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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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Domain 1 connects high impact instruction elements by setting clear goals that are standards based and clear learning goals are set (1a, 1c) Also 1b and 1e discuss using data to drive the lesson planning. Domain 2 connects to the instruction elements by addressing a safe supportive classroom, as well as establishing a respectful learning environment in 2a and 2b. 2C and 2d also reflect on classroom management and clear routines. Domain 3 I think has the most connections between the high impact instructions. This domain talks about engaging all learners (3c), checking for understanding (3d), using explicit modeling, instruction and guided practice (3a), as well as student discourse and academic talk (3b).

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There are many questions that teachers ask themselves as they plan for instruction. There needs to be questions about standards and learning goals. What are the learning standards for lesson? What should the students know and be able to do by the end of the lesson? And how to clearly state learning goals and outcomes. Teachers also need to ask questions about prior knowledge. What do students already know? What are some misconceptions? Instructional strategies also has questions that need to be asked. What research based strategy is best used for the lesson? How can I differentiate for students who need it and how can I challenge students who already know? Teachers also need to decide how they will check for understanding at the end of the lesson. How will I know if my students met the learning objective? Then teachers need to reflect on their lesson, what worked well and what didn't? What can I change to ensure more student engagement?

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High impact instructional elements closely align with the Arkansas TESS rubric by supporting effective teaching across all domains. Strategies such as setting clear learning goals, using formative assessment, engaging students through discussion and collaboration, and fostering a respectful, high-expectation classroom directly reflect TESS descriptors such as 1c (instructional outcomes), 2b (culture for learning), 3c (engaging students), and 3d (assessment in instruction). Both frameworks emphasize intentional planning, student-centered instruction, and reflective practice to improve learning outcomes.

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I think the first question a teacher asks is using my standards and learning outcomes what is my end goal? Then plan assessments based on the end goal and last plan highly effective instruction so that students retain the knowledge needed to meet the end goal. While working on the assessments and instruction, we also must keep in mind that retaining knowledge looks different for each student. We should be designing lessons so that all students are able to meet those end goals.

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When planning for high-quality instruction, I reflect on what I want students to learn and how I will assess their understanding throughout the lesson. I consider their prior knowledge, how to connect new content meaningfully, and which instructional strategies will best support engagement and learning for all students. I plan ways to provide clarity, encourage student ownership, and create opportunities for collaboration and reflection. I also think ahead to how I will adjust instruction based on student progress, ensuring that each learner is supported and challenged appropriately.

Additionally, I consider how this works with my standards and HQIM. I may need to consider where I can find supplement material or how to differentiate materials to meet student's learning needs.

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The high-impact instruction elements and the TESS Rubric both emphasize the importance of creating an engaging, responsive, and respectful learning environment. By using clear communication, differentiated instruction, and continuous assessment, teachers are able to align their teaching practices with the rubric’s descriptors for effectiveness and student success. These connections help ensure that teachers are not just following guidelines but actively supporting student growth and learning outcomes.

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One connection between high impact instruction elements and TESS Rubric Descriptors is the emphasis of questioning. One misconception of teaching is the that the teacher is simply supposed to teach from bell to bell, but if there is not an emphasis on questioning, more specifically within domain 3b "students formulate many of the  high-level questions." Failing to be effective or highly effective in domain 3B will lead the classroom to not be a high impact instruction environment. Another connection that stood out to me was feeback. As professionals, we respond more efficiently when we are provided appropriate feedback as well as steps to improve. Teachers must utilize this same concept with students as emphasized as a high impact instruction element and TESS domain 3E. To be considered effective or highly effective, teachers have to analyze their student data and provide a variety methods of individualized feedback to the students to promote their academic success.

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There are several important connections between high impact instruction elements and TESS. Teachers need to be prepared during planning to make sure all students are going to be engaged and that they are all going to learn. Teachers need to know students interests so that students are more excited as the connections are made. This helps them to stay engaged during the learning. Teachers have to know where each of their students are in their learning so that all students are pushed to grow in what is being taught. After a data point a teacher will know which students need to be pushed deeper and which students still need more practice in what is being taught.

Teachers also need to be aware of behaviors around the room. They need to know their students well enough to know which parts of the lesson might be a struggle for some students. These struggles often lead to negative behaviors. If a teacher is prepared a head of time, she can help these students navigate around these tough spots.

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Teachers should ask themselves several questions as he/she plans for high quality instruction: what are the learning objectives?; how can I ensure the lesson is engaging/interactive?; what resources and/or materials will I need?; what differentiation strategies during and after the lesson?; How will I ensure the lesson is adaptable, accessible, and inclusive for all students?; what background knowledge do students need or have?; what challenges might arise?

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I think a teachers should ask how will I know what students already know and how will I teach them to help all students grow. What assessments will be used to gain understanding of what each student currently knows. What will I do to push all of the students?

What are the learning targets for the standards that I am teaching? How will I know that the students have reached these targets?

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There are strong and direct connections between high-impact instructional elements and the Arkansas Teacher Excellence and Support System Rubric Descriptors. For example, when we set clear, rigorous learning goals, that ties into Domain 1c, which is all about making sure our objectives are meaningful and aligned to the standards. Sharing those goals with students in a way they understand falls under Domain 3a -communicating with students.

Using student data to plan groups or adjust lessons connects with Domain 1b, which focuses on knowing your students, their needs, backgrounds, and where they are academically. Being able to switch things up during a lesson when something’s not working fits into Domain 3e, which is all about being flexible and responsive.

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High-impact instructional elements correspond closely with TESS rubric domains, providing a framework to plan, deliver, assess, and manage effective instruction aligned with Arkansas teacher evaluation expectations.

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One connection between high impact instruction elements and the TESS Rubric is the focus on instruction in Domain 3. It is very clear that students are most engaged in learning when the lesson is individualized, scaffolded, and paced so that each student not only understands the information, but is able to apply it to previous and future lessons as well as the real world. This can be accomplished by frequently checking for understanding, asking high-level questions, and using various assessment techniques. Each of the indicators in Domain 3 is an element of high impact instruction.

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When planning high-quality instruction, effective teachers ask a range of thoughtful questions to ensure lessons are purposeful, engaging, and meet diverse student needs. These questions guide them to align content, pedagogy, assessment, and student support for maximum impact.

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There are several questions teachers ask when planning for high-quality instruction. Here are a few:

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

What do I know about my students’ strengths, challenges, and interests?

What scaffolds or supports will different groups need?

Where can I build in movement, discussion, or collaboration?

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I believe the first question to ask when planning is what do I want the students to learn and how does this connect to what we have previously learned. As a math teacher, this is critical to connect previously learned information with new concepts and formulate a plan on how to reach our next learning goal. It's also important to have multiple strategies on how to meet the learning objective. Teachers must understand that students have different learning styles and teachers must be flexible enough to transition through those different styles to ensure that all students are learning and moving to reach the learning objective. The next question should be how do make this real-world relevant and ensure that all students are engaged throughout the lesson.

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Questions a teacher asks when planning for high quality instruction:

What do I want students to know and/or be able to do at the end of this lesson?

What is my standards-based objective?

Are the activities and materials aligned with the objective?

What high-level questions will I ask?

How do I check for understanding with all students?

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The connections I made were knowing your students and the ways in which they learn (retain knowledge) the best because in order for students to be successful at meeting their learning objectives we need to design learning that keeps them engaged. When we know our students we are able to adapt our lessons. We can use various types of assessments based on our students even offering students more than one option to show understanding.

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There are several connections that can be made between the high impact instruction elements and the AR TESS rubric. Both of these encourage clear learning goals for students, the effective usage of questioning and classroom discussion, supporting active student engagement, ensuring differentiated instruction, the effective use of assessments and more. Domain 3, Instruction, is where I see the biggest connection between the two as it clearly outlines the expectations for teachers in the classroom and what students should be able to do to achieve mastery at state standards. An example would be how 3c discusses that the teacher should tailor the learning to meet the needs of all students so that all students can be highly engaged in the lesson. In this one example, the teacher can make a huge impact on student learning and achievement by ensuring that all students have access to being engaged in the learning.

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I think that there are several questions that a teacher must be asking as they make plans for high-quality instruction. In my personal opinion, I think one of the most important questions that must be answered is, "What plans do I need to make or what actions do I need to take in order to ensure that all students in the classroom have access to mastering the grade level standard?" Not only does the question have to be asked, but lesson preparation must take place in order to ensure that all students have an equal opportunity to understanding the learning goal and progressing towards mastery of it.

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Response 1

High impact instructional elements are part of the TESS rubric. The rubric outlines effective planning, instruction, and classroom management. These are all vital parts of high impact instruction. Effective teachers set clear learning goals and communicate these to students (Domain 1e and 3a). Teachers should use assessment practices and adjust their instruction based on their students needs (Domain 3d and 3e). Lessons should be engaging for students and require them to think critically while solving problems (Domain 3c and 2b). Every lesson should be differentiated to meet student needs and interests (Domain 1b and 3b). The classroom environment should be positive and encourage collaboration and risk taking (Domain 2a and 2c). Teachers should continually reflect on their practice, use data to make decisions, and strive for improvement (Domain 4a and 4e).

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High-impact instruction and TESS are aligned in assessing data and planning engaging lessons. (3a) Setting clear and defined objectives that assess student learning to drive instruction. (3b) Higher-level questioning. (3c) Using students' prior knowledge and providing scaffolding allows for differentiation for student engagement.

(3d) Formative assessement is used regularly to progress monitoring throughout the lesson. Addressing misconceptions is also needed.

Making sure I know what my students are learning and how to get them there is the most important reflection to make during my lesson.

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There many impactful pieces teachers can use from the from TESS model to help with high impact instruction. Domain 1a-Demonstrating knowledge of content and pedagogy is key when planning lessons. Instructional practices have to be aligned with the outcome you want for your students. 1e- Designing coherent instruction is also important. Without clear use of the progression of learning model, student are always actively engage during lessons.

3a-Communicating with students is the main focus of effective instruction of any kind. If students do not know what is expected of them, they tend to have misconceptions of their learning targets. Make sure you communicate exactly what you want them to do for the standard.

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Effective instruction starts with a clear, definable goal that connects to the standards. Teachers must know their content and their students in order to effectively deliver the instructions and set those standards. Based on their knowledge, teachers need to build assessments into their class activities to quickly check for understanding and adjust their instruction as needed. High impact instruction will incorporate engaging activities and methods for students to demonstrate learning and to practice what they are learning in order to be successful and connect the ideas from the lesson to their lives.

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There are many parallels between high impact instructional elements and the Arkansas TESS Rubric. Clear learning intentions and success criteria connect with TESS 1c and 3a, ensuring students know what they're learning and why. Formative assessment and timely feedback align with 3d and 1f, supporting responsive instruction. Student engagement and meaningful tasks tie directly to 3c and 2b, promoting active learning and a strong classroom culture. Both frameworks emphasize intentional planning, effective teaching, and maximizing student achievement.

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Response 2

-What do I want students to learn?

-How will I know if they've learned it?

-What will I do if they don't learn it?

-How will I respond when they already know it?

-How will I measure student learning?

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When planning for instruction, a teacher must ask what they want students to know; how will they structure the lesson; how will they check for understanding. Once they have established these three facets, they need to consider their students: what previous knowledge do they have; what strategies would work and help to differentiate the instruction for students; what will be done to address the needs of students. Finally, teachers need to reflect on their own experience with the lesson in order to ensure that their next lesson connects to and builds upon the learning.

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A teacher planning high-quality instruction should ask:

What are the specific learning goals, and how will students know they've met them?

What prior knowledge or misconceptions might students bring?

How can I differentiate to meet all learners’ needs?

What strategies and assessments will best support proficiency?

How will I keep students engaged and actively thinking throughout the lesson?

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There are many connections that can be made between high impact instruction elements and TESS. Domain 1 covers planning and preparation for all students to learn. Teachers should use students background and interest when planning instruction to help student engagement and learning. They also should have clear expectations for all student with clear instructional outcomes. Teachers are aware of the resources that curriculum and district provides but they are also willing to go outside the district to find more resources when planning for instruction. Students learning goals are based on grade level standards and are clearly developed and assessments are provided to track progress towards learning goal.

Domain 2 covers classroom environment. Classroom environment has many key factors that impact instruction. Tess breaks it down into specific areas but developing an environment of respect and a culture that fosters learning for all students is essential for student learning. Making sure that routines and procedures are developed early leads to less lost instruction time and more student learning. Also student behavior plays a key role in student learning. Students being respectful and responsible to each other and teachers fosters an environment where students are learning. Tess also discuses physical space. This is important because classrooms need to be tidy and safe. Classrooms should provide a space for students to learn that is inviting but not overwhelming. Domain 3 discusses instruction and begins with communicating with students. Communication is essential to student learning. Students need clear expectations, directions, and feedback. Sometimes using different forms like oral or written when grade level appropriate. Making sure that students are engaged in high level questions that lead to good discussions that can be student led is also important for student learning. Using assessment data to guide our instruction and being flexible when needed is important for student learning.

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Domain 1 is focused on the planning stage of the teaching cycle. Domain 2 is more centered around the classroom, environment, culture, organization, norms, etc. which is connected to the delivery part of instruction. Domain 3 connects to the assessment portion of the cycle, whether informal/formal checks for understanding, students peer-reviewing, or the final learning assessment. These help coaches/mentors find specific feedback for teachers that are based on TESS, not on some arbitrary feeling or "this is the way we have always done it" type of statement.

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Domain 1 connects directly to goal setting, while Domains 2 and 3 connect to student engagement and using higher-order questioning to improve instruction. In addition, The Arkansas TESS Rubric Descriptors for the highest level - a 4 - are focused on student involvement, just like the high impact instruction elements.

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I think that there are several questions that teachers ask when planning high quality instruction. What is the goal/objective of the lesson? What do my students need? How can I make this relevant to them by using background knowledge and student interest? What should students be able to do after? How will I support students who are unable to do the activity? How will I provide enrichment for students who are learning at a higher level then grade level? What misconceptions could my students encounter? How will I assess students? How will I use the assessment data? How will students be engaged during questions and discussions? How will I provide feedback?

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The TESS Rubric and the elements for high impact instruction are closely aligned. They both put importance on planning, engagement, and communication. Planning a great lesson is only an element for high impact instruction when the teacher includes engagement and communication. The students need to be engaged in the lesson. Communication is a big connecting factor. Making sure teachers have a clear communication of what is expected of them, but also that teachers have clear communication of the lesson and expectations for the students.

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-What is my objective for this lesson?

-What questions should I use?

-Were students engaged when I ______; should I use that strategy/resource again?

-What should I include to ensure students grow?

-what should students be able to do after this lesson?

-How will I know they've learned that?

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As I was working through the indicators of the TESS rubric, collaboration and communication were frequently written. These two elements were also discussed in my breakout sessions. Collaboration with teachers is essential in the planning and instruction areas. We each bring unique ideas that can be shared and beneficial to others. Collaboration with students can also benefit the classroom environment and instruction. When students have respect and rapport with their teachers and classmates, they can help hold each other to high standards. Collaboration with students can also aid the reflective and responsive pieces of planning future instruction. Some groups may not be able to handle certain activities and other groups may really grasp a concept and need to be extended/challenged. Communication is essential in all three TESS domains. Communication among fellow educators helps us plan high quality instruction and share resources. Communication with our students about learning targets and behavior expectations helps you establish a culture in your classroom. Communication during the instruction helps the educator gain insight into their students and better support them as they progress through the course.

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The teacher needs to start with their state standards. They then need to see where the lesson will fall in the unit progression and determine any previous skills/knowledge required of the students. They need to check for student prior knowledge/skills. They also need to look at the methods and materials needed for the best instruction for the lesson and also ensure that all students have a pathway for success addressing learning/physical limitations. They need also make sure their classroom culture, norms, and physical space is right for the instructional method chosen. Then they should find common mis-steps/conceptions to address, and also find ways for students to give each other feedback on each others progress. Frequent progress/understanding checks must be anticipated, along with connections to previous/future learning within the unit.Finally, appropriate assessment tasks using accommodations/IEP, 504, etc implemented and aligned to the learning outcomes.

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-What are my standards for this lesson?

-What do my students already know?

-How will I make the lesson match their individual needs? (differentiate)

-What activities will I have or what materials do I need?

-What are some high-level questions that I can ask?

-How will I know that they have met the standards?

-What will I do for those that did not meet the standard?

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There are many questions I ask when planning for high-quality instruction. I first need to focus on what the learning standard is for the lesson and how to communicate that to my students. What prior knowledge do my students have, and what are the misconceptions? How am I going to provide for scaffolding and flexible grouping to meet my diverse learning needs? How am I going to make real-world connections so it is relevant to my students? How to provide student interaction, collaboration, and hands-on learning? How to deliver higher-level questioning and provide feedback to drive my instruction.

These are just a few that I focus on as I am planning.

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Teachers need to ask a number of questions when planning for high quality instruction.

What is the end product/goal for this unit?

What content do my students need to know to meet the goal?

What logical order does that content need to be presented?

What tasks do students need to be able to do by the end of the unit?

When are we going to practice those tasks/skills so they can be utilized by the end of the unit?

What obstacles do my students bring to the classroom that they have to overcome before they can access my content? How can I help?

What misconceptions do my students have about the topic?

How am I going to measure progress throughout the unit?

How am I going to support students who need more time to master the content at the end of the unit?

What resources do I have available to help me teach and provide additional support throughout the unit?

What procedures need to be established to help the class flow and minimize instructional time loss?

What worked/didn't work last year? What worked well for other colleagues that didn't work well for me?

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TESS and high impact instruction are closely aligned with the different domains. I focused on planning. Effective teachers know their students and use their knowledge to create and guide their lessons. They determine prior knowledge the students have to create lessons with attainable, but rigorous goals, to help students master their state standards and grow in their academics. Effective teachers use HQIM but also know their students and when they may need additional supports for students to reach the lesson goal.

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The main connection that I am making is that the TESS rubric gives you a road map to implementing high impact instruction elements. Tess Domains 1, 2, and 3 are components that should be included to give high impact instruction. Since the rubric shows what the components are at the unsatisfactory, progressing, effective, and highly effective levels, instructors have a very detailed road map of progression to achieve the goal of high impact instruction.

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The high impact instruction elements align with the TESS domains. Both of these want teachers to have a well run classroom that promotes learning and higher level thinking. For example the instruction elements says we should align activities to learning objectives. This goes along with TESS domain 1c: setting instructional outcomes. Another example is the high impact instruction elements says that procedures should be implemented for effective classroom management and risk taking. This aligns with the TESS domain 2a, 2b, and 2c.

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Some questions that I use when planning for instruction are: How does this lesson connect with the standards that we are focused on?

What is the learning objective of this lesson?

What activities can I use that utilize UDL practices?

What formative assessments will I use to inform my next lessons?

What summative assessment will I use?

How will my summative assessment align with the standard that I am focused on?

What type of questions will I ask during the lesson?

What is the level of HQIM on my formative and summative assessments?

What manipulatives will I need for the various activities?

Do my activities align with the learning objective and the summative assessment I have chosen?

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High- impact instructional elements correspond closely with the TESS rubric. One connection is Formative assessment and feedback-ongoing checks for understanding. On the TESS rubric, this is covered under Domain 3- Instruction 3d. Using assessments in instruction and 3e- Demonstrating Flexibility and responsiveness.

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High impact achievement and TESS go hand in hand. All students have to be considered when planning lessons and activities. Domain 3 (Instruction) starts with communicating with students. Oral and written communication between students and teachers is key to learning appropriately and with high expectations. This goes right along with the TESS items, such as, creating an environment of respect and rapport, communicating with students, and engaging students in learning. There are many other overlaps and comparisons between the two.

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One of the first questions a teacher could ask when planning a lesson is, What is the goal? The goal should be centered around a state standard. Other questions would be, what do my students already know or don't know about this concept? What are misconceptions my students may have? How can I assess if they have mastered this goal? How can they assess themselves if they have reached the goal? What does mastery of this goal look like? What modifications do I need for some of my students for this lesson? What materials or technology do I need for maximum effectiveness of this lesson? What tools do I need for student engagement?

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There are several strong connections between the high impact instructional elements and the TESS rubric. Both have a clear and heavy focus on clear, specific, and rigorous learning objectives for the students that are aligned with the standards and have expectations that are measurable. Students are encouraged to be engaged learners and responsible for tracking their own understanding and persevering when tasks get difficult. Another great connection is that both promote deep thinking by the students and encourages every student to learn.

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As a teacher asks questions to plan high quality instruction he/she should think about the elements of high quality instruction and use the TESS rubric as a guide...

1) What is the goal or target of the lesson that I want my students to end the lesson on?

2) How does my unit/lesson plans effectively build upon the students' prior knowledge and scaffold the information.

3)What student knowledge and background information do I need to be aware of the make the lesson effective and increase student engagement?

4) Am I making the learning target appropriate rigorous and at grade level?

5) Am I using the most of my resources and instructional material to enhance and build upon student learning?

6) Does the environment support learning? If not, how do I make the environment better to enhance instruction? This includes student engagement, respect, safety, and efficient procedure for use of time.

7) How can I use effective instructional techniques, such as observations, questioning, discussion, and assessments?

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Questions a teacher should ask when planning for high-quality instruction are as follows: What is the goal?- begin with the end in mind, what assessments will I use to check for mastery and understanding? What are the diverse needs of my students? What activities will I give the students? How will I provide feedback?

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When planning for high-quality instruction, I ask myself several questions.

"What do I actually want my students to be able to do?"

"Is this activity aligned with the standard?"

"Can my students use any previous skills to make this concept easier to understand?"

"Are there any misconceptions I expect them to have?"

"Is this activity appropriate for my students, and can every student find success (at least some)?"

"How am I going to check in to see if they are getting it?"

"What am I going to do if they aren't getting it?"

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There are many things to think about when planning high quality instruction. Some questions that I would ask myself would be:

What do I want students to learn?

What do my students already know?

What have I taught already that might lead up to this lesson?

What standard or learning goals am I wanting to aim at?

What materials will I need to teach this lesson?

How will I know if students have attained this skill or lesson?

Which students may have trouble with the concepts and may need me to teach it in a different way? or Which students may need and extended activity?

What vocabulary in this lesson are my students going to need to know to be able to understand the objectives?

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One connection I made between the TESS Rubric and High Impact Instructional Instruction is found in Domain 1. It all begins with intentional planning. A teacher must start with the standard and effectively plan backwards which includes knowing what mastery includes. Prior knowledge is built upon with the anticipation of misconceptions. Instruction needs to be individualized yet remain rigorous. Which should be included in the HQIM. In the classroom, an "I Can Statement" is displayed and students should be clear as to how they must move on the learning progression of learning to reach that goal. Assessment is aligned with the instructional goal. For me, a highly effective lesson begins with the planning and is directly connected to the TESS rubric.

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Some connections I can make between the high impact instruction elements and the Arkansas Tess Rubrice are the importance of having a clear lesson plan that is focus on the learning standards. Also the importance of engaging and challenging them to think. Lastly, having a plan that ensures all student learners have the opportunity experience academic growth.

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There are many questions a teacher must ask when planning intentionally. Some of these are:

*What must my students know or be able to do for mastery of the standard?

*What prior knowledge do my students have or is lacking?

*What differentiated activities will I use to teach them?

*What questions will I use throughout the lesson to ensure they make connections and ensure rigor?

*How will I know if students have learned it?

*How do I ensure they stay engaged?

* How did the lesson go?

*What am I going to do if they do not get it?

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Repsonse 1

The connections I made were that the TESS rubric sets clear examples for high impact instruction. In turn 5hie helps educators to set organized goals for instruction practices. High quality instruction and TESS are each aligned in the domain areas.

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I believe it's important for teachers to ask questions when planning for high quality instruction. Asking these questions allows teachers to stay on task when planning. For example, just asking the simple question, "What do I want students to learn," allows the instructor to stay on task with the learning standard. Also, knowing what students already know is powerful within itself; the reason is that knowing what students already know allows teachers to use the skill of scaffolding, providing assistance when needed until mastery.

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Tess Domain 1 and Teacher Leader Standards have many similarities surrounding student achievement and how the teacher plans and considers for the varying degrees of performance of their students.

Example: Domain 4 Letter F promotes strategies that address issues in the classroom and ensure that the individual student learning needs remain the focus of the teacher. TESS Domains 1b and 1c both deal with teachers planning rigorous goals but keeping their students backgrounds and prior knowledge in their mind to meet them where they are at.

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A few questions come to mind when planning for quality instruction.Those are: what do I want students to know? How will I know if students are learning? How will I respond to learning outcomes?

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The overall goal of the TESS Rubric and high-impact instruction is to improve teacher effectiveness and student achievment. With that goal in mind, both stress good student to teacher relationships. We are expected to establish a culture for learning that combines student ownership with high motivation from the teacher. We are also to practice behavior strategies that have clear expectations. A great strategy would be to set clear, measureable goals in our classrooms similar to those in TESS.

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Many questions may go through a teachers mind while creating high quality instruction. Obviously they will vary depending on age of students and subject(s) taught.

In general though, a teacher must ask themselves what they are trying to "teach" that day. What is the main goal? Who are my students and where is their prior knowledge compared to where I am trying to take them? Do students have a variety of ways to show their understanding? Do I have the materials I need to make sure each student has the support needed to help them reach this goal.

Teachers must also reflect on the teaching to determine whether or not they were successful in reaching the planned outcome? Did my assessment ensure each student had a chance to show what they knew? Was my lesson too easy for some of them? How can I extend the learning for them? Was my lesson too difficult? What made it difficult? Was it vocabulary differences or lack of prior knowledge?

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High impact instruction includes the components in the TESS Rubric. For instance, you can't plan high impact instruction if you don't know your content. You have to know your students and what they need as far as accommodations, prerequisite knowledge, etc. You have to know what is the goal you are trying reach (instructional outcomes.) Are you using the resources provided for you? For example, we use IXL last school year. It was a tool to diagnose and fill in gaps, structure RTI instruction, etc. That along with our standards, and PLD's, and CFA's helped us plan our instruction as well as our assessment and remediated instruction. Having clear expectations, consistency, and procedures for ND learners help to establish a culture for learning and managing behavior. During instruction, students should have a way to engage, ask questions, and make mistakes in way that they feel safe and supported. Using questioning techniques that give immediate feedback help students to take responsibility for their own learning as well.

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There are strong connections between the high-impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers, particularly in how both emphasize effective planning, instructional strategies, and classroom environment. Domain 1 of the TESS Rubric connects to high-impact instruction through the setting of clear, standards-based learning goals (1a, 1c), and the use of data to inform lesson planning (1b, 1e), ensuring instruction is purposeful and student-centered. Domain 2 supports high-impact instruction by fostering a respectful, supportive learning environment (2a, 2b) and implementing consistent classroom routines and management strategies (2c, 2d), which are critical for student engagement and behavior.

Domain 3 aligns most closely with high-impact practices, highlighting the importance of engaging all learners (3c), checking for understanding (3d), using explicit instruction and guided practice (3a), and promoting student discourse (3b). These elements ensure instruction is responsive and differentiated to meet diverse student needs. Overall, both the high-impact instructional elements and the TESS framework aim to create a dynamic and effective learning experience by emphasizing clear communication, formative assessment, and a focus on continuous student growth.

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When planning high-quality instruction, teachers ask themselves important questions to stay focused and make sure their lessons are effective. A key question is, “What do I want my students to learn?” This helps keep the lesson aligned with the learning standards. Another helpful question is, “What do my students already know?” Knowing this helps the teacher plan ways to support students who need help and challenge those who are ready to move ahead.

Teachers might also ask:

How does this lesson connect to the standards we’re working on?

What is the main goal or objective of this lesson?

What kinds of activities will help students learn, and do they meet different learning needs?

What quick checks (formative assessments) can I use to see how students are doing during the lesson?

What final assessment (summative assessment) will show if students learned what was expected?

Do my questions during the lesson get students thinking and talking

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Questions ask while planning for high quality instruction should include, What are my standards/objectives? What are my learning outcomes? How will I effectively communicate the information? How will I help students feel supported so they will take a chance and answer even if it might be incorrect? How will attempt to engage all students? How will I manage specific behaviors/interruptions? How will I assess if students were successful? How will I reteach those who did not reach mastery? How will I modify the instruction for those that have them?

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I think we need to be very intentional in our questioning strategies. This ensures student-centered, result-driven lessons being delivered. Questions such as, "What do I want my students to learn?" or "How can I link this lesson to prior knowledge?'

"How can I help students make sense out of math? "How will I differentiate instruction to meet all needs? How will I reteach students that are struggling?

These are just a few questions that would be a powerful tool for student success.

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The high-impact instruction elements and the TESS rubric are closely aligned. The TESS rubric is basically a road map to implementing the high-impact instruction elements. This supports effective teaching practices which ultimately sets students up for success. It is very important for the teacher to know her students and their learning styles well. This helps to formulate the type of instruction and assessment needed.

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Looking at the high impact instruction elements and the Arkansas TESS Rubric Descriptors, I can notice several connections between them. One of those being the way teachers use questions to elicit thoughtful student response. We want students to be able to independently think about what we are asking but also we want to use questions as a way to check for understanding and to engage the students in problem solving. I also notice a connection of clear and precise objectives. Both standards call for clear standards with a clear goal to work towards for students each day.

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Questions that a teacher ask as he/she plans for high quality instruction should be:

How can I teach this lesson well enough to allow for clear understanding and deep engagement from my students?

What is my/our learning goal for the lesson?

How will I assess their understanding of the learning goal?

How can I differentiate so all students can master this standard/lesson?

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The connections that can be made between high impact instruction elements and the TESS Descriptors for Teachers are 1c: Setting for Instructional Outcomes and 3a: Communicating with students. I have to make sure the objectives are clear and communicated to students in student friendly language. 1e: Designing coherent instruction and 3c: Engaging STudents in Learning. I have to make sure that I use Evidence-Based Strategies. I have to make sure that I use scaffolding, and graphic organizers that are grounded in research.

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The high impact instruction elements and the TESS descriptors both ensure that educators and students are actively engaged in the teaching and learning process.

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Questions a teacher should ask as he/she plans for high quality instruction include:

What is the main learning goal/objective?

What do I need to do in order to make sure all learners' needs are met?

How can I ensure that my students are engaged in the lesson?

What resources/manipulatives do I need for the lesson?

How will I monitor my students' progress?

How will I adjust instruction to ensure all learners are set up for success?

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The questions I would ask for high quality instructions are:

-What standards am I addressing in this lesson?

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

-How can I write this objective in a way that is student-friendly?

-What do I know about my students' learning styles?

-What prior knowledge or misconceptions might I have?

-How can I connect this lesson to their real-world experiences?

-How will challenge all students, including those that need enrichment?

-How can I make this lesson engaging?

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What does the student data indicate?

What are the student learning targets and assessments?

What HQIM and technology is needed for student engagement, student progression, and student mastery?

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The high impact practice of clearly stating what students are learning and how success is measured connects to 1c (setting instructional outcomes) and 3a(communicating with students) by articulating clear, measurable goals and then communicating clearly the success criteria and performance levels. The high impact practice of ongoing, intentional checks for student understanding connects to 3d (using assessment in instruction) by frequently monitoring and adjusting instruction based on evidence.

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I think one of the connections between high impact instruction and the TESS rubric is to be intentional in your planning. Domain 1 (planning and preparation) allows teachers to think about exactly what the student needs to know and the road the teacher needs to take to get them there. Sometimes not every student will get there the same way and this is where planning for differentiation comes in to play. When you have planned and can communicate the plan for learning to students, they know the expectations and are more likely to be successful or know exactly what to ask for help. A highly effective teacher creates a space where students feel safe and ready to learn. This correlates with Domain 2 (The classroom environment). A highly effective teacher must also be an expert in their content, be able to answer questions and know the best way to deliver the material. Sometimes things happen and a highly effective teacher must be able to adjust while still delivering high quality instruction (we've all been there when something unexpected interrupts our class). This would fall under Domain 3 (instruction).

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What do I want students to learn?

How will I know if they have learned it?

What will I do if a students don't learn?

What will I do if students do learn it or alread know it?

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The questions I would ask for high quality instruction would be:

What are my standards?

How much background do my students already know about this topic?

Do I need to differentiate the material for any of my students? If so how do I do that?

What is the best instructional strategy for teaching this material?

Are the students engaged and interested?

Are there any gaps in understanding I need to come back to and address?

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They are one in the same. They both strive to promote learning and growth, not only for the students but for the teachers as well. Building relationships, demonstrating knowledge of the content taught, setting instructional outcomes, using resources appropriately, designing coherent instruction, establish a culture for learning, organization, and using assessments appropriately are all key factors in building a successful classroom that will ensure growth for both the teacher and the students. Every aspect is important for growth and the betterment of our students.

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I like to use the Universal Design for Learning Guidelines (UDL). I had training for UDL this past year, and it was great. Really got me thinking a lot differently when planning out my instruction. A few of the questions are:

-How can I provide options for expression and communication?

-How can I provide options for physical actions?

-How can I set appropriate goals?

-How can I enhance capacity for monitoring progress?

-How can I optimize relevance, value, and authenticity?

-How can I promote expectations and beliefs that optimize motivation?

These are just a few questions from their guidelines, but it was a wonderful course for planning instruction. Especially where inclusion is involved. Made me rethink everything I knew about planning.

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I noticed a lot of overlap between the two. Setting clear goals, using checks for understanding, and giving good feedback are things that I noticed in both. Both emphasize student-centered learning and effective planning. One example is how TESS domain four connects to the high impact instruction elements with the focus on teacher reflection and continuous improvement.

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When I'm planning for high-quality instruction I ask four questions: What do I want my students to learn? How will I know when they have learned it? What do I do when they don't learn it? What do I do if they already know it? I also include things like why does it matter and post that to my board so my students understand why we are learning what we are in that moment and it helps keep them engaged in the learning.

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There are many connections between high-impact instruction and the TESS rubric indicators. Teachers must plan to find resources and support to ensure that all students are engaged in the lesson. They need to prepare for possible interventions and extensions that may be necessary within the lesson. When teachers include the interests of students, the lesson can get and maintain student attention, and increase the possibility of learning.

Teachers need to know where students are so that they can help students achieve the expectations of that lesson. Once data has been taken, teachers will assess where to go from there, whether the is a reteach or to move on.

Behaviors can reveal much about the students. Some students will use behaviors as a mask for missing knowledge. The other students can suffer as well, in these moments.

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-What do students know/need to know?

-What resources will be necessary for the lesson?

-What misconceptions may they have going into the lesson?

-What is the long term goal of the lesson?

-How/will it scaffold the next lesson?

-What can I do to differentiate for students?

-What strategy is best used for the lesson?

-How will I know if students have learned what I've taught?

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The TESS rubric descriptors were very similar to the high impact instruction elements. On TESS, the components go more in-depth and provide a scale to assess and reflect on. There was at least one element of high impact instruction on each component in Domains 1, 2, and 3. The high impact elements provide the foundation, and the TESS rubric displays specific examples of how to implement those elements in the classroom. Both emphasize the importance of planning and preparation, creating student engagement, and learning how to modify and adjust instruction to meet the needs of all learners.

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-What strategies do I use to meet the needs of all learners?

-What are the best resources to use to most effectively teach the standards?

-How do I keep all students engaged in the lesson at all times?

-How do I allow students to work collaboratively to develop procedures and measurement criteria while continuing to maintain leadership as the teacher?

-How do I monitor and adjust the strategies spontaneously in the middle of a lesson in order to be more effective?

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Some connections between high impact instruction elements and the TESS rubric descriptors for Teachers are that teachers must be prepared, know the content and end goal, and know the students. These aspects will create a respectful, engaging, and data driven classroom. It will also allow for planned connectivity to prior learning, behavior management, questioning, and differentiation.

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There are many questions a teacher must ask as planning for high quality instruction. What have they previously learned? How will this tie into their background knowledge? What is the end goal? How will this goal be assessed during the lesson and after? What language do I need to use that will align to the standard? How will I differentiate? Is anything extra needed (graphic organizer, pictures, grouping)? What students do I need to check in with more often based on my knowledge of the children?