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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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The connection I am seeing is that they are very similarly aligned. The goal of each is to have demonstration of planning and prep, classroom environment, Instruction, and professional responsibilities.

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One question a teacher asks as they plan for high quality instruction might be "what is the goal, skill, or outcome I want my students to learn in this lesson?"

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The high impact instruction elements and the TESS rubric are closely aligned. The goal for both is for student success and learning and how the teacher can facilitate that learning. The instructional elements really help with Domain 1 and 3 with the planning and teaching components in the classroom and give ideas to help foster that connection between student engagement and achievement.

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Recently, I've been asking myself this question over and over. "If I truly believed all students could learn this skill, what strategies will I use to get them there?" What are those best practices to help most with student learning and growth?

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They are very closely connected and aligned. There is a focus on objectives, student outcomes, and providing high quality and engaging instruction.

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These elements and the rubric both have similar outcomes, which is ultimately the goal of the entire world of education. Quality and intentional planning will almost always lead to student learning and growth. Teachers must also be willing to then reflect and adjust as needed according to students' experiences and needs, as well as ongoing behavior management and unexpected situations. Both of these guideline documents allow teachers to consider their practices in preparing as well as delivering instruction.

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A teacher should ask "What am I teaching? Why am I teaching it? How will I teach it? What do I expect my students to learn? How will I know what they have learned? What do I do next?"

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Questions to ask when planning high quality instruction?

What is the goal of my teaching for this lesson?

How will I teach it?

What proven instructional strategies will I use?

How will I engage students?

How will I know where students are at with the learning?

What will I do next for students regarding this skill/standard/topic?

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Tess Domain 1 is closely related to the high impact instruction elements in regard to planning. Major crossover is found with making sure the lesson is standards based for the grade level and that the needs of all students are being met. Tess Domain 3 is related to the delivery of the lesson. Ensuring that the activities are aligned and the measurement criteria ( or evidence of learning) is clearly communicated to the learner are two areas of overlap I feel are important to note.

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As a teacher plans for high quality instruction, they need to ask themselves how they are going to meet the instructional needs of all learners. Also they need to consider what to do to extend the learning of students who are not challenged by grade level material.

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The high-impact instruction elements and the TESS descriptors are very similar. If one is meeting the criteria for both, it is evident that they display best practices in instruction, building strong classroom culture and follow through on their professional commitments.

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A strong teacher asks themselves: what is it that I want my students to be able to do by the end of this lesson and how will I pivot/adjust my teaching if they don't show progress?

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Both the high-impact instruction element and the Arkansas TESS Rubric and almost directly aligned when viewing the effective column on TESS. Each wants teachers to demonstrate effectiveness by having alignment with the state requirements, students, and instructional deliveries.

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1. What do the standards state a student should learn?

2. What is the class pacing?

3. How will I assess student learning?

4. What is the lesson objective?

5. How do I differentiate learning for all students?

6. How do I communicate to students?

7. What will be student misconceptions?

8. How will I transfer the learning from teacher to student?

9. What do I do after reviewing student data if all students did not demonstrate master?

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The two documents are closely aligned and share the goal of helping teachers prioritize student-centered instruction, engagement, and assessment-driven teaching, which will positively impact student achievement.

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The TESS rubric are looking for the elements that are found in the HLP's of Systemic Design of Instruction, Teaching Cognitive and Metacognition, and using Explicit instruction. By using these practices, teachers can teach an effective lesson to reach the desired outcomes.

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What should the students know? Be able to do and/or explain?

How does it align to the state standards?

How will the students be assessed?

How will all students have an equal opportunity to learn?

What prior knowledge and/or background information is needed?

What are possible misconceptions?

What are the ways students that "didn't get it" have another opportunity for success?

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The question I ask myself is what I want the students to learn, and make an assessment that looks at the material, then plan for the activities and beginning instruction of the lesson. That way there is alignment between the materials and the assessment, and I can address modalities and needs of individual students. Beginning with the end in mind.

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When planning high-quality instruction, I consider potential student misconceptions and anticipate any challenges that may arise during the lesson. Having a proactive approach helps ensure instruction is clear, effective, and responsive to students' needs.

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The two have very similar expectations for student learning and teacher expectations. They are aligned with the same goal of teachers being prepared, having a classroom environment that allows effective instructions and being professional.

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The high impact instructional elements are closely connected to the AR TESS rubric because they both focus on student outcomes. TESS puts emphasis on effective teachers as the bridge between students and success while the high impact instruction elements help distinguish between the planning and the delivery of high impact instruction.

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What are the standards and objectives my students need to master?

What do I want my students to know?

What prerequisites do students need?

How will I model for students?

What independent practice will help promote mastery?

How can I make this real world or hands on for students?

What rubrics will I use to assess?

How will I differentiate instruction and to whom?

How will I delivery feedback to students?

How will I know when students have obtained mastery?

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They are very similar. The goal of both is to help teachers improve student achievement through high-quality teacher interaction. They focus on content planning, safe well-managed classrooms, and professional conduct. They offer a "guide" for professional learning that will help empower and support educators as they reflect on their current teaching practices.

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The high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers have a LOT of overlap. Some of the verbiage is so similar, I thought I was looking at the same document twice! I suppose that's why TESS is considered a great rubric for evaluation. It seems designed with these ideas in mind.

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1. What prior knowledge do my students have?

2. What do I do with my early finishers?

3. How many different learning styles are there in this class?

4. What are the best materials to use?

5. How will I know they have gained mastery and how will I know they have retained mastery?

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The most important question a teacher asks when planning for high quality instruction is "what do I want my students to know at the end of this learning segment?"

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Both are concerned with high quality instruction given by a highly qualified teacher leader with student learning and retaining what was taught..

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How can i make this relatable to the student for the best retention possible of my lesson. Reaching every student is the main goal of engaging the student.

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The high-impact instructional elements and the TESS rubric work hand in hand. They both focus on student success and how teachers can support learning. These connections are particularly clear regarding Tess Domain 1 - Planning and Preparation and Domain 3-Instruction by encouraging teachers to develop strong strategies for lesson design, scaffolding, and assessments. Good teaching comes down to thoughtful planning, engaging instruction, and using questions

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1) What do we want students to learn?

2) What prior knowledge or skills do our students need to be successful with the content?

3) How will we know if our students have learned the content? (formative and summative)

4) How will we collect and analyze student data to impact future instruction?

5) What strategies will encourage students to engage with the new content?

6) How do we incorporate scaffolding, differentiation, and student choice?

7) How do we structure lessons to utilize learning time efficiently and encourage student participation.?

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The high impact learning instruction elements and the Arkansas TESS rubric are similar in that both share a goal to improve instruction in the classroom that is aligned to state standards and impacts student learning outcomes.

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The question I ask myself as I prepare plan is to review the standards that I am teaching. What does the standard say my students should be able to do upon completion. I then use this, to help develop my assessment. I use the assessment to help plan my instruction. I think about how to scaffold my instruction so that all of my students are able to meet learning target.

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This quote brings to mind the importance of analyzing student data as a consistent part of our teaching practice as an individual teacher and a collaborative team. Teacher leaders must consistently use data and feedback to address challenges and set clear goals for teacher mentees and students in our schools.

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Is my lesson aligned to state standards?

Is my learning objective clear and measurable?

How am I going to provide differentiation?

How will I support students who require further assistance?

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The connections that I noticed between the high impact instruction elements and TESS are student outcomes, planning and aligning objectives to standards, and assessment to further enhance instruction.

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What is the goal that I expect my students to achieve at the end of the lesson.

How will I monitor mastery in real time?

What material will I use to keep all students engaged?

What will I do for students that did not master the objective?