words, what products, etc. will illustrate this has taken place for the students? 4) How can I extend or intervene in their learning to ensure mastery and beyond?

When these questions are reflected upon with fidelity, the teacher is able to recognize the resources, strategies, etc. to help students move towards mastery. But most importantly, teachers must be willing to always recognize where they may personally need to continue to develop and grow in their awareness of the resources and strategies available to them. Sometimes it is easy to become complacent with the same "tried and true" methods and we fail to look for new, innovative resources which can help us better understand our content, and the pedagogical practices necessary to implement those new ideas. So much of this is about vulnerability as Dena said today. Having the awareness to recognize your limitations for the betterment of your students is a tough thing to achieve-- because ultimately it take us recognizing that we are not perfect and we always have room to grow so long as our students are growing with us.

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When planning high quality instruction, a teacher will ask many questions per activity. I have found that when working with other teachers, it is hard to list all the things one should think about, so I actually love this question.

Begin with the end in mind

-What standard are you teaching?

-What is the essential element of that standard? (SPED World)

-What assessment are you using?

-How will students demonstrate mastery?

-What do they need to know?

-What do they already know?

-How can they show it?

Techniques

-What materials do you need?

-How will the materials be used?

-Who needs what materials to meet different needs?

-Plan a model or example.

-Can this lesson align to an IEP goal, and if so, what measurements do I need to take to show that data.

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What do I want my students to know or be able to do at the end of the lesson?

What types of assessments allows my students to demonstrate that mastery?

Do I need to offer multiple ways that students can demonstrate mastery?

How do I communicate what I want my students to know and be able to do?

What activities allows the students to engage in the information that makes it meaningful?

What questions can I ask to get my students to synthesize their learning?

What will I do for students that do not master the standard?

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High Impact Instruction and the Tess Rubric Indicators are very closely aligned. HQIM are the curriculum materials that we need to ensure that our students are being taught with evidence-based material. These materials cater to all students and all types of learners. Having these materials is just part of the plan; we must have sufficient delivery of these materials in order for our goals to be met. The delivery must be such that all students are engaged and are learning to the best of their ability. The materials may be perfect but the delivery must be too. Planning, delivery, and measurement are all equally important. With the Tess Rubric, we are guided to the type of delivery we need to follow. Hand in hand these two masterpieces will help us help our students to the fullest!

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I often feel like with TESS we only worry about these indicators when it is time for our observation year or when we know administration might be dropping by.

I feel strongly that if new teachers knew these indicators in Domain 1 and 3 that there would be more impact on their delivery of instruction.

I think about how important knowing content and pedagogy is for high impact instruction to occur. Teachers have to know those prior knowledge skills that come with teaching the grade level content.

The planning that has to go into high impact instruction just proves the connections with TESS Rubric.

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A teacher should ask questions such as: What is the end goal?

What do I want students to learn and why? Sometimes we forget that the why is crucial to what we do.

What are the developmental level of students in my classroom?

How can I increase the rigor to extend the lesson and push students further?

What do they know?

How will this be pertinent to their learning in the future?

So many questions can arise when you are setting up instruction to teach students. You have to reflect on your own personal expectations and then relay that into the instruction while also honoring individual students learning styles and levels without compromising the quality of the instruction.

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High quality instruction directly relates to the indicators on the TESS rubric. High quality instruction includes planning, delivery and measurement. The first domain of TESS is all about planning. It's critical for teachers to plan with the end in mind. Students must be aware of the learning goals and outcomes. Domain 2 is about the environment that is set up within the classroom. It's important for students to be a part of this process. When students are able to manage the routines and procedures, high impact instruction can take place. Expectations have to be clear for students so that the learning outcomes can be met. This relates to high quality instruction because if students do not understand the routines and procedures, the engagement can be impacted. Indicators on TESS also ensure that student learning is being measured and progress is being monitored.

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There are connections between high impact instruction and the TESS rubric. The high impact instruction is reflective in what a "highly effective" teacher should be within the TESS rubric. For example, setting instructional outcomes (1c), is seen in the use of rigor and reflection to support student learning outcomes. The high impact learning elements are using rigor and reflection practices with students to help them with where they align in their academic growth and scaffold their knowledge to gain the student learning outcome. TESS is the structure that gives guidelines to the instruction where the high impact instruction is the deliverance that produces the learning outcome. By aligning the two, TESS and the high impact instruction, teachers advance their practices and students learning outcomes grow.

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There is a direct reflection/correlation with the Arkansas TESS Rubric Descriptors for Teachers and high impact instruction. High impact instruction puts students first in their learning as well as understanding what students need to be successful in and out of the classroom. TESS Rubric Descriptors in the Effective and Highly Effective section mainly have a student-based or student initiated goal. That is the purpose of being a high impact instructor is to make sure your students are successful and prepared for whatever comes next, whether that is an assessment or the real-world. The TESS Rubric Descriptors help us educators to become the highly effective teacher leader that we should strive to be.

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What do my students need to know to be successful in this unit?

What am I going to do when students don't get the content?

How does the lessons align with the end of unit assessment?

How many days are we going to need during this unit to help our pacing stay on track for the entire year?

How am I going to challenge those who are ready for more?

What are common misconceptions I expect students to have during the lessons?

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The high impact instruction elements and the Arkansas Tess rubric both describe the exact criteria needed to yield the best student learning. For example, when planning a lesson, you must build on prior learning to introduce new grade level standards. Good teachers set clear, learning expectations in a way that students can understand progression while having a performance scale that allows students to grow, no matter their current success. Both methods require teachers to know the standards, students, and progression of learning.

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High impact instruction elements directly correlate to effective and highly effective instructional practices on the Arkansas TESS rubric. Examples include the higher order questions as well as a having a plan for growth and progression of learning throughout the lesson. Additionally, I see TESS as a way to guide teachers in their planning and delivery of high quality instruction, where as the high impact instruction elements serve as a guide for students to receive their instruction and produce growth in their learning. In other words, one is for us, one is for them.

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Teachers must ask questions to plan for high quality instruction: What do I want my students to be able to? What are the learning goals and outcomes for this instruction? How do I use what I know about my students to ensure I differentiate the lesson to meet all of their needs? How can I measure the transfer of learning? How do I know all students have learned the intended outcomes? What will I do when my students do not learn the intended outcome? We must remain focused on student learning.

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There are several connections to be made between the TESS rubric and the high impact instruction elements. Making sure to understand your standards, align your instructional activities and assessments to the learning goal, monitor student learning, give feedback to students are all high impact instruction elements that are in the rubric under Domain 3 using assessment in instruction, domain 2 establishing a culture for learning and all of domain 1. You must be able to design a progression of learning aligned to instructional outcome Domain 1E. You can't do that if you don't understand the content and how to use your resources effectively Domains 1a and 1D.

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Both the TESS rubric and high-impact instruction elements are focused on rigor and using high-quality instructional methods to reach clear outcomes. They both prioritize student learning needs while maintaining high expectations. To be highly effective in Domain 3c - Using Questioning and Discussion Techniques, a teacher must ensure that questioning and discussions are student-led and encourage higher-order thinking. This directly correlates to student engagement and interaction around high-order questions/ tasks in the delivery of a lesson. All in all, it is critical for both the TESS rubric and high-impact instruction elements that a teacher be well-planned and aligned with their instructional outcomes.

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Questions that teachers ask themselves when planning high quality instruction:

1. What do I want students to learn or be able to do?

2. How will I know that they have learned what I want them to learn?

3. What will I do if they don't learn it?

4. What will I do to further their knowledge beyond the assessment once they have learned it?

5. What will I do to make sure that they still know and understand it when we move on to other content?

These are intentional questions that help an educator who wants their students to be successful now and in the future. This leads to high impact instruction, communication, and reflection from the teacher for the success of their students. Everything should be student focused and allow for the educator to adjust accordingly.

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Questions teachers should ask themselves when planning high quality instruction include: what do I want my students to know, how will I measure my students growth/mastery, how will I deliver my instruction to meet the needs of all of my students, what will I do for the students that "get it" and need more, and what will I do for my students that need more support.

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High quality instruction comes with questions to promote the desired result. Overall, what is the objective of my lesson? Meaning, what is it that I need my students to understand and hold on to when they leave my classroom. How will I know that my students have grasp the knowledge and how well can they apply this knowledge? How will I help my students gain their understanding and how will I help those struggling and those that need to be challenged?

Starting with these questions helps a teacher to set their lesson up with success criteria of its own. The goal becomes focused on student learning. It gives guiding points to go back to for reflection and adjustment based on student outcomes.

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When starting a new unit, teachers need to ask what will my students need to know in order to master the standards within this unit?

How will I assess student learning at the end of the unit?

How will I RTI if students are just not getting it? How will I push my higher-level kids one or more steps further?

How can I ensure growth for all students?

How will I make adjustments while still covering the success criteria for students who are just not getting it?

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When planning for high quality instruction a teacher should ask themselves at LEAST these four questions:

What do I want to students to learn or be able to do?

How will I know they learned it?

What will I do if they don't learn it?

What will I do if they already know it?

These questions will help the teacher start to dive into their standards, scaffolds, assessments, extensions, interventions, and activities. Then they will be able to move to engagement strategies.

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High impact instruction elements and Arkansas TESS Rubric have several connections. Both value data and use it to determine understanding, communicate clear learning goals, differentiation to ensure growth of all students. Both require teachers to know standards and their students.

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There is a lot of overlap between the high impact instruction elements and the AR TESS Rubric for teachers. Both focus on the planning, delivery and measurement of instruction by teachers who put an emphasis on student learning. Setting clear learning goals and objectives, asking higher level thinking questions, and being able to monitor and adjust during the lesson are all examples of things mentionned in both the elements and TESS rubric. Differentiation will allow academic growth for all students. Using data from the students' work will allow reflective teaching practices to be adjusted for future lessons.

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Teachers must ask themselves:

1. What prior background knowledge do my students have?

2. What do I want students to be able to do?

3. What are my standards and learning goals?

4. What is my end-goal, and what will my assessment at the end of my lesson/unit be?

5. What high-quality instructional materials and methods will I use to deliver instruction?

6. How will I increase student engagement and ensure portions of my lessons are student-led?

7. What are the achievement gaps or needs of all learners in my classroom?

8. Do my activities align with my learning objectives?

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I noticed the high-impact elements match Arkansas TESS almost point for point. When we plan clear learning targets, success criteria, and aligned tasks, that connects to Designing Coherent Instruction and Designing Student Assessments. In delivery, modeling, guided practice, independent practice supports TESS expectations for strong instruction. Frequent checks for understanding and adjusting in the moment connects to Assessment in Instruction and Flexibility/Responsiveness. Purposeful questioning and student talk ties directly to Engaging Students in Learning.

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What do I want students to know/do by the end of this lesson? What will mastery look like, and how will students prove it? What misconceptions or sticking points should I plan for? What will I model, and where will students practice with support? Where will I check for understanding, and what will I do if they don’t get it? What questions will make students explain their thinking and use evidence?

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1. What prior knowledge do my students have?

2. What do I want my students to learn?

3. What is my criteria for mastery and how will I measure it?

4. What higher level thinking questions will I ask?

5. How will I differentiate my instruction?

6. How can I ensure all students are engaged in the lesson and activity?

7. What materials will I need?

8. After reviewing data, what am I going to do if they do not master the concepts being taught?

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When planning for high quality instruction I think teachers should ask themselves 1. What exactly do I expect my students to be able to know and do at the end of this lesson? 2. What does mastery of this lesson look like? 3. What scaffolds will support my struggling learners? 4. What evidence do I have that shows they met the objective. As a special education teacher working in inclusion finding ways to help my struggling learners is my biggest question with each lesson.

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The connections that I can make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers are the following:

Clear measurable learning objectives and aligned tasks connect directly.

Frequent checks for understanding and formative assessment practices. Adapting to students needs.

Student engagement and cognitive rigor.

Establishing a culture of high expectations and respect.

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These are some questions teachers could ask as they plan for high quality instruction:

What do I want the students to know, understand, and be able to do?

Is this aligned to the standard and its level of rigor?

What does mastery look like in student-friendly language?

How will students know they are successful?

What level of thinking does this lesson require?

What do I already know about my students' strengths and gaps?

Who needs scaffolds? Who needs extensions?

How will I ensure every student participates?

How will I check for understanding throughout the lesson?

What will I do if they don't?

How will I structure meaningful discussion?

How will I move from teacher-led to student-led thinking?

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High-impact instructional practices align closely with the Arkansas TESS Rubric because both frameworks focus on intentional planning, purposeful instruction, and measurable student learning. For example, setting clear learning targets and success criteria connects directly to TESS Domain 1. Both emphasize aligning instruction with standards and ensuring students understand the purpose of the lesson. In addition, the focus on checking for understanding and providing timely feedback mirrors Domain 3 components related to questioning, assessment, and adjusting instruction in real time.

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When planning for high-quality instruction, a teacher first asks: What do I want students to learn and how will I know they learned it? This includes identifying standards, defining clear learning targets, and deciding what success will look like. Teachers also consider what prior knowledge students bring, what misconceptions may arise, and how the lesson connects to previous and future learning.

Teachers also ask questions focused on the learning experience: How will I engage students in meaningful thinking? What strategies, questions, and activities will promote deep understanding? How will I check for understanding and adjust if students struggle? Finally, teachers consider how to differentiate and support all learners so every student can access and succeed in the lesson.

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High-impact instructional elements are closely aligned with the expectations outlined in the Arkansas TESS Rubric Descriptors for Teachers. The TESS framework emphasizes strong planning, a positive classroom environment, effective instructional delivery, and reflective professional practice.  All domains and instructional elements are connected and include research-based strategies and indicators to improve student achievement.  Effective “What it looks like… and What it sounds like…” in the classroom is a result of effective “Planning and Delivery.”

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When planning for high-quality instruction, teachers ask purposeful questions that guide their decision-making. Teacher have to be intentional with the types of questions and know when to ask them. Effective teachers also ask how they will engage students meaningfully, differentiate for diverse learners, check for understanding throughout the lesson, and provide timely feedback. By consistently asking these questions, teachers ensure that instruction remains focused and impactful, ultimately supporting improved student learning outcomes.

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Both the TESS rubric and the high impact instruction elements focus on student learning, outcomes, and students part in the process. The high impact instruction process is planning, delivery, and measurement which directly correlates to the 4 domains of the TESS rubric. The focus is student learning and how we measure that learning. If we can focus on the highly effective column of the TESS rubric when coaching others and ourselves, we would all give high impact instruction. For example, teachers who continue research to build on both pedagogy and content with the goal of providing more rigorous lessons which include higher order thinking, collaboration, and quality feedback in an environment that promotes learning risks and respect, will create students that are active participants in their learning.

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

Planning

1a The teacher must demonstrate knowledge of the content and pedagogy by being able to create a lesson that will communicate the learning target/objective, 1b-include activities that increases student engagement, 1c-identity the criteria of mastery the students, 1d- use multiple resources when delivering instructions beyond the basic textbook ie movie clips, short stories, literature, and real world examples, 1e- the content should build on earlier learning to increase rigor and promote critical thinking.

Delivery/ Instruction:

Once the lesson is complete one must be able to 3a- deliver the instruction in a manner that increases the student's ability to relate and understand the content. 3b- check the student's understanding of the content by asking higher order questions. One must provide clear instructions, and a model of the process to achieve the desired response, 3e- monitor and adjust instruction when needed.

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I noticed several connections between the high impact instructional elements and Arkansas Tess Rubric for teachers. Those connections include high impact instructional strategies that clearly defines success criteria for students. I also noticed that student centered learning and reflection was highlighted to set their own learning goals. This ties to explicit teaching and modeling. Students engaging in dialogue with other students to deepen understanding and higher-level question to ensure we are challenging our students. As a teacher we are PLANNING for misconceptions and the unknown using data to drive instructional decision making and tailor instruction for ALL students based on their needs. I think overall this is based on backwards planning and anticipation. We are moving from being teacher centered to being student centered where they are taking the lead and ownership of their own learning journey.

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

As a teacher, we should begin with the end in mind. What do you want the student to know or be able to do? How will I know if the students have mastered the standard? How can I engage my students in the content? How will I respond when students experience difficulty in learning? How can I create rigor and encourage higher order discussion and thinking?

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In tess The thing that stuck out to me is the engagement of the students. They are all connected to the success of the student but in most of those domains students are involved or have a role, not just as a spectator but an active participant, having input on a great deal. Knowing your pedagogy is a must but knowing your students and how to deliver content in an effective way that produces mastery of goals, I believe this is most important. I also thought 3e was worth mentioning because a lot of teachers are old school and they have the mentality that it's my way or no way so they do not demonstrate flexibility and they miss those teachable moments and never allow students to express their interest nor do they care to know a students culture. Finally the big 3 is always important in planning. It is the first step in planning. What do I want them to learn or achieve? What will I do when they learn and what will I do if they didn't?

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The connection that I noticed between High Impact Instruction and the Arkansas Tess Rubric Descriptors for Teachers is that they both coincide together. They both address the necessary outcomes for effective teaching and achievement for teachers and students. If a teachers instructional planning is concrete (preparedness stage), then from that, the delivery should mirror that planning. Using the Tess rubric as a guide to develop and carry out those instructional best practices will produce not only High Impact Instruction but schools will see student growth and achievement across all areas in their buildings. They both connect to the instructional cycle: Planning, Delivery, & Measurement. Effective teachers produce results.

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As a self-contained teacher - and as I prepare to step into a lead special education role - I see an even deeper connection between high-impact instruction and the Arkansas TESS Rubric Descriptors. In my classroom, high-impact instruction means intentionally designing learning experiences that are accessible, meaningful, and appropriately rigorous for students with diverse needs. I am constantly thinking about what my students are capable of doing, the problems they can solve on their own or with help, and the type of thinking they are capable of with the right supports in place. The TESS rubric reinforces that this takes thoughtful planning, clear communication, and formative assessments to ensure every student is making progress. These principals will guide me as I support other teachers and promote strong instructional practices schoolwide.

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When a teacher is planning for high quality instruction, the first question should always be, What do I want my students to know and be able to do by the end of this lesson? That keeps the focus on the standard and the learning goal instead of just the activity. A teacher should also ask, How will I know they learned it? That helps guide the assessment and ensures there is alignment between the objective, the task, and the evidence of learning.

Another important question is, What will students actually be doing during this lesson? High quality instruction is not about the teacher doing all the talking. It is about students reading, writing, discussing, solving, and thinking deeply. A teacher should also think about rigor and ask, Does this task truly push students to think critically, or is it surface level?

It is also important to ask, How will I support all learners? This includes thinking about scaffolds, questioning strategies, and opportunities for differentiation without lowering the expectation. Planning for misconceptions is another key question. What might students struggle with, and how will I respond in the moment?

Finally, a teacher should ask, Is this lesson meaningful and engaging for my students? High quality instruction connects to students’ lives, keeps them actively involved, and builds their confidence as learners. When planning begins with these kinds of questions, instruction becomes intentional, aligned, and centered on student growth.- These are all centered around DuFour's four critical questions.

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What questions does a teacher ask when planning high quality instruction?

What do I want my students to learn?

How will I determine that the learning goals are met?

What materials do I need to ensure high level learning?

What are common mistakes that need to be addressed?

What are some high level thinking questions that can be asked to extend or strengthen the learning goals?

What are some alternate methods to teach the learning goals to students that additional support?

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The Arkansas TESS Rubric Descriptors for teachers ensures that in order for a teacher to be highly effective they must be able to plan, prepare, and utilize high impact instructional elements to engage student learning. The rubric is clear that if your goal is to be a highly effective educator you must know your content, your students, and your standards. Highly effective teachers must also prepare high quality instruction, materials, and assessments with in a safe environment that fosters learning for all students. The high impact instruction elements are aligned with a highly effective teacher throughout the TESS rubric.

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What do I want my students to know?

How will I know when they know it?

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

What standard/objective/learning goals do we want to meet?

What activities do I include to reinforce learning?

What high level questions will I ask to check for understanding?

What are commone misconceptions that we should watch for?

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Questions a teacher should ask when planning high quality instruction:

1. What do I want my students to know and be able to do? (This is based off of essential elements, which are built off of state standards.)

2. What problem or task will require students to think deeply rather than simply recall information.

3. How will I make the learning target and success criteria clear and visible throughout the lesson?

4. What does high-quality work look like and can I give students examples (or visuals)?

5. How will I differentiate or scaffold so all learners can access rigorous content?

6. What questions will I be asking to probe student thinking?

7. How will I use formative assessment and the feedback to adjust instruction?

8. How will this lesson promote engagement, independence, and confidence in learners?

9. What will I do if the students are not learning the material or if they already know the material?

10. What materials will be needed?

11. What extensions, accommodations, modifications need to be made?

12. What are my students interests and how can I add them to this lesson to gain engagement?

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High quality instruction is always a goal when creating lesson plans. A teacher should ask themselves the following as they plan:

1. What is the standard? What do I want my students to have learned by the end of the lesson.

2. How will I "hook" them and get them excited about the lesson?

3. How will I build on what they already know?

4. How will I make sure I am meeting the needs of all my learners?

5. How will I ensure retention of the lesson?

6. What activities/materials/ will I use to keep them engaged?

7. What teaching strategies will I use to keep students active and allow ownership of their learning?

8. How will I use data to prepare?

9. What formal and informal assessments will be used?

10. How will I give feedback?

11. What higher order thinking and questioning will be used?

12. Is everything aligned?

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Both the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers emphasize an educational experience for students that is thoughtfully planned and successfully delivered. The approach to teach ALL students by creating lessons that push for the highest forms of thinking yet are flexible enough to facilitate growth for any type or level of learner is seen in both as well.

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

As a teacher plans for instruction there should be 4 guiding questions to guide him/her in their planning, they are as follows:

1. What do I want students to know and be able to do?

2. How do I know if the students have learned it?

3. How will I respond when they haven't learned it?

4. How will I respond to those who have learned it? What are my next steps for these students?

In adhering to these 4 guiding questions, teachers are setting the stage for effective and High Impact Instruction. They have a road map that serves as the guide. With this road map teachers are able to not just effectively plan and deliver, but focus also on the measurement piece. The data, that indicates where the gap of learning is occurring to support teachers during their small group instructions to help struggling learners. The data also will show students who have mastered such learned skills and with that knowledge, teachers can take that information and continuously build impactful instruction that will grow these students even the more. Effective teachers are always reflecting and looking for ways to better their instructional practices so that ALL students achieve.

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What are the standards? Do I fully understand the standard that I am about to base my entire lesson plan upon?

Based on this standard, what do students need to understand and/or be able to do upon completing the lesson?

What can I include in my lesson that will make this a reality?

What is the most effective order for all the activities in this lesson?

How can I best execute this lesson for each of my classes?

How will I know if the lesson was successful?

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The TESS Rubric and high impact instructional elements are very well blended together. A teacher classified as highly effective on the rubric would be including all of the high impact elements in their teaching. The planning domain focuses on clear learning targets, success criteria, scaffolding of content, and alignment to learning standards and goals. When planning highly effective lessons, a teacher would make sure each of these elements is included in the planning process. For example, a teacher rated highly effective for 1c provided instructional outcomes with rigorous learning goals that can be assessed. This is a highly effective practice, as allowing students to know what they will be learning, why they are learning it, and how they will be assessed can increase goal-directed effort.

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There is a direct alignment between elements of high impact instruction and the Arkansas TESS rubric. The descriptors of the Tess domains clearly state the evidence that will be displayed when the high impact instruction elements are utilized effectively. Elements of highly impactful instruction and the TESS descriptors are both based on research and student outcomes. Both emphasize the continuing development of a teacher, the need for strong content knowledge, the collaborative nature of teaching, and the value of properly planning and delivering a lesson.

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When internalizing a lesson, teachers should ask themselves questions that provide answers to guide all the students to the desired outcome. I do not believe there can be an exhaustive list of the questions that should be asked before starting a lesson plan, due to the varying nature of classroom environments and student populations. Some of the basic questions follow.

Do I have a firm understanding of the content?

What is the objective of the lesson?

Does this lesson align to the grade level standard?

What needs to be changed to make it align to the standard?

How will the skill be assessed?

What instructional strategies are used in the lesson, and do they align to my students' needs?

Are there instructional strategies embedded that lead to high engagement, or do I need to add them?

What scaffolds are needed?

Does the questioning require higher order thinking, or do I need to write my own questions?

Is there gradual release and sufficient practice built into the lesson, or do I need to find additional resources?

Is there vocabulary that I need to introduce before/during/after the lesson?

What materials are needed?

How will I group students?

Is there any part of the lesson where I anticipate students struggling?

What is my plan if/when students struggle with or master the skill quickly?

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When planning high quality instruction, teachers should ask include:

1. What are students leanring?

2. Why are students learning this?

3. What does student mastery look like?

4. What will I do? What will we do together? What will they do by themselves?

5. What are ways I could formatively assess student knowledge?

6. How can I spiral review past content into current content and connect the two?

7. What methods could I use to allow students to talk through their thinking with each other?

8. What DOK do my quetions fall under and how can I drive them to be higher order?

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The connections that I made between the high impact instruction elements, and the Arkansas TESS Rubric Descriptors included the importance of strategic planning in the development of lessons which will provide opportunities for growth for all student levels. High impact instructional planning requires teachers to be aware of a wide range of best practices that will provide optimal learning opportunities. The Instructional Cycle of Planning, Delivery, and Measurement provides for continuous learning by using data to drive instruction. TESS Rubric descriptors provide a common language to allow for student learning outcomes to be clearly communicated and delivered. The TESS Rubric descriptors provide a guide for teachers to follow when developing lessons which will engage students in their learning. These connections allow teachers to design and implement lessons for positive student growth and improved student achievement.

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High-impact instruction is put into practice with the TESS indicators in Domains 1 and 3. With high-impact instruction, teachers consider reliable research and evidence (1a), as well as build rapport (1b), to determine what works best for their students. They plan lessons, activities, and assessments that are highly engaging for all students (3c) and centered around a student's individual needs, abilities, background, and interests. These same lessons, activities, and assessments (including formative and summative) are aligned to standards and are designed with clear criteria that students understand and use to guide their work (1f, 3d). Teachers choose outcomes that are challenging, yet achievable (1c), and create an environment where all students can feel safe. They communicate lessons and content clearly, utilizing credible sources, and appropriately pace those lessons (1d, 3a). High-impact instruction also requires teachers to address the sequence of learning and align objectives with activities and assessments (1e). This type of instruction requires various levels of difficulty when questioning students and designing assessments (3b) and requires that teachers are flexible and responsive to their students' needs (3e). High-impact instruction ensures that there is a path to success for all students, and Domains 1 and 3 explain what those paths look and sound like.

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The questions that a teacher needs to ask when planning for high quality instruction must follow the TESS Rubric, Domain I, for planning and preparation as well as best practices for High Quality Instruction-Planning, Delivery, and Measurement.

These questions include:

1. What prior knowledge will the students need to know before the lesson?

2. What achievement gaps are present which might require scaffolding of instruction?

3. Do the instructional outcomes align with rigorous learning goals and grade level expectations?

4. What support will students need with the rigorous learning goals if gaps exist with content?

5. What opportunities will be offered for students that have a grasp with the content to extend their learning in a meaningful way?

6. What resources will be used so that there are opportunities for diverse learning modalities are met?

7. How will the resources be aligned to content standards so that the resources are an essential part of instruction and student practice?

8. How will the progression of learning be aligned to instructional outcomes of grade level expectations?

9. How will the learning be assessed to demonstrate mastery of the content?

10. How will assessments be used to plan for future instruction?

These questions guide the development of the lesson plan's content, delivery, and assessment based upon the TESS Rubric. It aligns with the best practices of Instructional Expertise of planning, delivery and measurement.

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Questions that a teacher asks as he/she plans for high-quality instruction:

1. Which standards align with the lesson?

2. How can I build on students' prior knowledge? How do I determine what they already know?

3. How can I align my lesson with my students' backgrounds and interests?

4. Do my instructional outcomes represnt grade-level expectations, and where do I need to provide scaffolding? What does that scaffolding look like?

5. Which resources can I utilize to enhance my own knowledge? Are the materials I am using for the lesson aligned to standards?

6. Does my lesson align to instructional outcomes? Does it have a clear structure? Does it enage students?

7. Are my assessments clear and appropriate to the lesson, and aligned to instructional outcomes?

8. How will I use assessment data to plan future instruction? What is the plan for students who struggle reaching the learning objectives? Students who are successful?

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When a teacher plans for high quality instruction, they are very intentional and reflective in practice. They look at the big picture and begin with the end in mind.

What do I want my students to know and be able to do by the end of the this lesson? What are the standards and what is the progression of the standards? How is this standard assessed on the ATLAS?

What background or prior knowledge do students need to be successful and how can I support students without over scaffolding?

How will I know they have learned it? What is my evidence of learning? What misconceptions do I anticipate? How do I get ahead of those misconceptions?

How will I present this lesson in a way that engages all students? How do I differentiate for ESOL, IEP, 504, enrichment, and those who need support in other ways? What materials do I need for this lesson? How do I "hook" them? How do I assess in the moment?

How do I elevate student thinking? What specific questions do I need to ask to prompt discussions and support struggling students without "giving the answer"?

What are my next steps? How do I support and enrich? How does this lesson build/support the unit?

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Intentional planning for high-quality instruction supports clear communication of learning goals, active student engagement, formative assessment, responsive instruction, and reflective practice, all of which demonstrate proficient and distinguished teaching on the TESS rubric.

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High impact instruction elements and the TESS teaching rubric are closely aligned. When planning a lesson, a teacher needs to make sure that the learning goals are clear and aligned to the expected outcome. Effective teachers are aware of their students' backgrounds in order to make the lessons relevant and engaging for students. Students should be aware of what they are learning and why, but also how their work will be measured. Teachers also want to make sure they are asking higher-order questions during teaching to engage students in thinking and problem solving.

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When a teacher is planning high quality instruction, they need to ask themselves:

1. What do I want my students to learn?

2. How am I going to know my students learned? How will I assess learning?

3. How can I make the lessons engaging?

4. What do my students already know in order to help them continue in the learning?

5. What higher order thinking questions can I ask to keep students engaged in thinking and problem solving? using Bloom's as a guide

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Question 1: The elements of high-impact instruction — planning with clarity, delivering rigorously, assessing intentionally, fostering a supportive environment, and reflecting professionally—map directly to TESS descriptors. Specifically, standards-aligned, intentional planning can be paired with Domains 1 and 2: Planning and Preparation. Likewise, research-based instructional strategies are aligned to Domain 2: Instruction. Whereas, the criteria of Structured Classroom Procedures that Support Risk-Taking align with Domain 2: Learning Environment. Using these elements together ensures teachers meet rubric expectations while maximizing student achievement.

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Question 2: When a teacher plans intentionally, they’re constantly interrogating their own thinking. (By teacher, I mean me!) However, the quality of student achievement IS directly tied to the quality of the questions teachers ask before instruction ever begins! Questions such as the following are questions that teachers should consider when planning for high-quality instruction: What exactly do students need to know and be able to do? Is my objective aligned with the standard? What does mastery look like in observable terms? How will students know they’ve met the goal? How will I activate prior knowledge? How will I measure mastery? How will all students actively process the content?