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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 and the Arkansas TESS rubric helps ensure that effective teaching practices are both visible and measurable.

-Learning Climate: building strong teacher-student and student-student relationships.

-Content Planning: High-impact teachers clearly plan what students should learn and how.

-Formative Assessment: Real-time use of assessments to guide instruction.

-Instructional Delivery: Communicating, using questions and discussions, engaging students.

-Student Ownership: Demonstrating flexibility, and responsiveness.

-Professional Practice: Reflect on teaching, adapt & change (growing and developing professionally).

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Planning questions for high-quality instruction:

What do I want the students to learn and be able to do at the end of the lesson?

How will I communicate the learning goals clearly?

How can I differentiate for students with IEPs, 504s or ELA?

How can I actively engage all learners?

How can I make the content relevant to them?

What formative assessments will be used?

How will I know if the students are learning during the lesson?

What materials, tools, or tech will help or enhance their learning?

How will I build a culture for collaboration?

How will I reflect on the effectiveness of the lesson afterwards?

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Teachers have clear learning objectives . They set high expectations for all students.

They have high impact instruction. They use a variety of assessment strategies.

They provide timely, specific actionable feedback.

Demonstrate knowledge of student differences.

Adapts instruction to meet student needs.

Active Engagement - engages students in learning.

Content knowledge - high impact instruction requires teachers to have a deep knowledge of the subject matter.

Demonstrates knowledge of content.

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Learning goals with TESS- wants clear and meaningful objectives. Learning targets will help students know what their success will look like and how their communicated goals are achieved.

Content Knowledge & Planning

In order to be an effective teacher you must know your content and have a solid plan. Tess says lesson plans needs to make sense and build on one another. High Impact Instruction emphasizes the importance of planning with the end in mind.

Formative Assessment

It is very valuable to gather quick feedback during lessons to see if students are understanding as you are teaching. Tess is very BIG on using assessment during instruction to monitor and adjust.

Student Engagement- Students need to be answering open ended questions, collaboration and hands on tasks.

Feedback and classroom and culture are essential to high impact teaching. Feedback must move learning forward. Students learn best in a safe and productive environment.

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The highly effective category on TESS for domains 1, 2, and fairly accurately mirrors most of the high impact instructional elements. From building on background knowledge to scaffold learners to demonstrate knowledge of content and pedagogy to communicating learning objectives utilizing HQIM, looking and sounding like high impact instruction elements is a characteristics of highly effective teachers. Thus, to be a teacher leader, one must first be a highly effective teacher through established instructional expertise.

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What do my students already know about this topic ?

What are the key concepts they need to learn ?

How can I structure my lesson to meet the needs of all of my students ( IEP students, 504 students , GT kids, English as a second language kids

What kinds of activities will best engage students ?

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The high impact instruction elements and TESS Rubric give guidelines to be an effective educator. These guidelines allow for educators to know the difference between planning and preparing, an environment conducive for learning, high quality instruction, and understanding the reflection and responsibility of professionals. These descriptors allow for a teacher to understand the difference in not doing well and being effective in their classroom.

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The elements and TESS rubric are designed to promote effective teaching and most importantly improve student achievement. They both emphasize instructional quality, student engagement, and reflective practice. Based on learning climate, they both stress respectful, supportive classrooms that foster high expectations and student ownership of learning. Pertaining to lesson design, both contain effective lesson planning in both frameworks and required clarity in learning goals, alignment to standards and intentional sequencing of instruction. Student engagement is also emphasized. Both of them emphasize using purposefully questions and structed discussions to promote deep thinking, collaboration and active learning. Finally teacher reflection is analyzed in both, each valuing teacher self-assessment, reflection on instructional decisions, and a commitment to continuous improvement.

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Effective teachers include:

1. Clear learning objectives

2. Evidence-based instructional strategies

3. Engagement and motivation strategies

4. Appropriate technology

5. Classroom management and routines

6. Formative and summative assessments

7. Collaborative and Reflective planning

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To be an effective teacher according to the TESS Rubric Descriptors, a teacher has be able to deliver high impact instruction. A teacher will never receive a score of effective or proficient unless he or she can deliver high quality instruction. Educators must be intentional in their planning and delivery to ensure that all students are moving closer to the end goal.

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Teachers should be asking and reflecting during planning, instruction, and post lesson whether the standards-based learning objective was met by all students and how to deepen understanding by those who can go beyond the objective while providing intervention scaffolds for those who are still approaching the goal.

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1. What do I want my students to learn today?

2. How will I clearly communicate the learning goals and success criteria?

3. What do I know about my students' current knowledge?

4. What supports will my different students need?

5. What strategies will I use to actively engage all students?

6. How will I give timely feedback?

7. How will I know if students are learning?

8. How can I improve this lesson next time?

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Many connections can be made between high impact instrucion elements and the Arkansas TESS Rubric Descriptors for Teachers. Clearly all domains must be visible and in practice in an effective classroom. Clear standards based objectives with the students understanding the learning goals with clear measurement criteria is essential. Clear is kind! Teachers must be reflective in all domains to be sure students are engaged and reaching the highest student outcomes. Planning, delivery, and measurement criteria should be reflected on effectively. Designing coherent instruction including all students to engage them in rigorous grade level learning with clear structure to respond to students needs is vital and reflecting upon the delivery and student outcome of that is just as important.

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A teacher will ask

-What is my goal for student outcome?

-What standards am I teaching?

-How will I get to my goal?

-How many lessons will it take to arrive at my goal?

-How will I differentiate in my classroom?

-How will I know if the objective/ standard is understood?

-How will I review if there is a problem?

-What problems do I see will be a problem with my students?

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The highly effective teacher according to Tess domain 1 2 and 3 resembles a Highly effective Teacher in that both

-stress the importance of clarity in instruction, ensuring students understand what they’re learning and why.

-are focused on structured, well planned  instructional delivery and student engagement.

-frameworks value question in to promote deeper learning and gauging understanding.

-emphasize feedback as essential to the learning process, helping students understand progress and next steps.

-recognize formative assessment as key to responsive teaching and differentiated support.

-Encourage student interaction and mutual respect aligns collaborative learning with TESS’s focus on classroom environment and student engagement.

-Differentiate, ensuring that instruction is responsive and inclusive.

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The highly effective category in the TESS rubric answers those high impact on learning questions. Teachers must be intentional about their planning AND delivery in order to meet those highly effective requirements. They must know what their students need to know, what their students already know, and how they are going to evaluate if the students met the goal. Then they must deliver their instruction in a way that answers those questions. Alot of the highly effective category also includes a "student led" component. So highly effective teachers plan and deliver instruction in a way that gives students ownership of their learning.

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Connections between high impact instruction elements and the Arkansas TESS rubric:

-Planning with clear, standards-based objectives aligns with setting instructional outcomes (1c) where highly effective teachers provide rigorous, clearly designed outcomes.

-Identification of clear measurement criteria. Both emphasize the importance of aligning assessments with objectives and making expectations transparent for students (1f and 3d).

-Student engagement with higher-order thinking where students are expected to engage in meaningful, intellectually challenging tasks 3b and 3c).

-Differentiation to ensure mastery of all learners. Both focus on adapting instruction to meet individual student needs (3e and 1b).

-Classroom procedures and risk-taking support are key for creating a safe and supportive learning environment (2c and 2d).

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1. Is my instruction aligned with the standards and objectives?

2. How will I differentiate for all learners (ELLs, 504, IEP, etc)?

3. What instructional strategies are most effective for this content?

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Q1- High impact instruction elements and the Arkansas Tess Rubric Descriptors for Teachers both focus on positive impact for student learning at the forefront. There needs to be a clear learning goal and objectives, and we must determine how to effectively measure impact of student learning. Both focus on the importance of knowing students prior knowledge and building upon that, meeting all students where they are and scaffolding learning as needed. Planning for instruction is essential to delivering high quality lessons.

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What do my students need to know?

What do my students already know?

How do my students learn best? (learning styles)

What do my students need from me in order to be able to learn? (504, IEP, ESL, GT, etc.)

How will I assess what they learned?

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1. What do my students already know? What are their prior experiences or misconceptions?

2. What are the learning needs, styles, and interests of my students?

3. How can I differentiate instruction to meet the needs of all learners?

4. What are the specific learning objectives for my lesson/unit?

5. Which standards am I addressing?

6. How will I ensure that objectives are measurable and clearly communicated to my students?

7. How will I know if students have met the learning goals?

8. What formative summative assessments will I use during and after the lesson?

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What standard am I focusing on? What other standards will be touched on in my lesson? What do my students know? How am I going to make sure that exceptional students are engaged and extending their learning? What support, tools, etc do I need to make sure that my low kids are supported in their learning? How do I show student growth on this standard? Is this lesson tied to something engaging for my students? What is the big idea that I am trying to teach? How will I handle a reteach for those who struggle?

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For the most part they align. TESS is clear and gives you exactly what you need for each domain and task. It helps me break down exactly what is needed and how I need to look at it. HIIE gives you what you need to be an effective leader. They are both very important. You need to be a good classroom leader carrying out the TESS rubric. My goal this year is to really master both and do well.

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High-impact instruction, when aligned with the Arkansas TESS rubric, ensures that effective teaching practices are clearly defined and consistently evaluated. The rubric provides a structured framework for observing, assessing, and enhancing instructional strategies, allowing educators to focus on evidence-based practices that drive student success. Highly effective teachers consistently build on students’ prior knowledge while introducing new concepts that challenge their thinking and promote deeper understanding. At the same time, they work intentionally to close achievement gaps, ensuring that all students have equitable access to rigorous learning opportunities. Highly effective teachers create student-centered classrooms where learners actively engage in the learning process. Students are empowered to articulate the steps necessary for progressing toward mastery of the standards and play a key role in maintaining smooth and efficient classroom routines. They lead discussions, contribute to collaborative learning, and take ownership of their academic growth. Assessment is seamlessly integrated into instruction, with students involved in establishing criteria for success, engaging in self-assessment, and monitoring their own progress alongside the teacher. Ongoing, specific feedback from the teacher further supports continuous improvement and deep learning.

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The connections that I have made between the high impact instruction elements and the TESS Rubric descriptors are: planning, delivery, measurement, and reflecting are essential in student learning. In both the elements and rubric, teacher planning must include forethought to student needs and prior knowledge, high quality instructional material, in-depth knowledge of the standard, success criteria, and appropriate measurement of student learning. By planning with these details in mind, this ensures that students are able to actively engage in a well-planned lesson. After the lesson is delivered, the teacher reflects on the learning objective, student success, and ways to improve or move forward based off of that information.

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We need to have a good understanding of the learning goal and be able to communicate that to students through planning out the HQIM.

There is a lot of planning and preparation in order for lessons to be engaging and well organized to promote better student learning.

It is also necessary to plan for differentiated instruction that may be needed.

This also ties into the classroom environment. Without a positive environment and well taught procedures, the HQIM would not be as effective.

We need to have a deep understanding of the content to be able to communicate it effectively to our students.

During and after the lesson, it is important to give feedback to students and use the information gathered to plan what is next.

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What is my goal?

Is my goal clear to the students?

How can I make my goal and carry it out in the clearest way possible?

What might the students aleady know about this topic?

Do I need to review anything from previous years?

How many days should I go over this lesson?

How can I meet the needs of ALL learners?

Does my exit ticket help students clearly understand the goals today and what it is asking?

Did I teach the lesson well? What can I do better/different?

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What background knowledge to my students have regarding this standard/topic?

What do my students need to understand?

What do I want my students to learn?

How will I know that my students understand this lesson/standard?

How will I scaffold this lesson for all learners?

How will I provide a rigorous learning goal to be assessed and reflected on?

What high-quality materials can I use to enchance student knowledge or meet individual needs for this standard?

Is this lesson planned clearly enough to respond to all my students academic needs?

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Questions for Planning High-Quality Instruction

1. Standards & Objectives

What are the learning goals and standards for this lesson?

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

How will I communicate these objectives clearly to students?

2. Student Needs & Differentiation

What do I know about my students’ prior knowledge and learning needs?

How can I differentiate instruction to support all learners, including those who need enrichment or intervention?

Are there English learners, students with IEPs, or other diverse learners who need accommodations?

3. Engagement & Relevance

How will I make the content relevant and meaningful to students?

What real-world connections or student interests can I incorporate?

How can I actively engage students in their learning?

4. Instructional Strategies

What research-based instructional strategies will best support student learning?

How can I incorporate opportunities for student collaboration, critical thinking, and problem-solving?

How will I model, guide, and gradually release responsibility to students?

5. Assessment & Feedback

How will I assess student learning before, during, and after the lesson?

What formative assessment strategies will I use to check for understanding in real-time?

How will I provide timely and actionable feedback?

6. Classroom Environment

How will I create a safe, inclusive, and supportive classroom climate?

What routines and procedures will ensure a smooth and productive learning environment?

7. Reflection & Adjustment

How will I reflect on the effectiveness of this lesson?

What data or student feedback will I use to inform future instruction?

How can I adapt the lesson if students are not meeting the learning goals?

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The rubric gives examples of unsatisfactory to highly effective. To be highly effictive you need to build on prior knowledge, use the knowledge of your students' background, make sure the lesson is clear and well planned out, the students are aware of the steps on which to progress and can explain or articulate, students understand and contribute to the operation of classroom procedures, behavior expectations are communicated and students participate in the accountability of the behavior expectation, students lead discussions and finally the structure and pacing allows for student reflection and closure.

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Q2

When planning for high quality instruction, teachers ask questions such as:

-"What are my learning objectives?" "What do I want students learn by the end of this lesson?"

-"How should I assess this?" "How will I know if the learning objectives have been achieved?"

-"What prior knowledge is needed?" "Which students may need some scaffolding to get there?"

-"How will I differentiate learning?"

-"How can I make sure all students are engaged?" "What resources would be best?"

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We should ask:

What should students learn in this lesson/unit? How will I communicate that to students?

How will students learning be assessed?

How will I engage all students and keep their interest throughout the lesson?

What prior knowledge is needed? Do my students have that prior knowledge?

What materials are needed?

How will I differentiated instruction?

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High Impact Instruction elements naturally align with the Arkansas TESS Rubric by emphasizing clear learning goals, effective questioning, student engagement, and purposeful assessment. Both frameworks emphasize purposeful planning, student-centered instruction, and reflective teaching practices that support high-quality learning.

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High quality instructional questions:

What is the standard, what is the expectation, and how will I know my students have an understanding?

How will I communicate the learning objective?

What do my students know about this topic?

What materials are needed to deliver the lesson?

Which research based activities can be implanted to deliver the content effectively and in an engaging manner?

What questions can I ask that will both scaffold and encourage higher order thinking?

What classroom procedures need to be addressed in order for students to safely and actively participate and take risks?

After the lesson delivery, were my students successful? If yes, what is my next step? If no, what additional steps need to be taken for success?

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There are many important questions teachers can ask when planning, but here are a few that are truly invaluable:

✔️ What are the learning goals, and how will students know what success looks like?
✔️ How will learning be assessed throughout the lesson to guide instruction?
✔️ What strategies will keep all students actively engaged and thinking deeply?
✔️ How will feedback be used to support student growth and understanding?
✔️ How will student data be used to reflect on instruction and make necessary adjustments?

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Learning Goals with TESS-Teachers have clear and meaningful objectives. By setting an achievement target, this will allow students to recognize their success. When teachers clearly define and communicate learning goals, they ensure alignment with curriculum standards and TESS expectations around purposeful, student centered instruction.

Formative assessment :

Formative assessments help teachers adjust instruction to meet student needs and which directly supports TESS's emphasis on responsive teaching practices.

Student Engagement :

Students need to be engaged in the lesson by answering higher level of thinking questions. This will encourage collaboration and active learning supports a strong classroom with highly engaged instruction

Feedback

High-quality feedback helps students improve their performance, fulfilling the TESS standard for evidence-based assessment use.

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1. What is the standard-aligned learning objective?

2. What materials and instructional strategies best support this objective?

3. How can I differentiate instruction to meet the needs of all students?

4. What classroom structures or routines are necessary for success and student risk-taking?

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What is my goal? Do my students understand the goal and why it is important?

What activities will help relate this goal?

Review previous lesson to ensure memory/mastery.

Did I teach it well, make it relevant? how can I make it better?

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-Setting clear goals of learning for all students

-Structure in the learning environment, including consistent classroom management

-Expertise of content knowledge

-Assessment that accommodates all levels of learners and ensures success

-Good questioning and discussion/feedback to foster understanding

-Being adaptive to ensure engagement and successful learning is attained by all students

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The purpose of high-impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers is to improve the quality of teaching and learning within classrooms.

High-impact instructional elements are used to guide teachers in making effective and evidence-informed instructional decisions to maximize student engagement and achievement.

TESS is used to define effective teaching practices across four domains (Planning, Environment, Instruction, and Professionalism).

Together, they both support student clarity and goal alignment, as well as expectations for student-centered learning in daily teaching practices.

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What do I know about my student’s prior knowledge, skills, interests, and learning needs?

How can I use data(formative and summative) to inform my instruction?

How can I incorporate collaboration, discussion, or hands-on learning?

How can I ensure all students are challenged through questioning?

How will I differentiate instruction to meet varied learning needs?

How will I check for understanding throughout the lesson?

How can I create a positive learning environment that supports risk taking?

What will I do if students don’t get it?

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A teacher might ask the following questions when planning for high-quality instruction:

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

2. What do I know about my students needs?

3. Which strategies will help students?

4. How will I check for understanding?

5. What materials do I need and how will I promote active learning?

6. How will I respond to students during instruction and adapt based on what the students are saying or doing?

7. How will I reflect and improve upon on my teaching methods?

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Strong planning ensures objectives are measurable, aligned to standards, and accessible to all learners. Effective teachers check for understanding regularly and adjust instruction based on data.High impact teaching that goes beyond recall period asking students to analyze, evaluate, and create. The classroom management should allow for student discussion, productive struggles, and growth mindset. For professional responsibilities, teachers should be evaluating their impact and adjusting constantly.

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What did my students need to know and be able to do by the end of this lesson? how does this align with state standards and curriculum Frameworks? what is the essential understanding of what students to walk away with? what do I already know about my students strengths, needs, and prior knowledge? what misunderstandings might they bring into this lesson? what scaffolds or extensions will help different Learners with the material? what tasks will best support students and developing an understanding of the concept? do students have the opportunities to think deeply and engage? are my materials high quality and research based? is the dok rigorous enough? how can I make it engaging and meaningful for my students? what strategies will I use to keep students engaged? how will I know if my students are getting it? how will I respond if students are struggling? what assessments do I plan to use? and then afterwards, what didn't go as planned and how will I adjust it?

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-Set clear learning goals and expectations for students

-Use assessment to check not only student understanding, but myself, to make sure I was successful as the teacher to deliver the content/standard (pre and post lesson assessment--CFA's)

-Did I adapt my strategies as necessary to ensure all students learn and are successful

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The questions a teacher should ask as he/she plans for high-quality instruction include, but are not limited to:

1. How will I plan and communicate the lesson's goal?

2. How will I develop and communicate clear measurement criteria?

3. How do the lesson activities and material aligns with the lesson's goal?

4. How does the lesson engage students in higher-order questioning/tasks that facilitate thinking and problem solving?

5. How do I ensure that all students are challenged and supported during the lesson?

6. How do classroom procedures support a classroom environment that encourages students to take academic risks?

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High impact instruction elements and Tess both:

Look at the teachers content, pedagogy, and student knowledge.

They also expect a strong sense of learning outcomes as well as utilizing HQIM and all resources available to the teacher to achieve those outcomes.

Engaging and high level questions are required for instruction.

Assessment and using that data to drive instruction and the need for intervention/extension are key.

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High impact instruction aligns with the TESS rubric by showing what good teaching looks like. Teachers who plan lessons with clear goals and use what they know about their students is a foundation for high impact instruction along with strategies that help students learn and keep them engaged. It is important to check for understanding and change things if you need to. A classroom focused on learning is respectful and organized with a teacher who is thoughtful and reflective in their work, always looking for ways to improve.

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What are my grade level standards?

What do I want the students to learn?

What do my students already know?

How can I use my HQIM and resources best?

How will I assess learning during my lesson?

How will I use that to guide my instruction?

How will I assess the overall learning?

How will intervene when needed?

How will I extend when needed?

What is the best way to keep students engaged in the learning?

What activities will help achieve engagement?

How will I know if my lesson is effective?

Are there any procedures that need to be taught ahead of time?

How will I stay on track with timing?

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There are many connections between high impact instruction elements and the Arkansas TESS rubric descriptors. Both stress the impact of teacher's knowledge of their students, materials they have access to, the standards, and tie those to the instructional outcomes that the teacher has for the lessons. They allow teachers to ask themselves important questions about the instructional outcomes and student's academic growth. It also allows them to make sure they are meeting each of the standards effectively and meeting the needs of each student all at the same time. They both make sure we are keeping the goal of student growth and learning at the forefront of our minds by using the standards effectively, meeting students where they are, using high quality materials, allowing growth for ALL students, and making sure that ALL students are successful.

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High impact instruction and Arkansas TESS put an emphasis on pushing students to reach certain learning objectives and classroom outcomes. Each element within TESS provide a guideline to become a more effective teacher. To be a more effective teacher you must be clear in your instruction, be willing and able to adapt to the needs of your students, put forth the effort to learn what your students need, and push yourself to become more effective overall for the benefit of your students.

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Both the High Impact Instruction elements and the TESS rubric define what a highly effective teacher should display in their lessons. They both serve as clear guidelines describing what evaluators are looking for, much like the guidelines teachers are looking for with their students. Highly effective teachers set scaffolded high expectations for all students, have a positive impact on student learning through standards-based, engaging lessons (keep the "vehicle" for delivering lessons age-appropriate, and sometimes classroom-culture appropriate (Moods change quickly in 2nd grade, and we are together all day!), effective teachers base lessons on prior knowledge (remember when we learned about.....), have clear learning objectives displayed in an age-appropriate manner, classroom management is handled in a professional and kind way, both teacher-student and student-student deliveries, age-appropriate measurement tools are used as an assessment at the end of lessons and the data gathered from those tools are used to plan and prepare for future lessons.

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Teachers ask themselves many questions:

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

2. How will I know that my students have learned this and acheived the goal? How do I know that they learned these concepts? What methods of assessment am I using? How am I clearly measuring the success of students?

3. What strategies and methods can I use to meet the needs of each child- IEP's, learning disabilities, GT students, etc.?

4. How am I engaging the students in this lesson and allowing them to take ownership of their learning?

5. Are my materials and assignments aligned to the standards and to the learning objective?

6. What are some high quality tasks and high quality questions that need to be asked in order for the students to grow further and deeper in their knowledge and allow students to take academic risks?

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1. What do my students already know prior to the information they are learning?

2. What do I want my students to know after this lesson?

3. What can I do to make this lesson engaging to the students?

4. How can I teach this material for every level of learner?

5. How will my students know the objective for the lesson?

6. How can I improve on the lesson?

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The connections I made between the High Impact Instructional Elements and the Arkansas TESS Rubric Descriptors are:

-Building strong rapport

-Knowledge of what students know beforehand and what they need to know at the end.

-Using formative assessments/ student data to guide instruction

-Engagement with high-level thinking

-Responding to the needs of students by making adjustments as needed

-Reflecting and growing based on that reflection

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The two are very similar in that they both stress the importance of planning, learning goals, and student ownership in their learning. The TESS rubric gives explicit guidelines on how to be an effective teacher that moves all students towards the grade-level learning goals. It clearly demonstrates the importance of high-quality planning aligned with standards using HQIM, and strong, clear, but respectful rapport between students-teachers/students-students.

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Highly effective teachers demonstrate knowledge of their students standards and curriculum in order to grow all students. This is achieved through strong detailed planning and clear classroom expectations. This includes following the TESS rubric thoroughly using reflection and student teacher rappport that demonstrated respect.

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Questions teachers ask while planning high-quality instruction are:

1. What do my students know/ need to know?

2. What materials and tools do I need for the lesson?

3. How will I determine success?

4. How can I meet the needs of every learner?

5. What improvements or changes do I need to make?

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1. How will I plan and communicate the lesson's learning goals? (what is the standard? What do I need students to learn?)

2. How will I develop and communicate clear measurement criteria? (what is standard mastery? what do students need to meet mastery?)

3. How do the lesson activities and materials align to the lesson's goal? (does my HQIM align to my standards? If not, how will I incorporate outside resources to hit my standard?)

4. How does the lesson engage students in higher-order questions/tasks that facilitate thinking and problem solving? (pre-plan high-level questions and give ample opportunities for student-lead discussion)

5. How do I ensure all students are challenged and supported during the lesson to ensure mastery? (am I scaffolding? How will I provide interventions/enrichments when needed?)

6. How do classroom procedures support a classroom environment that encourages students to take academic risks? (how do I create an environment where students feel safe to take ownership of their learning?)

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Questions teachers need to ask before they plan a lesson for high quality instruction include:

*Are you familiar with the content? Do you need to further your knowledge in any way? Are you hitting the standard?

*How will you make sure this lesson impacts ALL of your students? Do you need to scaffold?

*Have you decided how you will deliver the goal for the lesson? What will you do?

*Are you using high quality materials to deliver the lesson?

*What learning progression are you hoping to see during the lesson? How will you keep the students focused on the goal?

*What assessments will you use to measure the data gathered from student learning?

*What expectations do you have for the students during the lesson? What should they be doing?

*How will you address any students that are not on task? Do your students know your behavior expectations/procedures?

*Where will you arrange the students for learning? Why did you choose this arrangement?

*What is your method for lesson delivery/communicating with students? What are your questioning and discussion technique expectations?

*How will you make sure students are engaged in the lesson? What age-appropriate strategies are you using?

*What assessment will you use to measure their learning? Is this a district-mandated assessment, or one you are creating yourself?

*How will you handle yourself if your lessons bombs? What will you do, and how will you react? What lesson can this failure teach your students?

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How will I plan and communicate the lesson's learning goal? (What is the standard, what do I need them to know in the end?)

How will I develop and communicate clear measurement criteria? (What will I use to measure my standards/goals)

How do lesson activities and materials align to the lesson's goals? (Does my curriculum align to to my standards? How will I use it with my lesson)

How does the lesson engage students in higher order questions/tasks that facilitate thinking and problem solving? (Planning higher level questions and more student lead discussions)

How do I ensure all students are challenged and supported during the lesson to ensure mastery? (How will I provide interventions or enrichment when needed)

How do classroom procedures support a classroom environment that encourages students to take academic risks?

(Encourage students that is safe to take a risk while working through academics to get answers)

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High Impact Instruction and Arkansas TESS correlate well together. For the most part, the overall goal of both are the same. Both want the knowledge of standards to align to instructional outcome. Both want assessment of learning to be clear and aligned with instructional outcome. Both want higher order thinking skills used by students to engage in learning. Both want all learners to succeed in academic growth. Using either model would ensure success in your classroom.

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High impact instruction that aligns with the TESS Rubric ensures that teachers are delivering high quality and effective instruction that will lead to student impact/growth. Highly effective teaching ensures that learning targets are aligned directly with standards, objectives are clear, lessons are paced effectively and structured to meet the needs of all students, lessons challenge students through higher level questioning and support them through timely and intentional feedback. A key take away for me was that high impact instruction pushes students to challenge themselves and engage in the instructional process. Highly effective TESS indicators continually highlight active student engagement with statements like “students lead,” “students contribute,” “students can articulate.” High quality instruction combined with effective classroom management allows students to feel comfortable and supported in risk taking. With high impact instruction, students can take more of a lead roll in their learning through student led discussions, peer collaboration, and student formulated higher level questioning.

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When planning for high quality instruction a teacher should ask: Did I build on prior knowledge? Did I use students' backgrounds and interest to individualize my instruction to close achievement gap? Does my instructional outcome goals assess and reflect on academic standards? Am I meeting the academic needs of all my students? Does my assessments reflect instruction for all students? Am I using higher order thinking questions that allow my students to lead discussion? Does my structure and pacing allow for student reflection?

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High impact instruction emphasizes that your content and planning needs to be done while continually keeping the end goal in mind. The TESS rubric gives descriptors for what that looks like implemented succesfully in the classroom.

The TESS descriptors do a good job of giving measureable/visible ways to reflect on the effectiveness of delivery portion of high impact instruction as well as emphasizing the continual assessment/measurement of student learning throughout the process.

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Domains 1-3 in the TESS Rubric are the definitions for high impact instruction.

-Unit and lesson planning reflect on effective scaffolding of information and builds on students schema and any misconceptions they may have.

-In planning, teachers uses students' backgrounds and interest to help actively engage students.

-Instructional outcomes are provided and learning goals are clear to students, based solely on the state standards, not a HQIM with fidelity.

-Materials are high quality and used to enhance student achievement.

-Questions are high quality and reflect high expectations.

-Assessment us used to build high quality feedback and ensures growth in all students.

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What prerequisite skills do students need to achieve mastery? How will I work to close the gap when prerequisite skills are missing?

How can I differentiate to meet the needs of all my students?

What are some misconceptions that my students may have? What misconceptions may I have?

What activities/resources can I use to promote active student engagement?

How does this lesson build on previous lessons? What foundation does it need to lay for upcoming instruction?

What opportunities are there for students to be leaders in their own learning?

What assessments will be best to show student mastery of the standard/learning targets?

What do students need to learn/be able to do by the end of the lesson?

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

2. Is this activity truely meeting this goal, or is it just something I want them to experience.

3. How do I assess where they are at during key point in the lesson?

4. Where might misconceptions arise as we discuss this topic?

5. How can I link this to yesterday/lastweek/last year's learning?

6. Who does mastery look like for this lesson?

7. How do I show THEM what they have learned?

8. What will differentiation look each subgroup of students?

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Questions teachers need to ask themselves as they plan for high quality instruction are:

-How will I plan and communicate the lesson's learning goal?

-How will I develop and communicate clear measurement criteria?

-How do the lesson activities and materials align to the lesson's goal? (Standards based over HQIM with fidelity)

-How does the lesson engage students in higher order questions/tasks that facilitates thinking and problem solving?

-How do I ensure all students are challenged and supported during the lesson to ensure mastery?

-How do classroom procedures support a classroom environment that encourages students to take academic risks?

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High impact instruction involves intentional planning, implementation, and reflection. On TESS the main difference in the Effective and Highly Effective is student involvement in the planning and/or implementing of the element. Both the TESS and the high impact focus on standards-based goals and clear measurement criteria.

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I see much common ground between the HIIE and TESS components. Both stress in clear ways the need for purposeful planning ahead of time, planning rooted in experience. It could be the educator's experience with the current students, past classes and what was successful with them, or seeking the experience of other educators and what led them to be successful. Education seems to ultimately be perpetual trial-and-error, but these both line out specific best-practices for high involvement, management, and knowledge retention. I believe HIIE is clearer about how professional collaboration plays a key role in the student's success, however.

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Questions I should ask:

-What goal am I hoping to accomplish with the ensemble by the end of the period/week/time period?

-What foundational knowledge is already present and can be built upon to achieve this goal?

-How can I segment components of this goal to give opportunity for activity, practice, and immediate application of instruction?

-What materials are needed?

-Which students will likely need additional reinforcement, and how can I plan ahead to give them opportunity without putting them on the spot?

-Which students will likely achieve mastery quickly, and how can I continue to engage them?

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The TESS Rubric shows us what great teaching should look like, and the High Impact Instruction strategies give us practical ways to get there. By using High Impact Instruction in the classroom, teachers are more likely to meet,and even exceed,TESS expectations because both are focused on strong, student-centered instruction. Clear learning intentions and success criteria support Domains 1c and 3a by helping students understand goals and expectations. Explicit teaching aligns with Domains 3c and 3e through modeling and responsive instruction. Timely, specific feedback connects to Domain 3d, while thoughtful questioning reflects Domain 3b’s focus on critical thinking. Building a strong classroom culture supports Domains 2a and 2b, and encouraging student goal-setting ties into Domains 3d and 4a by promoting reflection and ownership of learning.

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1. Is this lesson standards-based?

2. Are the activities aligned with the standards?

3. How will I assess the learning?

4. How will I know they have reached the goal?

5. Are the learning objectives clear?

6. Have I addressed individual student needs?

7. Have I used standard-based HQIM?

8. How will I reteach or extend the lesson?

9. Are the procedures/directions clear?

10. What supplies/materials will be needed?

11. Is the classroom set up as needed for this lesson?

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

How does this align with standards and long-term goals?

How will students know they are successful?

What do I know about my students’ backgrounds, strengths, and areas for growth?

How can I differentiate to meet diverse learning needs?What does mastery look like?

What strategies or materials will make learning meaningful and relevant?\

What teaching methods best support this content?

How will I check for understanding during the lesson?

What formative and summative assessments will I use?

How will students reflect on their own progress

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I see several are aligned in several ways. They both promote effective teaching that results in student learning. The both stress the importance of clear standards. Instruction must be based on students needs test data. Lessons should include critical thinking and student participation. Planning, materials, grouping, etc should always be purposeful .

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The connections that can be made between the high impact instruction elements and the Arkansas TESS descriptors are:

1. Knowledge of students is important in planning and implementation of lessons. Knowing the interests and backgrounds of your students can help you develop engaging and relevant lessons. Students will feel more invested in the learning if it makes sense to their real lives.

2. Using questioning to drive learning as well as assessment helps teachers determine student levels and adjust quickly to student groups.

3. Clear and concise learning targets and proficiency descriptors. These should be visible and given to students. They must be in student language so each student can self-reflect on his/her level.

4. Feedback, feedback, feedback.....students MUST know how they are progressing. If numbers are just numbers based on what they can memorize, the grades they receive will now have meaning to them. If a student receives a 3 out of 4, he/she knows exactly the parts of the lesson he/she could do and the parts of the lesson he/she could not perform.

TESS and high impact instruction MUST RESULT IN STUDENT GROWTH!

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The questions I should ask when I am planning high quality instruction are:

1. What do I want my students to know?

2. How am I going to let me students know what I want them to know?

3. What are the proficiency level descriptors for this skill/standard?

4. Do all of my lesson activities align to my learning goal?

5. 'Does this lesson engage students on a scientific inquiry level by encouraging them to reason, think, and predict?

6. How can I make sure that ALL students are challenged toward proficiency no matter their individual level?

7. Does the environment I create during this lesson encourage all students to present all ideas and think through their processes without feeling intimidated?

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1. What do I want my student to learn from today's lesson?

2. What standards am I teaching my students today?

3. What do I know about my student's prior knowledge?

4. How will I differentiate my lesson?

5. How will I know if the standard was understood by my students?

6. How can I reteach and improve the lesson for the students that did not understand next time?

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Connections I made between the high impact instruction elements & the Arkansas TESS Rubric Descriptors for Teachers is that they are both processes that cycle & continue throughout the year. All components are interdependent on each other, the needs of students, teachers & stakeholders. It won't always be neat or quiet, but it should always be purposeful & intentional.

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Questions teachers ask as we plan for high quality instruction:

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

How will I know if they learned it & what will I do for those who did not learn it as well as what I will do for the students who did learn it or already knew it?

What questions will my students have & how can I facilitate with leading questions instead of just giving them answers?

What resources do I already have, what do I need?

How have I taught this before? What worked well & what do I need to tweak?

What routines or procedures do we need to review or establish?

How does this teach the standard & what will we do next to build on this?