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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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Q1

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Q2

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Q1: Clear, standards based objectives and higher-order questions (both teacher and student produced); Clear plan to ensure academic growth with identification of how that growth is measured; Alignment of those standards and instruction to learning objectives and the ensure students' academic needs.

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Response #1: High-impact instruction elements and the Arkansas TESS Rubric for descriptors for teachers both put an emphasis on student learning. This is done by setting clear goals, asking thought-provoking questions, and monitoring and adjusting lessons based on the needs of students. All of these things contribute to student success in the classroom.

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Response #2:

1) What do we want students to learn?

2) How will we know if they've learned it?

3) What will we do if they didn't learn it?

4) What will we do if they already know it?

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Q2: What do my students know and what do I want them to know? What is the assessment criteria to ensure they learned the material? What is the best instructional method to use to ensure high student engagement?What are the learning styles, cultural backgrounds and special needs of my students and how can I adjust the content/methods to better serve them? What critical thinking and deeper understanding do I want them to have and what questions will encourage that?

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Q1-

There are many similarites between the two. Both of them focus on planning, delivery, and measurement. When planning both start with selecting a standard and developing clear instruction that gets students thinking at various levels. There is also a connection between the two and their use of data. Having a clear measurement of what the students know is important to both.

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Q1

High impact instruction elements and the Arkansas TESS Rubric both focus on the overall goal of student learning. Both state you must have clear, precise learning goals, using the students' prior knowledge to build on and gain a higher level of understanding, quality questions that provoke a higher level of thinking, and lessons that can be monitored and adjusted based on all students' learning needs.

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Q1:Standards based learning goals are clearly identified and communicated, lesson activities and materials are purposely chosen to build on prior knowledge and extend learning, measurable data is collected through assessments/activities, questions and activities evoke high order thinking from students, procedures and routines are incorporated to maximize learning with minimal disruption and learning loss, differentiation is incorporated so learning is successful for all learners

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Q2-

The four PLC questions. Is there anything that I need to learn before I teach this lesson? Am I meeting the needs of all students? What questions might they ask ? What vocabulary might they be missing?

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Q2:

What is my overall learning goal for this lesson? What do I want my students to achieve or gain? What prior knowledge or understanding do my students possess before this lesson is taught? How will I know if my students are understanding the material or content? What can be brought in to take their understanding to a higher level of comprehension? What can I do to make sure I meet all of my students individual needs?

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Q1-Planning, delivery and how we measure the learning are all components of the TESS rubric. Setting learning goals, having success criteria, questioning techniques, and being able to monitor and adjust a lesson are all important factors for learning and engaging students. Using the data you get from the lessons can guide your teaching.

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Q2: What do I want my students to learn? How will they attain the learning? How can I make sure all learners are engaged and successful? What activities and materials are needed? What questions do I ask to extend thinking, scaffold the learning, and check for understanding? What misconceptions students may have? What do the learners already know? What procedures will be put in to place?

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Q1: The high impact instruction elements under planning all fall under Domain 1 of TESS except for the planning for “higher order questions” part that covers Standard 3B. The elements under delivery fall under different standards in Domains 1, 2, and 3.

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The 4 PLC questions that we use in our team meetings.

What do we want students to learn?

How will we know they learned it?

What will we do if the didn't learn it?

What will we do if they already know it?

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Response #1: Arkansas TESS and high impact instruction both focus on planning, delivery. and measurement. They make you as teacher think about where you stand how can I can do to improve.

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Q1: Having a clear plan by setting objectives based on standards is very important. Knowing your students including their interests and accommodations/modifications they may need is important in planning so that you can be engaging and have a more accurate assessment of their learning. High level questioning throughout the lesson helps keep students engaged and is informal assessments to allow the teacher to progress monitor. Always reflect on student learning and teaching practices.

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Q1: According to the TESS Rubric, teachers using high impact instruction elements will likely score 3-4 in each area. The lessons have measurable learning targets, student assessment, differentiation, engaged students, and multiple strategies used. The teacher reflects on the learning and lesson to improve their practices.

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Response #2:

1. What do my students know?

2. What connections are we trying to make?

3. How to my standards and material align?

4. How am I going to measure growth/understanding?

5. How does what I am teaching them apply to them today in the real world?

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Q1: High impact instruction elements and the Arkansas TESS Rubric both put the focus on student learning. Knowing the standards and having clear expectations and objectives. Also knowing the students, modifications and accommodations that are needed to have an effective lesson. Selecting engaging materials and resources and using higher level questions that engage students in thinking and problem solving.

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Q1: Both high impact instruction and Arkansas TESS rubric include objectives on how to build student knowledge based on standards, prior knowledge, student engagement, and growth. They each encourage use of data and higher level thinking.

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The connections between the high impact instruction elements and the Arkansas tess rubric include having clear learning objectives, check for understanding frequently, differentiate instruction, and provide feedback that promotes learning. They both focus on collaboration, reflection, and growth to promote ongoing learning for teachers.

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They both emphasize the having clear learning goals, using formative assessments to give clear feedback to students, being able to engage students and achieve active learning, emphasis on high level questions and discussion, and finally, differentiation and scaffolding.

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Q1:

High impact instruction elements and the Arkansas TESS Rubric both focus on clear learning goals and objectives, putting an emphasis on questioning and discussion, having formative assessment and feedback, and the importance of engagement and active learning in the classroom. All of these things contribute to teacher and student success in the classroom.

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Q2: What do I want the students to learn? What do the students need to know previously? What visuals/additional materials will be needed? How will I know if the students have learned?

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Q2: What are my standards and objectives? How do I communicate them effectively? How can I encourage higher order thinking and discussion? How will I evaluate learning and growth?

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Q2:

What do I want students to learn? What materials do I need to have prepared? How will I know that all students are engaged? What DOK questioning do I need to have prepared to scaffold the learning and check for understanding? How will I know that the students have mastered the lesson?

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Q2:

Are the learning goals clear, measurable, and aligned to standards?

How will I measure whether students have met the learning goals?

Are my assessment criteria clear and aligned with instructional outcomes?

What higher-order questions will I pose to promote critical thinking?

How can I differentiate instruction based on my knowledge of my students?

What procedures, expectations, and norms will I establish to promote a safe and inclusive environment?

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Q2: What prior knowledge do my students have and what new knowledge will they be gaining? What standards am I addressing? How can I ensure students are engaged and active learners? How will I assess students? What interventions will I use for students who didn't fully get it and how will I enrich others?

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What do I want my students to learn?

How am I going to go about teaching the students (materials and activities)?

What depth of knowledge questions should I use for scaffolding learning?

How am I going to know they have mastered the skill?

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Q1 - “What connections can you make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers?”

High Impact Teachers relate to the TESS system in the following ways.

Set Clear Goals

1c: Setting Instructional Outcomes – Outcomes are clear, rigorous, and aligned to standards.

3a: Communicating with Students – Teacher clearly communicates instructional purpose and learning expectations.

Clearly define success criteria and use formative assessment to gauge student progress.

1f: Designing Student Assessments – Assessments align with instructional outcomes and are used to plan future instruction.

3d: Using Assessment in Instruction – Teacher uses assessment strategies to elicit evidence of student understanding and adjust instruction.

Engage Students and Develop Student Ownership in the learning process.

3c: Engaging Students in Learning – Learning tasks are rigorous and require student reasoning and problem solving.

3e: Demonstrating Flexibility and Responsiveness – Teacher adapts instruction to student interests and needs.

Differentiation and support to adapt lessons to all learners.

1b: Demonstrating Knowledge of Students – Teacher uses knowledge of students to plan differentiated instruction.

3b: Using Questioning and Discussion Techniques – Instruction includes scaffolding and supports to deepen understanding.

Teachers reflect on student data, instructional decisions, and outcomes.

4a: Reflecting on Teaching – Teacher accurately assesses lesson effectiveness and uses feedback to improve.

4e: Growing and Developing Professionally – Teacher seeks out opportunities to improve instructional practice.

Create and maintain a respectful and safe environment.

2a: Creating an Environment of Respect and Rapport – Students feel valued and respected.

2b: Establishing a Culture for Learning – Classroom culture supports high expectations and risk-taking in learning.

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Q2: What do I want my students to learn? What prior knowledge do my students have? What standards am I teaching? What materials will I need to make the lesson successful? How will I know that my students are understanding the lesson? How can I make sure my students are engaged in the lesson?

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What do I want students to learn by the end of the lesson?

What do my students already know?

Does this lesson align with the standards?What materials or resources do I need?

How can I differentiate lessons?

How will I check for understanding and show what my students learned?

How will I respond to anything that does not go as planned?

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Q2 - “What questions does a teacher ask as he/she plans for high quality instruction?”

What do I want students to learn?

How will I know if students have learned it?

How will I engage all students in meaningful learning?

What do I know about my students?

What materials, tools, and resources will support learning?

How will I structure the lesson for maximum impact?

How will I reflect and adjust?

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Q1: The high impact instruction elements and the Arkansas TESS Rubric focus on the goal of student learning through intentional planning and effective teaching strategies. We plan for high quality instruction by providing a clear goal that is directly tied to the standard, using high quality instructional materials, pre-planning assessments, and asking higher order questions. When our standards, goals and assessments are aligned, we are able to provide high quality instruction that directly impacts student learning.

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Q1- Learning objectives/assessment criteria are clearly defined; lessons, activities, & questioning support and scaffold student learning; differentiation is appropriate to student needs; classroom management and monitoring is necessary to reaching learning goals

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#2: What do I want my students to learn, and how do I want the students to learn it?

What resources will I utilize to unlock prior knowledge & support those with limited schema?

What questions & discussions topics will I prepare to engage the students?

How will I assess their understanding & mastery?

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#1: High-impact instruction & the TESS rubric are centered around student learning. Clear objectives, instructions & goals, higher-order questioning (DOK 2-4), alignment with standards, and driven by data...whether it is formative or summative. All the while, supporting the students through the process...encouraging them through their success or frustration.

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Q1: High impact instruction elements and the Arkansas Tess Rubric have many connections. They both put student learning at the forefront. To have the highest impact on student learning, you must have clear goals and expectations, build off of student's prior knowledge, use questioning techniques, model what is expected, have effective assessments, and focus on quality interactions. This all plays into student success.

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Q1

High‑impact instruction directly aligns with Arkansas TESS Domains 1–3 because it demonstrates deep content and student knowledge, supports coherent lesson planning and purposeful questioning, and builds a respectful, engaging classroom culture through structured routines, cooperative learning, and responsive pacing.

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Q2:

What do we want students to learn?

How will we know if they have learned it?

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

What will we do if they already know it?

What misconceptions might my students have and how can I combat those?

What scaffolds and supports do I need to have in place?

Where will I provide time for purposeful reflection and discussion?

How will I check for student understanding?

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Q2

What are my learning targets and how do they align to standards?

What do my students already know and what do they need to know?

Which strategies and resources will best scaffold their learning?

How will I differentiate to meet all needs and challenge all learners?

What checks for understanding will I use?

How can I design engaging routines and assessments that build a respectful, growth‑minded classroom?

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Q2

1. What are my learning objectives: What do I want students to learn?

2. How will I assess if students have reached mastery of desired learning?

3. What prior knowledge will be needed?

4. How will I need to differentiate learning?

5. How will I best engage my students?

6. What questions or misconceptions may my students have?

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Q1- They are both very similar in many ways. Both focus on having clear standards-based objectives that are clearly communicated to students, using materials/activities that support the learning objectives, using higher order questioning to engage and assess learners, and reflecting on all processes to meet the needs of all students.

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Q2-

What is the learning objective & standard?

What prior knowledge do they already have?

What activities will be needed to help students master the skill/objective?

How will I know if they are successful?

What are my next steps if they do not master the skill/concept?

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Q2-

*What is/are the learning objective(s) for this lesson?

*What prior knowledge do my students have/need?

*How will I know the students achieved the objectives?

*What differentiations do I need to make?

*How will I engage the students in the lesson?

*What resources/materials do I need to use?

*How will the lesson be structured?

*What assessments will I use and when?

*How and when will I reflect on the teaching practices?

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What connections can you make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers? Establish clear learning goals and expectations. Know the standards and my students. Create an environment where all students are actively participating in learning.

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

What do they already know?

What is my plan if they don't get it?

How do I assess what they've learned?

What do I need to have in place to modify the lesson if necessary?

What activities will make the lesson more engaging?

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Q1: High-impact instruction is closely connected to the TESS rubric. It identifies what effective teaching looks like in everyday practice. When teachers set clear learning goals, use ongoing assessments, and provide timely feedback, they support important areas such as planning and student learning. Keeping students engaged, using strong questions, and adjusting instruction based on student needs are all signs of highly effective teaching. These strategies match what the TESS rubric identifies as strong instructional practices.

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Q1- Both set clear learning goals aligned with standards, which guide how teachers plan, differentiate, and assess instruction and student learning. They also emphasize managing the classroom to create a positive, safe environment where students can actively participate. Additionally, both require teachers to reflect on their practice and make adjustments to support continuous growth for both themselves and their students.

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Q2: Using the acronym FOCUS:

F – Focus on Standards

What do my students need to learn?
What is the goal of the lesson?

O – Observe Student Needs

What do my students already know?
What gaps or strengths do they have?

C – Choose Strategies

What teaching methods and tools will I use?
How can I keep students engaged?

U – Use Assessments

How will I check for understanding?
What does success look like?

S – Support All Learners

How will I differentiate?
What feedback and support will help students grow and develop?

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Q2- To ensure lessons are clear, purposeful, and effective, teachers consider what students need to learn, how to engage their interest, what materials to use, and how to check for understanding. They plan assessments, ways to support diverse learners, provide specific feedback, and how to maintain an organized classroom. Teachers think about how the lesson connects to what students have already learned and what will come next, as well as how to address any challenges that may arise.

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Q2:

-What is our goal?

- What is our prior knowledge?

-Do I need any special materials?

-How will I engage all?

-What questions do I need to ask?

-How will I measure the outcome?

-How will I use the results to move students forward?

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Q1: Both are similar. They focus on intentional planning to reach a clear goal. All students are engaged through high quality questioning and supportive materials. There is a clear way to monitor and measure understanding so that results can be used to move students forward.

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Q1: They both discuss the importance of clear objectives/learning goals, student-centered learning, being flexible, and meeting the needs of all students.

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Q2: What do my students need to know? What do I want my students to know?

How do I make sure all my students are successful? How do I differentiate instruction - whether it be for those who already know it, need to know it, or don't understand it? How do I keep them engaged? How do I allow them to be part of the lesson?

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Q1: The high leverage practices that we looked at and the TESS Rubric descriptors go hand in hand. They both discuss clear learning goals/instructional outcomes, they reference providing feedback and being organized, and they say to use explicit instruction that is to the point and has necessary scaffolding and the inclusion of prior knowledge.

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Q2:

How do we progress to the learning target?

How can we make this accessible to all students?

How do we extend student learning?

How do we accommodate students who are struggling?

When will we revisit the learning target?

How will we assess the learning target?

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Q1. Clear standards based objectives with a measurable criteria. Activities are aligned to the objective. Student engagement planned ahead with higher order questions designed to provide thinking and problem solving opportunities to include differentiation.

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Q2. Teachers ask what do I want my students to be able to know and do after the lesson.

They also want to know how will they know if the students learned the material by the way of assessment.

They will think about their students and decide the best way to present the material, so that all students have opportunities for learning.

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Q1: They both go hand in hand. If you are working on one you are also working on the other. One specific example of how much they are connected... Effective scaffolding is part of clear instruction and coherent lesson planning. That can be seen in TESS 1e and 3a and in the area of scaffolded instruction for High-impact instructional element.

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Q2: What background knowledge does they student bring? What are the different type of learners in the class? How well have they mastered the previous skill? Do we need to add a different way of learning/grasping the concept? What do I want my students to learn from this lesson? How will I assess their learning?

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Q1 High impact instruction and AR tess both focus on meeting the students where they are (scaffolded), presenting clear goals, checking for knowledge and understanding, and having a clear outcome for students.

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Q2 What are my standards?

How do I present them in a way my students will understand?

What will success in understanding look like?

How will I build from previous learning to grow this new concept?

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Q1: Domain 1 of TESS emphasizes teachers' knowledge of content, prerequisite relationships, and instructional practices specific to content when planning. High impact instruction complements this by aligning to state standards and incorporate evidence-based strategies (effective lesson planning). High impact instruction includes considering the needs and experiences of diverse learners. TESS descriptors also stress the importance of teachers understanding students' backgrounds, cultures, skills, language proficiency, interests, and special needs when planning and preparing instruction. High impact instruction uses evidence-based instructional strategies. Domain 3 of the TESS rubric evaluates teachers' use of evidence-based instructional strategies during instruction and their ability to address student misunderstandings based on the knowledge of prerequisites and misconceptions. High-quality instruction, includes responsive practices, catering to individual student needs. TESS evaluates how teachers implement these practices during instruction, adapting to student needs.

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Q2: Questions when planning for High Quality Instruction

What are the standards I'm addressing and the student outcomes that correspond with them?

What will I use to assess these standards that will deliver the desired outcomes?

What materials, activities, etc. will guide the students learning toward the assessment/outcome?

What pre-requisite skills are needed?

What strategies/learning methods are best to deliver the content to my students?

How will I differentiate for lower, mid and higher level learners?

How will I group students through each part of the lesson?

What misconceptions do I foresee from my students and how will I address them?

How will I display the criteria measurement clearly for my students?

What high-level thinking questions could I ask during the lesson, activity, etc?

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Q1:

Both put an emphasis on teacher planning and delivery that carefully considers students' prior knowledge and common misconceptions as they pertain the objective, as well as designing assessments to gage mastery and giving immediate and supportive feedback along with tasks to move students toward their learning goal.

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Q2:

1) What is my learning objective?

2) What prior knowledge do the students have?

3) What are some common misconceptions and what can I do to counteract them?

4) Are my problems/questions progressing in degree of difficulty appropriate to the students' level of learning?

5) How will I assess mastery?

6) What activities will I assign to students who have met mastery? To those who have not?

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Q1

The high impact instructional elements and the TESS rubric are very similar. Both focus on standards-based planning and instruction. Both require the teaching to be measurable, and both require feedback. Also, both use data to drive the unit forward, allowing students to pick up on what they've missed out on or hone in on a skill they're good at.

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Q2

What is my essential standard, and how will I know if students have met the goal?

What do I do if students have not met the goal?

What do I do with the students who have met the goal while my others are catching up?

Will this lesson be engaging enough to keep my students focused and well-behaved? Will it take long enough to fill all the time?

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Q1

The connections I made between the high impact instructional elements and the Arkansas TESS rubric descriptors for teachers was that they both hone in on the planning it takes to deliver high quality lessons that will produce accurate and sufficient data on students. This is a cyclical process.

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Q2

What is my end goal with this lesson?

How will I know if my students were successful? How will it be shown?

What are some misconceptions I can anticipate? How can I make this lesson engaging for ALL my students? What are some scaffolds I can put into place if they're needed? What procedures do I need in place? How can I extend thinking skills?

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Q1: Both are similar; however, the Arkansas TESS Rubric gives more specific examples of teacher and student reflection to ensure student growth.

Arkansas TESS Rubric: (a few examples)

Domain 1: Planning and Preparation, 1b knowledge of students (teacher reflection)

Domain 2: The Classroom Environment, 2b students are responsible (student reflection)

Domain 3: Instruction, 3c communication and reflection (both teacher and student reflect)

Domain 4: Professional Responsibilities, 4b students contribute to the monitoring of their achievement and growth (student reflection)

High Impact Instruction Elements:

Again, very similar to the Arkansas TESS Rubric. Just less detailed. However, very easily aligned. Specially, it is addressed the importance of a clear plan to ensure growth. Without reflection of student data, and knowledge of the students an instructor cannot successfully develop a clear plan to ensure growth.

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Q2:

Knowledge of the students is everything.

What is the student's current individual needs?

What is their present level of knowledge?

What is their individual goal?

What is the instructor's goal?

(Where are they, and where do they need to go?)

Question I always ask my students, other team instructors, and parents/guardians (they are a huge stake holder in growth)

What are the holes that need filled? What are the swiss cheese holes? Do we have a foundation, if not what is missing? All stakeholders are responsible of the reflection of needs. This empowers all and helps ensure growth.

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Response 1:

The two are closely aligned in promoting effective teaching practices such as active student participation, setting clear goals for learning, and conducting ongoing checks for student understanding. Teachers need to ensure their lesson planning relies on data-driven decision making to create classrooms where students can take ownership of their learning. By using HII strategies, teachers naturally meet many of the expectations outlined in the TESS framework

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Q2:

What do I want students to understand by the end of the lesson, and how will I communicate that clearly?

What strategies can I use to keep all learners involved and thinking critically during the lesson?

How will I assess them for understanding along the way, and what steps will I take if students are struggling?

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High impact instruction and Arkansas TESS have these things in common:

focus on learning goal

student assessment

student questioning

clear communication

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What do I want my students to learn?

What milestones do students need to meet along the way?

How will students show their understanding?

What interventions and extensions will I employ?

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Q1 - You have to understand how to deliver content using best practices like scaffolding, modeling, and differentiation.

You have to know students’ interests, backgrounds, learning levels, and learning styles.

You have to have clear, rigorous, and measurable learning goals in your instruction, and you have to build positive relationships with student through creating a safe environment and making them feel valued and loved.

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Q2 - What are the goals for the lesson?

What does the student already know?

How can I differentiate for the different learning styles?

How will I actively engage students and keep them interested?

How will I assess the learning to know what they understood and are still struggling with?

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Q1-Scaffolding of lessons based on standards and prior knowledge. Assessment based on instructional material. Students can articulate the steps for progressing in the standard.

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Q2- Have I taught enough basics or ground work for them to understand what is happening today and be able to connect the relationship.

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Both emphasize student learning. Both prioritize planning, collaboration, and reflection.

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What standards am I covering? What do I need to know before I teach this? How am I going to teach this? What do I expect my students to be able to do after this lesson? What supports and scaffolds do I need? How will I know the students have mastered the objective?