-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).

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?

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.

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.

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

-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?

-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.

-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).

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?

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.

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?

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?

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?

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?"

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?

• 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?

✔️ 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?

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.

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?

-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

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.

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?

-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

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?

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.

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?

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.

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?

-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

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?

*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?

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)

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.

-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.

-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?

-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?

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

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!

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?

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?

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?