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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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Both elements emphasize effective, student-centered teaching practices aimed at improving learning outcomes. Clear Learning Intentions and Success Criteria
The high-impact elements directly align with TESS Domain 1: Planning and Preparation, 1c (Setting Instructional Outcomes) and 1e (Designing Coherent Instruction). Teachers are expected to plan lessons with clear goals and ensure students understand what success looks like. Both elements provide strategies that help teachers meet and exceed the performance levels expected in TESS, ultimately supporting more effective teaching and deeper student learning which is what we want for student engagement like the video mentioned.

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When a teacher plans for HQI, they ask reflective and strategic questions to ensure lessons are purposeful, engaging, and aligned to student needs. For example,

How do these objectives align with state standards and curriculum goals?

How will I actively engage all students in the learning process?

What prior knowledge or misconceptions might they bring?

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Both stress standard aligned planning that results in student centered learning. Additionally both value data and use it to determine understanding and decide instructional decisions.

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The TESS Rubric, specifically Domain 1, is all about the work a teacher needs to do BEFORE students arrive. We must make sure that we create, plan and implement well thought out lessons. The more we have thought through and the more we have anticipated, the better the lesson will go. First we must have knowledge of our content (1A), but more importantly we must know who are students are (1B). As teacher leaders, we need to collaborate with our colleagues to set instructional outcomes (1C), be aware of our resources (1D) and design instruction that will flow (1E) from beginning to end of class. The TESS rubric clearly is connected to creating high impact instruction by providing scaffolding for teachers to adhere to.

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High quality instruction begins with proper planning, reflection on previous lessons, and researching new ideas/practices. Teachers need to make sure the objectives are aligned with standards but also aligned with the ability and needs of the students in their current state.

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Both state that there needs to be a commitment to the learning goals by both students and teachers. They also state that they are ensuring a high level of learning for all students. We need to be accurate, efficient, and effective in both the collection and utilization of data.

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Domain 1e- Teachers utilize a progression of learning aligned to instructional outcomes.

There is a strong connection between high impact instructional elements and Domain 1 E of the TESS rubric. High impact teaching begins with a clear plan. Effective teachers scaffold and differentiate to meet the needs of learners. Both are practices that are supported by high impact strategies and TESS descriptors. Additionally, we must use prior data to drive our instruction and current data based on the standards to measure students' grade level learning. This is another key expectation under Domain 1 E.

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When planning for high-quality instruction, it needs to begin with planning. Knowing what your students need, the objective you want to teach, and the best method for teaching the content to your students.

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Both state that clear objectives/outcomes are needed. The high impact states that higher order thinking is valued and the Tess calls it "rigorous". Both stress the importance of alignment, measurable criteria and student centered. Both also share the ensuring learning for ALL Students. Correctly collecting and using data are also important to both models.

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

2. What background knowledge will they already have?

3. Where does this fit into the big picture of the content?

4. How will the students be assessed?

5. What misconceptions might the students already have and how can I address them?

6. What learning styles do the majority of my students have?

7. What do I want my students to produce by the end of the lesson?

8. How much time should we provide for practice, independent thought or questions?

9. Am I trying to inform them, convince them or persuade them to a new form of thinking?

10. Is this better attacked whole group or in a small group setting?

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1. What is my goal?

2. What does the standard say?

3. What do my students know about this topic already?

4. Are there any common misconceptions?

5. Where do I need to be most mindful of the language that I use?

6. How will I measure my students' success?

7. Which instructional strategy is appropriate for the lesson?

8. How long do I expect the lesson to take?

9. What data will I gather to inform future instruction?

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The connections between the two are being clear of criteria, standards, outcomes and communicating those with the students. There is also scaffolding and connections that have to be built from planning, knowing your students, and deciding what outcomes are desired using that criteria/data. This makes both the student and teacher accountable for learning and teaching.

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Both the high impact instruction elements and the Arkansas TESS rubric descriptors state that the learning goals should be understood by both the teacher and the students. In their own words, they both stated that higher order thinking is important for the rigor of the lessons. Student learning is the goal from both elements mentioned.

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1. What is it I want my students to learn? (Goal)

2. Why is this important?

3. How can this help them in the future?

4. What background knowledge will students have

5. What misconceptions will be made?

6. How can I meet/teach all students? Levels & learning styles

7. What is the best way to communicate or teach this goal? whole group/small/strategy

8. How will I know when the goal is met? How will I measure that? What will I do with that data next? Go to next?

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1. Is this essential?

2. What do my standards say?

3. How will I assess?

4. How am I going to measure my students success?

5. Are there any misconceptions?

6. What previous knowledge do my students have?

7. Should this be whole group or small group instruction?

8. If my students did not obtain mastery, what do I need to change or what can I do differently?

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1. What is the outcome I want from this lesson?

2. What prior knowledge do my students have?

3. How will I ensure engagement from all students throughout the lesson?

4. How will I track student success?

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HQI Questions:

1. What do my standards say and what verbiage is used the students need to know?

2. What prior knowledge, expertise, or experiences do my students bring to this learning? (or lack thereof)

3. Is there anything they need to know before teaching begins?

4. How will I assess their learning?

5. Are there vocabulary terms the students need specifically for my content?

6. How do I make it relevant?

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Both refer to the following:

1) effective classroom management

2) lessons are alignment to clear goals that are standards based

3) Clear assessment criteria and communicated

4) Geared towards high levels of learning by all students

5) differentiate based on students needs

6) emphasis on student and teacher growth

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*Collection and utilization of data should be accurate and effective.

*Expectations should be clear for the students and teacher.

*Plan lessons with all learners in mind.

*Plan and reflect

*Communicates with families

*Seeks to grow as a learner and share what they have learned.

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1) What do I want them to know?

2) How will I get them there?

3) What will I do if they don't get it?

4) How will I extend the lesson for the ones who do get?

5) What are my students background knowledge and how does it relate to prerequisite skills?

6) How can I differentiate so that each student is successful?

7) How can I make the lesson relevant without offending anyone?

8) Are my instructions clear enough?

9) Did I incorporate higher order questions?

10) do the activities align to the objective and is the objective standards based?

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There are several connections between the high impact instruction elements and the AR TESS Rubric Descriptors for Teachers. The high impact instruction elements have a list of planning and delivery criteria such as the lesson has a clear standard-based objective, which automatically correlates with Planning and Preparation Domain 1. Defining the learning goal that will be communicated to students would go with Domain 1 as well as Domain 3 Communicating with Students.

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High impact instruction aligns closely with the Arkansas TESS rubric on all four domains. Clear learning goals, evidence-based strategies, differentiation, assessment, creating an engaging classroom by actively involving the students, and collaboration are all ways in which teachers can impact student learning while demonstrating effectiveness in all the TESS domains.

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We plan together as a team using essential standards to drive our instruction. We break down how learning should look from beginning to end. (progression) The students interact with the standards by rating themselves before and after the lessons. Our assessments are made from using the essential standards.

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High impact instruction elements and TESS are deeply intertwined. The high-impact instructional elements are the practices that TESS measures to provide a framework for defining and evaluating how effectively teachers implement strategies in their classroom to improve student learning. Both support more effective teaching and ensures student progress.

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What do my students already know?

How does this lesson align with the standards?

How did my students perform on CFAs and CSAs?

How can I make this lesson meaningful?

What knowledge do I want my students to gain?

How will students show evidence of learning at the end?

What materials and resources will I need?

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1. What prior knowledge do the students have?

2. Will there be any misconceptions that will rise?

3. What questions will be asked that are higher thinking?

4. Will there be whole, group, or partner discussions?

5. How will I assess?

6. Did I meet the needs of every student?

7. How will they use this outside the classroom?

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The high impact instruction elements and the Arkansas TESS rubric both state that the teacher should have clear learning goals and that the students are able to understand those goals and know how to progress. They both also state how important higher order thinking skills are. The lessons need to be grade level, but also push the students to achieve at a higher level.

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What is the essential standard?

What outcome should I see?

What vocabulary is important?

How will we intervene for the students that don't master the skill? How long will that last?

Am I using best teaching practices to ensure all students will learn the objective?

Did I plan engaging activities?

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There are many connections between high impact instructions elements (planning, delivering, measuring) and the Arkansas TESS Rubric Descriptors. In fact, the two are essentially the same! For example, Domain 1, is all about planning. It is planning for content, students, outcomes, resources, meaningful instruction, assessment. Domain 2 supports planning for the environment of learning - both emotional and physical. Domain 3 deals with the delivering of instruction: communicating with students, questioning & discussion, engaging, assessing, and being flexible and responsive. Then, Domain 4 leads us to reflect, keep accurate records (including data for measurements), communicate with families about measurements, and be a lifelong learner ourselves.

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High impact instruction elements connect with the Arkansas TESS Rubric in many ways. One way is through setting a clear, standards based learning goal and communicating that with students (1c, 3a). Another connection is planning and implementing "measurement criteria" or assessments (1f, 3d). Both focus on using resources, materials, and activities to help students meet the learning objective (1d, 3c) and using questioning to engage students in learning (3b). They also both emphasize classroom management in order to ensure academic growth (2a, 2b, 2c, 2d).

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1. What is the goal of the lesson?

2. What background knowledge do my students have?

3. How will I assess?

4. How do I teach this lesson to get the most engagement out of my students?

5. How do I make sure all students understand the lesson?

6. How do I apply higher level thinking?

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1. What do we expect students to learn?

2. How will they learn it?

3. How will we know when they have learned it?

4. How will we respond if they don't learn it or extend what they already know?

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What are the goals and outcomes are targeted for student learning?

What background knowledge does my students have?

What material and recourses are available to meet the standard?

How can students be actively engaged in planning and instruction?

How can instruction be differentiated where appropriate for all students?

What data can be used to support lesson and student achievement?

How will student mastery be assessed?

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The connections that I made are that the TESS Rubric talks about what it looks like for effective instruction to take place in the classroom. Communication with our students (3a) to make sure we are supporting students to reflect on their learning and to revise their knowledge and to engage the students (3c) and to adapt it to be able to fit their needs. Also using assessment in instruction (3d) is something that we use often to help drive the student learning and give a good point of feedback and reflection on the practices used during the lesson(s). Lastly knowing that not every lesson is going to go to plan and having flexibility and being able to respond (3e) to things that would pop up during the lesson to appeal and enhance learning based off of student interests. All of this to make sure that we are focused on improving student learning outcomes.

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High impact instruction and TESS are both looking at the success of the students and how the teachers plan on delivering the information. They both have a starting point of the standards and measurements of how to achieve the objective. Both want to assist teachers success in delivering the information to all students and differentiation needed.

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The connections between High Impact Instructional Elements and the Arkansas TESS Rubric Descriptors are obvious because both promote effective teaching practices that lead to better student learning. The TESS connections are domains 1,2 and 3. This would include learner outcomes, teacher set objectives, formative assessments, feedback from students, open-ended questions, and differentiating instruction for student engagemennt and collaboration.

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1. What are the learning objectives?

2. What prior knowledge do they need to know or practice before starting the lesson?

3. What adjustments do I need to make based off of students needs?

4. Where will I likely find setbacks or misconceptions?

5. How will I assess student achievement?

6. For those who don't meet the goal set forth how will we reteach them later?

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Questions that a teacher should ask before and during planning include:

1) What is the standard

2) What is the background knowledge

3) How do I differentiation this for my students

4) What materials do I need and students

5) How am I going to measure if the students understand the information

6) How long is the instruction? Can it be broken down into multiply days

7) How can I engage my students

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When planning for high-quality instruction, a teacher should ask a variety of reflective and forward-thinking questions to ensure the lesson is standards-based, student-centered, rigorous, and engaging. First , the plan should include objectives- student outcomes. Secondly, how can instruction be differientiated to meet all learners needs? Planning should include assessing materials and resources to make learnng relevant and have student engagement. Planning should always include rigor. Lastly, feedback and asessment from students as well as reflection from the educator is essential.

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Both emphasis the need for standard based lessons and clearly communicating the objectives to students. As well as ensuring that all activities, materials, assessments, and questioning are aligned to higher student learning at each students level.

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Teachers who can effectively demonstrate the components of the TESS rubric and those high impact practices are going to naturally be effective in the classroom. Effective teachers who understand their content, effectively plan their instruction around stated objectives, and monitor and adjust to student needs will see growth in their students. Those teachers use both formative and summative data to continue to hone their own teaching craft as well as improve student knowledge and performance. When these teachers establish expectations for respect and a culture of learning, classroom procedures runs smoothly and little instructional time is wasted.

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Both stress the importance of planning and preparedness. From knowing content and best practices to knowing student backgrounds and needs, teachers are to be prepared in all areas to be effective. Teachers need to be able to assess students and use data to adjust instruction.

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In order to deliver high quality instruction a teacher must be knowledgeable in their content area (1a). Teachers must know what they are teaching and break it down in order to be able to explain it to students especially higher level content. When teachers can do this, they connect and establish relationships with students (2a).

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They both need clear and concise instructions and feedback to demonstrate purposeful and engaging lessons. Reflection and rapport are important for both teacher and students to have a understanding of material and meeting expectations.

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The effective teacher asks the following questions when designing effective instruction:

1. What do I want my students to learn?

2. How will I know when they have learned it?

3. What will I do when they struggle to learn?

4. What will I do once students have learned the material?

5. How will I engage students beyond what their current understanding and into real-world application of their knowledge.

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Both express how important it is for teachers to be effective in understanding the content and standards while knowing about the resources available and their students.

Both emphasize the importance of setting those instructional outcomes before entering the classroom to start instruction and know exactly how they will assess

student mastery.

As teachers, we have to plan daily lessons that have a clear path to student engagement and learning. These plans need to be student centered and we must reflect on out teaching to continuously improve.

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A teacher should ask themselves:

-What do I want my students to learn from this lesson?

-How can I connect this lesson to past lessons, and student experiences?

How can I present the lesson so that every student is engaged and learns?

-What is the best order to present the information?

-How can I scaffold and differentiate to ensure all students learn?

-How can I make an impact on all students with this lesson?

-How will I assess learning?

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What do you want the learners to achieve?

How can I engage student in the lesson and have them correlate previous/future lessons?

How to measure learners mastery?

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1. What is the standard?

2. What is my learning objective?

3. What background knowledge do my students have?

4. What materials do I need?

5. How will I differentiate?

6. Question stems to activate peer to peer discussions and higher level thinking.

7. How will I assess their learning

8. Plans for students who need further help and plans for those who can go deeper.

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As I plan high-quality instruction I ask myself:

-What objective am I planning to meet?

-What techniques can I use to meet a variety of learners?

-What type of assessments will tell me when a student has mastered a skill/standard?

-How can I make this lesson more engaging?

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*What do students need to learn to ensure mastery?

*What are the clear and specific learning objectives for this lesson that will help with the module?

*What essential knowledge should students gain from this lesson?

*What skills will students need to learn in order to be successful for the end goal?

*What will be used to assess knowledge gained?

*What activities will engage students and help with their learning?

*How can instruction be differentiated to meet the diverse needs and interests of all my students?

*What resources are available that will support student learning?

*How will student data be collected and analyzed to improve instruction and provide needed feedback?

*What can be done to help the students with learning gaps also be successful?

*What prior knowledge may help with the lesson or impede learning?

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Both the AR TESS Rubric and the High Impact Instruction Elements are similar because they both consider planning and delivery of the instruction. We have to plan ahead of time for standards, objectives, consider students' prior knowledge, students' academic levels in order to accommodate learning for everyone. We also have to plan for exams. When delivering the instructions, we then apply all those questions, scaffolding, student interest, and assessments to build on to further planning.

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Questions for a teacher to ask when planning for high-quality instruction are the following. What is the grade level standard? What is the goal and objective. What background knowledge do my student have? What common misconceptions will I need to clarify in the lesson. What assessment will I need to provide at the end of the lesson to measure students understanding? What high level questions will I include in my questions?

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There are many questions to consider when planning for high quality instruction. What do I want my students to know or do? Why do they need to know it (importance)? How can I communicate the skills or learning to the students so that it makes sense or is valuable? What materials will I use? Are students ready for this learning? Do I need to scaffold to ensure student learning? How will I know if they learned? What can I plan for intervention to help those who need extra practice to learn? What can I plan for extension for those students who know the learning? What will I do with this learning in the future (what comes next)? How can I make it better next time I teach the lesson?

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Both emphasize the importance of planning and delivering instruction by:

1. Communicating clear learning goals to students.

2. Clear measurement criteria

3. Aligning activities to learning outcomes

4. Using higher order thinking strategies

5. Differentiation to ensure growth for all students

6. Procedures are implemented for classroom management

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What standard will be taught and what is the outcome goal?

What prerequisite skills must my student have to be successful?

What background knowledge do my students have?

How long will it take to teach this skill?

What materials/resources will my students need to be successful?

What is the outcome and how will I convey that to my students?

How will I assess my students growth?

What learning modalities do the majority of my class use?

How can we make learning fun?

What is the progression of growth and how do I monitor?

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Effective practices include clear, reflective learning targets, teachers creating an environment for engaged learners, and supporting gaps as needed. This also includes making sure instruction is aligned with grade level standards, using appropriate assessments to monitor learning, and ensuring all students are involved in high quality content.

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Questions to ask while planning high quality instruction include:

-does this align to my standards?

-how can I build off of previous learning?

-how will I know students understand?

-what resources can I include to provide more engagement?

-what strategies best support this content?

-what will I do if students are not understanding?

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There are 4 questions we focus on in our PLTs to plan for high quality instruction.

1. What do we want students to learn?

2. How will we know if they learn it?

3. What do we do if they have not yet learned it?

4. What do we do if they have learned it?

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The High Impact Instructional Elements and the Arkansas TESS Rubric Descriptors for Teachers both emphasize planning, student engagement, and assessment. Lessons should be purposefully planned and delivered. Learning goals should be clearly defined and communicated. Students should be engaged in meaningful learning. Teachers should regularly assess students to check for understanding and to guide instruction.

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High-impact strategies like clear goals, student engagement, and checks for understanding directly tie to TESS, especially Domains 2 and 3. They show up in things like setting purpose, active learning, and using data to guide instruction.

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Both the high impact instruction elements and the Arkansas TESS Rubric Descriptors emphasize the importance of a clear plan to ensure academic growth for all students.

When planning for instruction, teachers AND students need to have a clear understanding of the lesson objectives. The teacher demonstrates his or her knowledge of the content by constructing a clear pathway for students to follow and eventually take the lead. The teacher does this by activating background knowledge and building on it. Additionally, both elements stress the importance of student accountability and responsibility of their own learning. Higher order questions and tasks from both students and teachers are deemed imperative when aiming for high impact instruction.

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We have to be thinking about 3 critical things when planning for high quality instruction:

1. The products- What are students going to have to produce?

2. The problems- What are students solving?

3. The thinking- What thinking are they going to be engaging in throughout the problem-solving phase?

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1. What do I want my students to learn?

2. What objectives and standards will I focus on?

3. What prior knowledge to my students possess?

4. What materials and resources will I use?

5. How will I engage all students?

6. How will I know if my students are learning?

7. What formative and summative assessments will I use?

8. What scaffolds and supports will I provide for struggling students?

9. How will I extend learning for those who are excelling?

10. What questions will I ask to foster deeper thinking?

11. How will I manage time and materials effectively?

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The focus of both elements is very student driven. Teachers are the facilitators and guides, providing clear lesson objectives, goals, and provide support during all phases of instruction. As students work towards meeting their learning goals, both the high impact instruction elements and the TESS descriptors provide a map of ways to support students and deepen their understanding. Student success looks different for every student so utilizing these high impact/TESS elements help us tailor our lessons to have the greatest impact on student learning.

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The connections between the high impact instruction elements and the AR TESS Descriptors are that the learning objectives must align with standards that are measurable, relevant and achievable. The teacher makes sure the background knowledge is present to start off with a solid foundation. The flow of the lessons need to be built upon these and address misconceptions to ensure the foundation doesn't crack. The teacher needs to select, create and adapt high quality instructional materials that align with the standards but also include knowledge of students' backgrounds and interests; therefore, you can adapt instruction to individuals student differences. The assessments need to meet the learning objectives and show student mastery.

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What is the end goal of this standard?

What process or steps are involved in reaching this goal?

What misunderstandings could arise as I teach this skill?

What different ways could this lesson be presented to reach all learning types?

What higher level questions will I need to ask at different parts of the lesson?

What questions might students have at different parts of the lesson?

How will I assess if students have met the learning goal?

How will I give effective feedback?

What do I want my students to be able to show/do/produce by the end?

Is there a place for group work, partner work, all individual work?

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Both high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers ask/ require that teachers consider multiple basic elements when teaching. Arkansas TESS evaluates teachers on their ability to plan lessons nd teach with specific learning goals or target in mind as well as adapt their teaching according to the needs of students in their classroom as well as the resources available throughout the building or district. The high-impact instructional elements, like reviewing goals with students and giving specific feedback based on formative assessments, match with elements of TESS. TESS is a tool to evaluate areas for growth in teaching, whereas high impact instructional elements are the strategies teachers can use in their classroom to grow in different TESS areas.

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What is the goal? How does this align with the standards we chose in this unit? What does grade level proficiency look like? What learning targets do students need to meet to reach grade level proficiency? How can I include academic language to support ELLs? How do I need to modify or anticipate differentiating for SPED students in my class to meet their accommodations/ modifications? What questions can I use to prompt students to a deeper level of thinking? What tool can I use to evaluate or lead my students to self-evaluate if they met the goal for the lesson? What will I do if they do? How will I respond if they don't?

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The questions that a teacher asks when planning high quality instruction includes:

What do I want my students to learn? Where are my students and what background knowledge do we need to focus on? What are common misconceptions they come with? What does this standards look like in 6th grade math and what standard matches up with this from 5th grade and how should I prepare my students to be successful aligning it to the 7th grade strand? How can I make sure they are understanding the concept? How will I assess? How will I provide feedback with formative and summative and how will I reteach if needed? How will I differentiate? How will I meet the students learning modalities? How can I make my lesson engaging and relevant to the students interests? Can I plan with the science teacher on this standard? Is there a real-life example of how this is used? What activities do I have to use for this lesson?

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Tess Domains and high quality instruction in my opinion are two sides of the same coin. Tess Domains are a rubric for delivering high quality instruction scaffolded in a way that allows the teacher or observer to clearly assess the effectiveness of each particular domain. These elements align closely with the delivery of high quality instruction. Teachers who plan, engage, instruct and reflect on best practices at a high and efficient level are simply put highly effective in their respective Tess Domains.

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The TESS Rubric is for us to see what effective teaching LOOKS like, where the High Impact Instructional Practices tells us HOW we make that happen. Both of these methods align to show that teaching should be student-centered, instruction should be rigorous, relevant and responsive, assessment is used to make real in-time decisions, and students are engaged in their learning.

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I think the four essential questions are great for this response:

1. What do we want students to learn?

2. How will we know they learned it?

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

4. How will we respond if they already know it?

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Questions that a teacher who plans to deliver high quality instruction should always start with the end in mind and work backwards from there. These questions would should sound like the following:

1.What do I want my students to know?

2.What do I do if they don't understand?

3.What will I do if they do understand?

4.How do I know when they know it?

This basic framework leads to increased engagement, differentiation and over all student success.

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Both focus on targets that teachers and students are moving toward. While ultimately student learning is the goal, teachers have to utilize the targets and the content expertise that they have to get students to that goal.

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What do I want my students to know?

What prior learning do students need in order to be successful?

How will I know that students have met the target?

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Both elements emphasize intentional planning, student centered instruction, student engagement, instructional outcomes, continuous assessment and use of data with meaningful feedback and reflective practices.

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What do I want students to learn?

How will I know if they’ve learned it?

What strategies, activities, or resources will best help them learn?

How will I address different learning needs and styles?

How will I engage students actively in their learning?

What potential misconceptions might arise—and how will I address them?

How will I give meaningful feedback to guide learning?

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