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How many goals will we be expected to set?

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How many goals will we be expected to set?

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2 goals
1 professional goal and 1 student growth goal.

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Will we receive feedback from the observation prior to the end of year conference?

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Will we receive feedback from the observation prior to the end of year conference?

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Yes, you will receive feedback within ten business days of your observation

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Will the power point be available electronically as the handout is very difficult to read

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Will the power point be available electronically as the handout is very difficult to read

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A google folder will be created that will contain all T-TESS material presented today.

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What supports exist to help a teacher meet a goal if they or their evaluator feels they are not adequately meeting it?  Are there support opportunities before the final meeting at the end of the year?

RISD provides supports through use of the instructional coach, district curriculum specialists, dept chairs, teacher selected professional development, etc.

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What is an example of a goal that we could set?

Please refer to the yellow sheet on your table titled Teacher Goal-Setting and Professional Development

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What happens if we think we are "accomplished" but we are only rated "proficient".  In other words, what if we think our rating is higher than what we got?

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What happens if we think we are "accomplished" but we are only rated "proficient".  In other words, what if we think our rating is higher than what we got?

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Teachers may submit a written response or rebuttal no later 4 pm of the tenth working day after the teacher received the document in question.
please refer to the RISD guidelines for T-TESS for further explanation.

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How much does context enter into the equation (Such as in the pre-meeting)? There is a HUGE difference between, say a 9th grade inclusion class compared to a 12th grade AP class as far as student behavior, interest, participation and ownership of material (something they hopefully learn as they go through Berkner). It would not be fair to treat both classes EXACTLY the same given the starting points.

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How much does context enter into the equation (Such as in the pre-meeting)? There is a HUGE difference between, say a 9th grade inclusion class compared to a 12th grade AP class as far as student behavior, interest, participation and ownership of material (something they hopefully learn as they go through Berkner). It would not be fair to treat both classes EXACTLY the same given the starting points.

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This could be addressed during your pre conference meeting.

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what is the minimum rating we at Berkner need in order to avoid being put on an improvement plan and receive a raise?

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what is the minimum rating we at Berkner need in order to avoid being put on an improvement plan and receive a raise?

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The minimum rating a teacher can receive in RISD is "at least developing" in every domain to receive board approved raise.

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Remember that this presentation came from HR, so we should give the AP's a pass.  How would you like to be evaluated while presenting word-for-word a lesson written by some district curriculum drone?

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Remember that this presentation came from HR, so we should give the AP's a pass.  How would you like to be evaluated while presenting word-for-word a lesson written by some district curriculum drone?

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How do the categories within domains combine? For example,  what is a teacher who gets Distinguished on 1.1-1.3, but Needs Improvement on 1.4 rated for Planning overall?is
Great question, this will be covered later on this afternoon as we continue through the training.

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Principals have been circulating the room, periods of teacher interaction between instruction. Developing rapport with teachers as you walk around. Opportunity to share out.

If you were being evaluated based on the presentation of TTess would you all be rated as proficient?

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On 2.4 some descriptors for proficient and accomplished are the same. How would an evaluator determine where a teacher falls if this is the case?

Look at the wording difference on the 3rd bullet - regularly vs provides based on the evidence.
4th Bullet difference - RECOGNIZES  confusion/disengagement but does not act vs. PROACTIVELY minimizes confusion/disengagement based on the evidence collected/observed.

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If the descriptors are the same, how does the evaluator determine which to use?
Can you be more specific with your question?

I'm assuming descriptors between developing and proficient categories....my answer based on this assumption. In order for teachers to be classified as developing and/or proficient must meet ALL of the descriptors in the category.

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Realistically, how does an evaluator determine the engagement of all students? If students are engaged for the majority of the class, is it considered 

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Realistically, how does an evaluator determine the engagement of all students? If students are engaged for the majority of the class, is it considered 

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"Evidence" is collected during appraiser walk-through regarding level of student engagement. This evidence could include: number of students actively participating in lesson (difference between compliance and active participation); classroom rules and procedures are clearly evident by observing student behaviors and interactions; students are able to communicate learning outcomes;  teacher adjusts lesson based on checking for understanding of all students;

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what checks exist to ensure consistency across evaluators

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what checks exist to ensure consistency across evaluators

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All appraisers participated in a rigorous three day training including calibration process om multiple videos.  Finally, all appraisers had to take and pass a certification test graded by the state.

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"Good" teaching is clearly defined by the T-TESS rubric.

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What dos T-TESS stand for
Texas Teacher Evaluation and Support System

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Please use this padlet to ask any questions you have during the training.