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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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High-impact instruction is built on planning, meaningful delivery, and responsive assessment. The Arkansas TESS Rubric aligns closely to these elements and provides a structure for what effective teaching looks like. One clear connection I’ve seen in my own practice is how thoughtful planning (TESS Domain 1) leads directly to student impact during instruction (TESS Domain 3).

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What does this standard expect students to do—and how will I make that crystal clear to them?

Who’s going to need support or scaffolding—and how can I build that in without slowing down the whole group?

What’s the best way to model this so students can see it, hear it, and try it with support before working independently?

How will I know—during the lesson—if they’re grasping the concept or if I need to make adjustments?

Where in this lesson will students engage in thinking, talking, or problem-solving, rather than just listening and watching?

What routines or materials do I need to have in place to maintain focus on learning instead of logistics?

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The high-impact instruction is made up of planning, delivery, and assessment. The TESS rubrics align with these elements in many different ways, and it can show what your teaching should look/sound like. I've noticed this in how well the planning can in domain 1 can link directly to how it will affect my students learning in the domain 3.

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What different levels of support should I be preparing for in this lesson?

What am I hoping to gain from this lesson with my students?

How will I know if the students are not grasping the concept, and what could I do better next time?

How will I use the assessment data to drive my later instruction and data?

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High impact instruction doesn't just happen. It has to be planned. There has to be intent. In order to meet the highly effective descriptors within TESS, teachers must develop a plan that incorporates not only their content knowledge and skills, but the knowledge and skills of the students in their classrooms. Basing the plan off of these things will elevate instruction and lead to greater student understanding and academic success.

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What do I want my students to actually learn/understand?

How will I accomplish this?

What will I do if they do not understand it?

How will I assess student understanding?

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Response 1

High-impact instruction and the Arkansas TESS rubric descriptors complement each other well. Both focus on improving teaching practices and student learning outcomes.

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High Impact instruction and the TESS rubric descriptors are deeply intertwined. They are both focused on improving instructional practice, student engagement and learning outcomes.

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

High impact instructional practices by focusing on the planning our instructional needs based on essential skills and standards, planning out the delivery and knowing the content and resources available, planning and executing student engagement, and finally assessments. Then using data to drive next steps. The TESS rubric descriptors define and align with these best practices and focus on how to move from good to great. What needs to happen within teaching and learning to move students forward every day, every skill, every content.

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High impact instruction elements include planning, delivering and measuring. The Arkansas TESS rubric defines each of these element expectations with specific detail. By planning with intention, the teacher will be sure to cover the material in the most effective manner by anticipating the students needs. The delivery has to include clear communication and a variety of methods to engage learners. The measurement of the student knowledge must be aligned with the instructional outcomes.

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Question 1- In order for a teacher to be successful on the TESS rubric, high impact instruction must occur. Planning for instruction successfully leads to successful student learning. The connection that I made was the word "ALIGNMENT" If this occurs in domain 1 with standards, objectives, resources, strategies, and assessments, then when delivery happens, students are more likely to have success. I just saw this alignment over and over again.

While in the planning process if is also important for a teacher to not only know the curriculum, but even more so know the students. Taking the time and energy to know students as learners ensures success as well. It is very important to adjust the delivery, grouping, and assessments if needed for students. Also making adjustments on instruction, extension, intervention makes learning successful.

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The teacher needs to ask thoughtful questions that are standard based, student-centered and outcome driven. For example: "What do students need to be able to do?" "How should the lesson differentiate for different readiness levels?" "What materials do I need to maximize engagement?"

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Response 2

What should students learn and why?

What accommodations or scaffolds do my students need?

How will I model thinking or problem-solving processes?

How will I check for understanding and adjust as needed?

How will I reflect on the lesson to improve future instruction?

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What do I want students to know and be able to accomplish by the end of this lesson/unit?

What materials will I use to deliver this content?

What background information do the students need to know before starting this lesson/unit?

How will I assess each individual student?

What misconceptions will they have?

What are their learning styles and how will I deliver the instruction to fit each of their needs?

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Response 2- Questions teacher asks while planning for instruction:

What are the essential standards for my content/grade level?

What is the goal of my teaching? What do I want students to be able to do or know?

What resources/materials do I have in order to teach this standard?

Who are my learners in my room (what needs do I have here?)

Is there any material I need to frontload my students with in order to make this lesson successful?

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The connections between the high impact instruction elements and the Arkansas TESS Rubric are quite numerous. As I reviewed them, I noticed some that would quite nearly reflect one another. For example IVf of the elements and 1B of Tess both heavily stress the need to know students as individuals in order to ensure learning. Now, the Elements are much more focused on how teachers can utilize their knowledge to lead other teachers, but this, too, impacts student learning.

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High-impact instruction occurs when teachers devote time (individually and as a group) to properly considering all the factors that will help their students achieve more. This includes but is not limited to our own understanding of content, our understanding of our students abilities based on their prior learning and understanding, our well-thought out questioning and activities to boost student understanding, and our ability to build a classroom environment and culture that promotes learning for every student. All of these factors can be found in the indicators of a highly effective teacher according to the TESS rubric.

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The high impact instruction elements and Arkansas TESS rubric descriptors for teachers go hand-in-hand. They both provide a framework for evaluating and supporting teacher effectiveness, while focusing on instructional practices that can significantly improve student learning. All in all, I made the connection that well-thought-out planning leads to increased learning and achievement for both students and teachers.

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

What open ended questions will I ask to to get both participation and assessment value?

What exit tickets will I create that reflects the knowledge gained about today's objective?

How can I prepare to be sure transitions are smooth?

Is there a logical sequence for the lesson I am planning?

Are my objectives measurable and referenced throughout the lesson?

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High impact instruction correlates with Arkansas TESS on many levels. In order to have effective instruction, one must understand the content that is being presented. Delivery of a lesson cannot be off the whim. It has to be planned and centered upon the students that all have different ways of connecting to the lesson. There must be preparation for meaningful conversations that will come from the questions that the teacher formulates beforehand. Integrated informal quick checks also ensures that the targeted skill is being assessed and that proficiency/mastery is being achieved which is the ultimate goal.

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*What is the goal for today or what standard are we trying to master today?

*How does that standard tie into prior learning or future learning?

*What outside factors may be inhibiting my students from mastery and how can I be sensitive to those factors?

*What factors are impacting student achievement in the classroom...student behavior, distractions, etc.?

*How will I assess whether or not a student has mastery?

*What are keys highs and lows that I will need to recall in order to debrief with colleagues?

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-What do I want students to know and be able to do by the end of the lesson/unit?

-What prior knowledge, skills, and misconceptions might students bring to this topic?

-How will I differentiate instruction to meet the needs of all learners, while scaffolding and supporting them along the way?

-What high-impact, engaging strategies will best support the content I am teaching?

-What questions will I ask to promote higher-order thinking and reasoning?

-How will I know if students have met the learning objective(s)?

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What are the essential standards targeted?

How can I make a student friendly learning target that they will understand?

What materials will I need to implement this lesson?

How can I make this engaging?

When will I build in student practice?

How can I assess informally?

How will I proceed if the target is not mastered?

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High Impact Instruction (HII) lines up well with the Arkansas TESS Rubric. Building a respectful, engaging classroom matches TESS’s focus on student relationships and learning culture. Clear goals and well-planned lessons connect to TESS’s planning and instruction pieces. Both also stress getting students involved in learning, asking good questions, and being flexible. he emphasis on teacher growth and teamwork goes with TESS’s focus on professionalism and reflection. Using HII will HELP teachers MEET the TESS expectations.

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What do I want my students to learn and why does it matter?

How will I know if they’ve learned it?

What prior knowledge or skills do they need before this lesson?

What strategies or activities will best help ALL students learn?

How can I keep students engaged?

What materials/resources do I need?

How will I adjust if students struggle or finish early?

How will I check for understanding DURING the lesson?

How will I give meaningful feedback?

How does this lesson connect to what’s coming up next?

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High impact instruction elements and the Arkansas TESS Rubric Descriptors both help determine teacher effectiveness and ways to ensure that students are successful in the end. When planning is done well, it affects other areas and in the end, affects student learning/success.

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The connection that I made is High-Impact Instruction and the Arkansas TESS framework prioritize student learning by promoting clear goals, meaningful questioning, instructional flexibility, and supportive classroom environments that foster both student and teacher growth.

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Both go hand in hand. They both indicate that high-quality instruction has to be thoughtfully planned and executed to ensure academic success for our students.

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1. What do I want students to be able to know/do by the end of this lesson?

2. Is my goal clear? Will students understand it?

3. What might be some challenges in this lesson that students might have?

4. What will students have to already know?

5. How can I activate their prior knowledge?

6. How can I assess their learning throughout the lesson?

7. How can I make it engaging for all students?

8. How can I differentiate this lesson for Students A,B,C?

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The high impact instruction elements and the TESS rubric go hand in hand, and fit each other very well. Instruction has to be planned in a very thoughtful manner, taking into account a lot of different factors and both make sure that happens. Using both of these when planning lessons will be sure to lead student to understanding of the content that is to be taught.

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One thing that is evident in both High Impact instruction and the TESS Rubric descriptors is that they both highlight the specific needs for student success. Instruction cannot be effective without adequate planning and preparation.

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What do the students need to know?

What do the students already know?

What do we do if they already know the material?

What do we do if they do not know the material?

What accommodations/needs do we need to address?

What additional resources/strategies do the students need to achieve mastery?

What extensions or interventions are needed?

How will I check for mastery?

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High impact learning is purposely planned using appropriate materials for the standard that is taught. The TESS rubric for highly effective teachers show that they have mastered explaining the lesson objectives to the student, they have established a productive classroom environment where students adhere to teacher expectations and the classroom is organized. The TESS highly effective teacher also utilizes formative assessment to analyze student learning. Students can also express the learning objectives and are actively monitoring their progress. Students are also demonstrating learning while in collaborative groups.

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During the planning stage, the teacher should know what the lesson outcome should be. Therefore, the teacher should ask how will the student demonstrate learning, how will the student demonstrate thinking process and what is the criteria for mastering the standard.

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Both high impact instruction and TESS rubric descriptors are student-centered. Relationships must be built before learning can happen. Students must be met where they are and understand where they need to go before they can grow. Learning must be meaningful in order to be maximized.

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What do I want my students to learn and understand?

What prior knowledge will I bring in?

How will I assess student understanding?

How will I differentiate the lesson to meet the needs of all learners?

How will I keep all students engaged?

What will I change if students are not understanding?

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What is it I want students to learn from this lesson?

What previous learning am I building upon?

What do my students need to know in order for my to teach this?

What learning will follow?

What misconceptions could my students face?

Do my students have the background knowledge need to understand?

What types of scaffolding do I need to have?

How am I going to differentiate for students who need it?

How will I assess learning as the lesson progresses?

What engagement pieces can I use in this lesson?

How will I readdress if my student did not comprehend in tier one learning?

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What should students learn and be able to do by the end of the lesson?

Are my goals standards-based and clearly communicated in a way students understand?

How can I hook the students to begin my lesson?

How can I differentiate to support diverse learners, including those who need scaffolds or enrichment?

Which instructional strategies will best teach this concept?

How could I include opportunities for collaboration, higher-order thinking, or real-world relevance?

How to keep students engaged?

How will I assess student understanding during the lesson and provide meaningful feedback?

What would be the intervention for student(s) who struggle to meet the learning?

What can I learn from this lesson to improve future instruction?

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What does the student already understand?

Am I meeting the needs of the individual student?

How can I engage all students?

What are some different strategies I can use to help students understand the skill?

What extension activities are appropriate for those who have mastered skills?

How much time should I allow to reteach a student before moving on?

How will I know if the students have met the goal?

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High-impact instruction elements align closely with Arkansas TESS by focusing on intentional lesson design, clear learning objectives, and responsive teaching. Both emphasize the importance of deep content knowledge, engaging students actively, and using assessment to guide instruction. For instance, TESS descriptors like “Designing Coherent Instruction” and “Using Assessment in Instruction” mirror the need for well-structured lessons and ongoing checks for understanding found in high-impact instruction. Similarly, “Demonstrating Knowledge of Students” and “Establishing a Culture for Learning” connect to creating inclusive, motivating environments that support all learners.

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High-impact instructional elements align closely with the TESS descriptors. Planning, instruction delivery,  and responsive assessment are at the core of HI Instruction. TESS Domain 1 emphasizes planning and preparation for instruction and gives detailed indicators on what is considered effective. Domain 2 & 3 deal with the delivery of the instruction. First comes the classroom environment. It has to be well established so that teaching and learning can occur. Domain 3 outlines what effective instruction looks like. Domain 3 also highlights the use of assessments in instruction encouraging teachers to progress-monitor to inform teaching.

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What are the clear, measurable learning goals for this lesson?

How will I connect new content to students’ prior knowledge and experiences?

What instructional strategies will best engage my diverse learners?

How can I differentiate tasks to meet varied readiness levels?

What formative assessments will I use to monitor understanding?

How will I provide timely, constructive feedback?

What materials and resources will support learning effectively?

How can I create opportunities for student collaboration and critical thinking?

What potential misconceptions should I anticipate and address?

How will I reflect on and adjust my instruction based on student responses?

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What are the specific learning objectives or expected outcomes for this lesson?

What should students understand and be able to do by the end of the lesson?

How do these objectives align with my HQIM?

Do I need to find supplemental resources to meet the instructional outcomes?

What prior knowledge and skills do my students have related to this topic?

How can I differentiate instruction to meet diverse learning needs and styles?

What pre-assessment strategies can I use to gauge student readiness?

How can I incorporate collaborative and independent learning opportunities?

What connections can I make to enhance relevance?

What formative and summative assessments will I use to measure student learning?

How will I provide timely and constructive feedback?

In what ways can students self-assess and reflect on their learning progress?

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High-Impact instruction are steps to take to ensure that you are delivering the best lesson for YOUR students. I struggle a lot with making sure that I am doing the best "thing" as far as activity or curriculum that I use. When in reality it is a mixture of a few components. Making sure that I am setting the time to plan out my goals for my students that are reflecting on my standards and their needs to gain growth in skills. Planning for student engagement and how that is going to look when it comes to assessments. The Rubric allows a guideline of these expectations of me as a teacher and what student expectation should look like.

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What are the standards that I am working with?

Who are my students?

How much time am I needing to take on this?

What do I need?

How am I going to support student engagement?

What are my questions going to look like?

What am I looking for for understanding throughout the lesson?

What will my assessment look like?

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Both are about planning. A last-minute lesson plan is rarely successful no matter how experienced you are as a teacher. The key to a good lesson is engaging the students and making them care about their learning. If you make them care, you have made an impact.

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The NIET high-impact instructional elements of planning, delivery, and measurement are broken down and defined at different levels of effectiveness in the rubric. They're basically the same philosophy in different words.

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What do my students already know about the topic?

Is the lesson aligned to my curriculum standards?

Will I need to modify this lesson for a larger or smaller group?

Will anything in this lesson "trigger" a student?

Who are my students that I need to get involved in the class based on my observations of previous lessons.

How much time do I need to spend on this concept?

How can make this lesson relevant to all students?

How can I connect this to the "world" they know?

Who are my "shy" students who want to be engaged, but do not like sharing with their peers?

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The connections between high-impact instruction and the Arkansas Tess Rubric Descriptors for Teachers are obvious. Effective teaching doesn't happen off the cuff. In order for the teacher to be effective and students to achieve mastery, the teacher must thoughtfully plan out the lesson, design effective formative and summative assessments, utilize their knowledge of their students, clearly communicate expectations and outcomes, pull the most engaging resources, design activities that clearly demonstrate student mastery, differentiate both materials and instruction, and be ready to pivot when things are not going as planned.

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Arkansas TESS and the high impact instructions are closely related. TESS is a great way to support teacher practices and student learning outcomes. High impact instruction supports TESS endeavors that include student growth and achievement, performance levels, and a tool to for evaluating teachers.

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What is the standard asking for performance-wise?

What do my students need to know?

What do they already know?

What resources can I use that will hold their interest?

What do I need to do to differentiate?

How can I extend this into high-level thinking?

How can I make sure that everyone participates?

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Questions a teacher asks while planning for high-quality instruction:

What is the overall trajectory for the work we will do this year?

What is the best path of skill acquisition that will lead to proficiency?

Along that path, what are the best points for formative and summative assessment?

How will I provide daily opportunities for meaningful practice and feedback on those skills?

What routines and feedback types will provide students with the most accurate understanding of their progress?

How can I engage students in classroom management, question formulation, and independent progress monitoring?

What do the students already know / have the ability to do relative to rigorous grade-level standards?

How will students know when they have met the standard?

How will I supplement learning when students fall below the standard or exceed it?

What supports will students need in order to be successful?

Which practices do I need to cut to ensure that I am only using high-impact instruction?

What accommodations do I need to be aware of and honor?

Are my goals and criteria clear, student-friendly, and aligned with the progress trajectory?

What needs to be added/subtracted from a lesson or unit in order to fully focus our efforts toward our goals?

What tools can I provide to students that will help them to reflect on their leaning in an effective way?

Which teachers have had success with this standard, what are they doing differently, and how can I learn from their practice?

How can I streamline daily data gathering and analysis to make planning easier and delivery more responsive?

Am I varying the types of thinking/problem solving that I am requiring?

Am I allowing a variety of access and production opportunities?

What tools am I using to measure achievement? Are they valid, fair, clear? Do they follow a progression of skill building? What needs to be refined?

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After reviewing both documents, it is clear that the elements of high-quality instruction go hand-in-hand with the AR TESS Rubrics. In order to be a highly effective teacher, one must consistently provide high-quality instruction. This instruction directly impacts student learning and achievement, which is our top priority as educators.

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What do I want my students to learn?

How do I know they learned it?

How will I support the students who mastered it?

How will I extend the learning for those who mastered the skill?

What does the data indicate about the skills tested?

How can I use this data to drive my instruction?

What HQIM can I use to explicitly teach my lesson?

What misconceptions will students have?

What are my learning targets/goals and assessments?

How will I monitor my student's progress?

How will I track my student's learning?

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While planning high-quality instructional units or lessons, a teacher must consider the following questions:

1. What do I want the students to learn or be able to do? (Standard and learning objective)

2. How do I know when they've got it? (What will masterly look like? How will this be assessed? )

3. How will I help them reach mastery? (What questions, scaffolds, activities, or materials will guide the learning?)

4. What can I do to help students that aren't getting it and how can I extend the learning for students that already have the desired skill/knowledge? (Small group, interventions, extensions)

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High impact instruction elements, as emphasized by the TESS structure, include: thoughtful planning, catering to the individualized needs of students, intentional instruction based around educational outcomes, monitoring the progress of students through assessment and feedback, and being flexible and making necessary adjustments throughout the learning process for the success of students. These are closely related and connected.

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High impact instructional elements are very much aligned with TESS.

High impact instructional elements directly connect to planning. To achieve highly effective within TESS there has to be effective planning. Effective planning ensures lessons are aligned with the learning objectives and instruction. Planning and instruction are important Tess descriptors, Domains 1 and 2. Also, creating a positive learning enviroment is a high impact instructional element and is directly addressed in TESS Domain 3.

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What do I want my students to know?

How does the lesson connect to the standards?

What materials are needed for the lesson?

What is the learning objective?

What prior knowledge does the students need to know?

How do I keep all students engaged in the lesson?

How can the lesson be differentiated to meet the needs of all students?

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What skills will the students need to practice in this standard?

How should I breakdown the components within the standard?

What vocabulary might students need clarity on?

What will be my list of progressional goals and outcomes for this standard?

What similarities or differences should I make sure to clarify before we begin?

When should students receive their first assessment?

How will I assess them? What will I do after assessing them?

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High Impact Instruction elements include planning, delivering, and measuring meaningful instruction. These elements align with Arkansas TESS rubric domains. Using the rubric as a guide to develop instruction gives us a common, detailed vision for what high impact instruction should look like across our classrooms.

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The connections between both need:

*Clear objectives/outcomes are necessary

*Teacher and students need to have a clear understanding

*Standards alignment planning is critical

*Data driven

*The end goal for both is student learning

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What essential questions will help guide the students in gaining a deeper understanding?

How will students be engaged and kept interested throughout the lesson?

How will I track my students' progress?

How will I support struggling students?

How will I know they have learned it?

What high quality materials will I use?

What worked well and what needs improvement? (Reflection)

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What do I want them to be able to do at the end of the lesson?

Do they all have common background knowledge or this teaching?

What are some problems or misunderstandings that might come up? How will I use those to guide instruction?

How will I know if they have it?

What will I do if they don't? What comes next when they do have it?

How will I manage space and materials?