T Tess Rubric

T-TESS RUBRIC
PLANNING DIMENSION 1.1 The teacher designs clear, well-organized, sequential lessons that reflect best
practice, align with standards and are appropriate for diverse learners.
Standards and Alignment Standards Basis: 1A, 1B, 3A, 3B, 3C
Distinguished Accomplished Proficient Developing Improvement Needed

STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS
Instructional Instructional Instructional Instructional Instructional

Planning Includes: Planning Includes: Planning Includes: Planning Includes: Planning Includes:
• All rigorous and measurable goals • All measurable goals aligned to • All goals aligned to state content • Most goals aligned to state • Few goals aligned to state
aligned to state content standards. state content standards. standards. content standards. content standards.
• All activities, materials and • All activities, materials and • All activities, materials and • Most activities, materials • Few activities, materials
assessments that: assessments that: assessments that: and assessments that: and assessments that:
˚ are logically sequenced ˚ are sequenced ˚ are relevant to students ˚ are sequenced ˚ are sequenced
˚ are relevant to students’ prior
understanding and real-world ˚ are relevant to students’ prior
understanding ˚ provide appropriate time for
lesson and lesson closure ˚ sometimes provide appropriate
time for lesson and lesson ˚ rarely provide time for lesson
and lesson closure
applications closure
˚ integrate other disciplines ˚ fitcourse
into the broader unit and • Lessons where few objectives are
˚ integrate and reinforce concepts
from other disciplines ˚ provide appropriate time for objectives • Lessons where most objectives
are aligned and sequenced to the
aligned and sequenced to the
lesson’s goal.
student work, lesson and lesson
˚ are appropriate for diverse
lesson’s goal.
˚ provide appropriate time for
student work, student reflection,
closure learners
lesson and lesson closure ˚ reinforce broader unit and

course objectives
• All objectives aligned to the
lesson’s goal.
˚ deepen understanding of broader
unit and course objectives ˚ are vertically aligned to state • Integration of technology when
standards applicable.
˚ are vertically aligned to state
standards ˚ are appropriate for diverse
learners Possible Sources
˚ are appropriate for diverse
learners
• All objectives aligned and logically of Evidence:
sequenced to the lesson‘s goal.
• Objectives aligned and logically • Conferences and Conversations
• Integration of technology to
sequenced to the lesson’s goal, enhance mastery of goal(s). with the Teacher
providing relevant and enriching
extensions of the lesson. • Formal Observations/
• Integration of technology to Walkthroughs
enhance mastery of goal(s). • Classroom Artifacts
• Student Growth Processes
© TEA 4/22/2024 T-TESS Rubric 1

PLANNING DIMENSION 1.2 The teacher uses formal and informal methods to measure student progress,
then manages and analyzes student data to inform instruction.
Data and Assessment Standards Basis: 1B, 1F, 2B, 2C, 5A, 5B, 5C, 5D

STUDENT-CENTERED ACTIONS Instructional TEACHER-CENTERED ACTIONS
Planning Includes:
• Formal and informal assessments • Formal and informal • Formal and informal assessments • Formal and informal assessments • Few formal and informal
to monitor progress of all assessments to monitor progress to monitor progress of all to monitor progress of most assessments to monitor student
students, shares appropriate of all students and incorporate students. students. progress.
diagnostic, formative and appropriate diagnostic, • Consistent feedback to students, • Timely feedback to students and • Few opportunities for timely
summative assessment data formative and summative families and other school families. feedback to students or families.
with students to engage them in assessments data into lesson personnel while maintaining
self-assessment, build awareness plans. • Utilization of multiple sources of • Utilization of few sources of
confidentiality. student data. student data.
of their own strengths and • Substantive, specific and timely
weaknesses and track their own • Analysis of student data
feedback to students, families connected to specific instructional
progress. and other school personnel strategies.
• Substantive, specific and timely on the growth of students
feedback to students, families and in relation to classroom and
school personnel on the growth of campus goals, while maintaining
students in relation to classroom student confidentiality.
and campus goals and engages • Analysis of student data
with colleagues to adapt school- connected to specific
wide instructional strategies and instructional strategies and use
goals to meet student needs while of results to reflect on his or her
maintaining confidentially. teaching and to monitor teaching Possible Sources
• Analysis of student data strategies and behaviors in of Evidence:
connected to specific instructional relation to student success.
strategies and use of results to • Conferences and Conversations
reflect on his or her teaching and with the Teacher
to monitor teaching strategies and
behaviors in relation to student • Formal Observations/
success. Walkthroughs
• Classroom Artifacts
• Analysis of Student Data

PLANNING DIMENSION 1.3 Through knowledge of students and proven practices, the teacher ensures high
levels of learning, social-emotional development and achievement for all students.
Knowledge of Students Standards Basis: 1A, 1B, 1C, 2A, 2B, 2C


• All lessons that connect to • All lessons that connect to • All lessons that connect to • Most lessons that connect to • Few lessons that connect to
students’ prior knowledge, students’ prior knowledge, students’ prior knowledge and students’ prior knowledge and students’ prior knowledge and
experiences, interests and future experiences and future learning experiences. experiences. experiences.
learning expectations across expectations. • Adjustments to address strengths • Adjustments to address strengths • Adjustments to address strengths
content areas. • Guidance for students to apply and gaps in background and gaps in background and gaps in background
• Guidance for students to apply their strengths, background knowledge, life experiences and knowledge, life experiences and knowledge, life experiences and
their strengths, background knowledge, life experiences skills of all students. skills of most students. skills of few students.
knowledge, life experiences and and skills to enhance their own
skills to enhance each other’s learning.
learning. • Opportunities for students to
• Opportunities for students to utilize their individual learning
utilize their individual learning patterns, habits and needs.
patterns, habits and needs to
achieve high levels of academic
and social-emotional success.
Possible Sources
of Evidence:
• Conferences and Conversations
with the Teacher
• Formal Observations/
Walkthroughs

PLANNING DIMENSION 1.4 The teacher plans engaging, flexible lessons that encourage higher-order
thinking, persistence and achievement.
Activities Standards Basis: 1B, 1C, 1D, 1E


• Opportunities for students to • Questions that encourage all • Questions that encourage all • Questions that promote limited, • Encourages little to no complex,
generate questions that lead students to engage in complex, students to engage in complex, predictable or rote responses and higher-order thinking.
to further inquiry and promote higher-order thinking and higher-order thinking. encourage some complex, higher- • Instructional groups based on the
complex, higher-order thinking, problem solving. • Instructional groups based on the order thinking. needs of a few students.
problem solving and real-world • Instructional groups based on needs of all students. • Instructional groups based on the
application. • Lack of student understanding
the needs of all students and • All students understanding needs of most students. of their individual roles within
• Instructional groups based on maintains both group and their individual roles within • Most students understanding instructional groups.
the needs of all students, and individual accountability. instructional groups. their individual roles within
allows for students to take • Activities, resources, technology
• All students understanding • Activities, resources, technology instructional groups. and/or instructional materials
ownership of group and individual their individual roles within
accountability. and instructional materials that • Activities, resources, technology misaligned to instructional
instructional groups and are all aligned to instructional and/or instructional materials that purposes.
• The ability for all students to set facilitates opportunities for purposes. are mostly aligned to instructional
goals, reflect on, evaluate and student input on goals and purposes.
hold each other accountable outcomes of activities.
within instructional groups. • Activities, resources, technology
• Activities, resources, technology and instructional materials that
and instructional materials that are all aligned to instructional
are all aligned to instructional purposes, are varied and
purposes, are varied and appropriate to ability levels of Possible Sources
appropriate to ability levels of students. of Evidence:
students and actively engage
them in ownership of their • Conferences and Conversations
learning. with the Teacher
Walkthroughs

INSTRUCTION DIMENSION 2.1 The teacher supports all learners in their pursuit of high levels of
academic and social-emotional success.
Achieving Expectations Standards Basis: 1B, 1D, 1E, 2A, 2C, 3B, 4A, 4D, 5B

The Teacher The Teacher The Teacher The Teacher The Teacher
• Provides opportunities for • Provides opportunities for students • Sets academic expectations that • Sets academic expectations that • Sets expectations that challenge
students to establish high to establish high academic and challenge all students. challenge most students. few students.
academic and social-emotional social-emotional expectations for • Persists with the lesson until • Persists with the lesson until • Concludes the lesson even
expectations for themselves. themselves. there is evidence that most there is evidence that some though there is evidence that few
• Persists with the lesson until • Persists with the lesson until there students demonstrate mastery of students demonstrate mastery of students demonstrate mastery of
there is evidence that all students is evidence that most students the objective. the objective. the objective.
demonstrate mastery of the demonstrate mastery of the • Addresses student mistakes and • Sometimes addresses student • Allows student mistakes to go
objective. objective. follows through to ensure student mistakes. unaddressed or confronts student
• Provides opportunities for • Anticipates student mistakes and mastery. • Sometimes provides errors in a way that discourages
students to self-monitor and encourages students to avoid • Provides students opportunities opportunities for students to take further effort.
self-correct mistakes. common learning pitfalls. to take initiative of their own initiative of their own learning. • Rarely provides opportunities for
• Systematically enables students • Establishes systems where learning. students to take initiative of their
to set goals for themselves and students take initiative of their own learning.
monitor their progress over time. own learning and self-monitor.
Possible Sources
of Evidence:
with the Teacher
Walkthroughs

INSTRUCTION DIMENSION 2.2 The teacher uses content and pedagogical expertise to design and execute
lessons aligned with state standards, related content and student needs.
Content Knowledge and Expertise Standards Basis: 1A, 1C, 1E, 1F, 2C, 3A, 3B, 3C

• Displays extensive content • Conveys a depth of content • Conveys accurate content • Conveys accurate content • Conveys inaccurate content
knowledge of all the subjects she knowledge that allows for knowledge in multiple contexts. knowledge. knowledge that leads to student
or he teaches and closely related differentiated explanations. • Integrates learning objectives • Sometimes integrates learning confusion.
subjects. • Integrates learning objectives with other disciplines. objectives with other disciplines. • Rarely integrates learning
• Integrates learning objectives with with other disciplines and real- • Anticipates possible student • Sometimes anticipates possible objectives with other disciplines.
other disciplines, content areas world experiences. misunderstandings. student misunderstandings. • Does not anticipate possible
and real-world experience. • Anticipates possible student student misunderstandings.
• Provides opportunities for • Sometimes provides
• Consistently anticipates possible misunderstandings and students to use different types of opportunities for students to use • Provides few opportunities for
student misunderstandings and proactively develops teaching thinking (e.g., analytical, practical, different types of thinking (e.g., students to use different types of
proactively develops teaching techniques to mitigate concerns. creative and research-based). analytical, practical, creative and thinking (e.g., analytical, practical,
techniques to mitigate concerns. • Regularly provides opportunities research-based). creative and research-based).
• Accurately reflects how the lesson
• Consistently provides for students to use different fits within the structure of the
opportunities for students to use types of thinking (e.g., analytical, discipline and the state standards.
different types of thinking (e.g., practical, creative and research-
analytical, practical, creative and based).
research-based). • Sequences instruction that
• Sequences instruction that allows allows students to understand
students to understand how the how the lesson fits within the
lesson fits within the structure of structure of the discipline and
the discipline, the state standards, the state standards. Possible Sources
related content and within real- of Evidence:
world scenarios.
with the Teacher
Walkthroughs

INSTRUCTION DIMENSION 2.3 The teacher clearly and accurately communicates to support persistence,
deeper learning and effective effort.
Communication Standards Basis: 1D, 1E, 2A, 3A, 4D

• Establishes classroom practices • Establishes classroom practices • Establishes classroom practices • Leads lessons with some • Directs lessons with little
that encourage all students that encourage all students that provide opportunities for opportunity for dialogue, opportunity for dialogue,
to communicate safely and to communicate effectively, most students to communicate clarification or elaboration. clarification or elaboration.
effectively using a variety of tools including the use of visual tools effectively with the teacher and • Recognizes student • Is sometimes unaware of
and methods with the teacher and and technology, with the teacher their peers. misunderstandings but has a limited or unresponsive to student
their peers. and their peers. • Recognizes student ability to respond. misunderstandings.
• Uses possible student • Anticipates possible student misunderstandings and responds • Uses verbal and written • Uses verbal communication that
misunderstandings at strategic misunderstandings and with an array of teaching communication that is generally is characterized by inaccurate
points in lessons to highlight proactively develops techniques techniques to clarify concepts. clear with minor errors of grammar. grammar; written communication
misconceptions and inspire to address obstacles to learning. • Provides explanations that are that has inaccurate spelling,
exploration and discovery. • Asks remember and understand
• Provides explanations that clear and uses verbal and written level questions that focus on the grammar, punctuation or
• Provides explanations that are are clear and coherent and communication that is clear and objective of the lesson but do little structure.
clear and coherent and uses uses verbal and written correct. to amplify discussion. • Rarely asks questions, or asks
verbal and written communication communication that is clear and • Asks remember, understand and questions that do not amplify
that is clear and correct. correct. apply level questions that focus discussion or align to the
• Asks questions at the creative, • Asks questions at the creative, on the objective of the lesson and objective of the lesson.
evaluative and/or analysis levels evaluative and/or analysis levels provoke discussion.
that require a deeper learning that focus on the objective of the • Uses probing questions to clarify
and broader understanding of the lesson and provoke thought and and elaborate learning.
objective of the lesson. discussion. Possible Sources
• Skillfully balances wait time, • Skillfully uses probing questions of Evidence:
questioning techniques and to clarify, elaborate and extend
integration of student responses learning. • Conferences and Conversations
to support student-directed • Provides wait time when with the Teacher
learning. questioning students. • Formal Observations/
• Skillfully provokes and guides
discussion to pique curiosity Walkthroughs
and inspire student-led learning • Classroom Artifacts
of meaningful and challenging • Student Growth Processes
content.

INSTRUCTION DIMENSION 2.4 The teacher differentiates instruction, aligning methods and techniques
to diverse student needs.
Differentiation Standards Basis: 1C, 1F, 2A, 2B, 2C, 3C, 4A, 5A, 5C, 5D

• Adapts lessons with a wide • Adapts lessons to address • Adapts lessons to address • Adapts lessons to address some • Provides one-size-fits-all
variety of instructional strategies individual needs of all students. individual needs of all students. student needs. lessons without meaningful
to address individual needs of all • Regularly monitors the quality • Regularly monitors the quality • Sometimes monitors the quality differentiation.
students. of student participation and of student participation and of student participation and • Rarely monitors the quality
• Consistently monitors the quality performance. performance. performance. of student participation and
of student participation and • Regularly provides differentiated • Provides differentiated • Sometimes provides performance.
performance. instructional methods and content instructional methods and differentiated instructional • Rarely provides differentiated
• Always provides differentiated to ensure students have the content to ensure students have methods and content. instructional methods and
instructional methods and content opportunity to master what is the opportunity to master what is • Sometimes recognizes when content.
to ensure students have the being taught. being taught. students become confused • Does not recognize when students
opportunity to master what is • Proactively minimizes student • Recognizes when students or disengaged and minimally become confused or disengaged,
being taught. confusion or disengagement by become confused or disengaged responds to student learning or or does not respond appropriately
• Consistently prevents student addressing learning and/or social/ and responds to student learning social/emotional needs. to student learning or social/
confusion or disengagement by emotional needs of all students. or social/emotional needs. emotional needs.
addressing learning and/or social/
emotional needs of all students.
Possible Sources
of Evidence:
with the Teacher
Walkthroughs

INSTRUCTION DIMENSION 2.5 The teacher formally and informally collects, analyzes and uses student
progress data and makes needed lesson adjustments.
Monitor and Adjust Standards Basis: 1D, 1F, 2B, 2C, 3B, 4D, 5C, 5D

• Systematically gathers input from • Utilizes input from students in • Consistently invites input from • Sometimes utilizes input from • Rarely utilizes input from students
students in order to monitor and order to monitor and adjust students in order to monitor and students in order to monitor and in order to monitor and adjust
adjust instruction, activities or instruction, activities and pacing adjust instruction and activities. adjust instruction and activities. instruction and activities.
pacing to respond to differences in to respond to differences in • Adjusts instruction and activities • Adjusts some instruction within a • Persists with instruction or
student needs. student needs. to maintain student engagement. limited range. activities that do not engage
• Adjusts instruction and activities • Adjusts instruction and activities to • Monitors student behavior and • Sees student behavior but misses students.
to maintain student engagement. maintain student engagement. responses for engagement and some signs of disengagement. • Generally does not link student
• Uses discreet and explicit checks • Continually checks for understanding. • Is aware of most student behavior and responses with
for understanding through understanding through purposeful responses but misses some clues student engagement and
questioning and academic questioning and academic of misunderstanding. understanding.
feedback. feedback. • Makes no attempts to engage
students who appear disengaged
or disinterested.
Possible Sources
of Evidence:
with the Teacher
Walkthroughs

LEARNING ENVIRONMENT DIMENSION 3.1 The teacher organizes a safe, accessible
and efficient classroom.
Classroom Environment, Routines and Procedures Standards Basis:
1D, 4A, 4B, 4C,4D

• Establishes and uses effective • Establishes and uses effective • All procedures, routines and • Most procedures, routines and • Few procedures and routines
routines, transitions and routines, transitions and transitions are clear and efficient. transitions provide clear direction guide student behavior and
procedures that primarily rely procedures that she or he • Students actively participate in but others are unclear and maximize learning. Transitions are
on student leadership and implements effortlessly. groups, manage supplies and inefficient. characterized by confusion and
responsibility. • Students take some responsibility equipment with very limited • Students depend on the teacher inefficiency.
• Students take primary leadership for managing student groups, teacher direction. to direct them in managing • Students often do not understand
and responsibility for managing supplies and/or equipment. • The classroom is safe and student groups, supplies and/or what is expected of them.
student groups, supplies, and/or • The classroom is safe, inviting and organized to support learning equipment. • The classroom is unsafe,
equipment. organized to support learning objectives and is accessible to • The classroom is safe and disorganized and uncomfortable.
• The classroom is safe and objectives and is accessible to all most students. accessible to most students, but • Some students are not able to
thoughtfully designed to engage, students. is disorganized and cluttered. access materials.
challenge and inspire students to
participate in high-level learning
beyond the learning objectives.
Possible Sources
of Evidence:
with the Teacher
Walkthroughs

LEARNING ENVIRONMENT DIMENSION 3.2 The teacher establishes, communicates and
maintains clear expectations for student behavior.
Managing Student Behavior Standards Basis: 4A, 4B, 4C, 4D

• Consistently monitors behavior • Consistently encourages and • Consistently implements the • Inconsistently implements • Rarely or unfairly enforces
subtly, reinforces positive monitors student behavior subtly campus and/or classroom the campus and/or classroom campus or classroom behavior
behaviors appropriately and and responds to misbehavior behavior system proficiently. behavior system. standards.
intercepts misbehavior fluidly. swiftly. • Most students meet expected • Student failure to meet expected • Student behavior impedes
• Students and the teacher create, • Most students know, understand classroom behavior standards. classroom behavior standards learning in the classroom.
adopt and maintain classroom and respect classroom behavior interrupts learning.
behavior standards. standards.
Possible Sources
of Evidence:
with the Teacher
Walkthroughs

LEARNING ENVIRONMENT DIMENSION 3.3 The teacher leads a mutually respectful and
collaborative class of actively engaged learners.
Classroom Culture Standards Basis:
1E, 1F, 3B, 4C, 4D, 5A, 5B, 5D

• Consistently engages all students • Engages all students with relevant, • Engages all students in relevant, • Establishes a learning • Establishes a learning
with relevant, meaningful meaningful learning, sometimes meaningful learning. environment where most environment where few students
learning based on their interests adjusting lessons based on student • Students work respectfully students are engaged in the are engaged in the curriculum.
and abilities to create a positive interests and abilities. individually and in groups. curriculum. • Students are disrespectful of each
rapport amongst students. • Students collaborate positively • Students are sometimes other and of the teacher.
• Students collaborate positively with each other and the teacher. disrespectful of each other.
and encourage each other’s
efforts and achievements.
Possible Sources
of Evidence:
with the Teacher
Walkthroughs

PROFESSIONAL PRACTICES AND The teacher meets district expectations for attendance,
RESPONSIBILITIES DIMENSION 4.1 professional appearance, decorum, procedural, ethical, legal and
statutory responsibilities.
Professional Demeanor and Ethics Standards Basis: 6B, 6C, 6D

• Behaves in accordance with the • Behaves in accordance with the Code • Behaves in accordance with the • Behaves in accordance with the • Fails to meet the Code of Ethics
Code of Ethics and Standard of Ethics and Standard Practices for Code of Ethics and Standard Code of Ethics and Standard and Standard Practices for Texas
Practices for Texas Educators. Texas Educators. Practices for Texas Educators. Practices for Texas Educators. Educators.
• Models all professional standards • Models all professional standards • Meets all professional standards • Meets most professional • Meets few professional standards
(e.g., attendance, professional (e.g., attendance, professional (e.g., attendance, professional standards (e.g., attendance, (e.g., attendance, professional
appearance and behaviors) appearance and behaviors) within appearance and behaviors). professional appearance and appearance and behaviors) or
across the campus and district for the classroom. • Advocates for the needs of behaviors). violates legal requirements.
educators and students. • Advocates for the needs of all students in the classroom.
• Advocates for the needs of all students in the classroom.
students in the classroom and
campus.
Possible Sources
of Evidence:
with the Teacher
Walkthroughs
• Daily Interaction with Others

PROFESSIONAL PRACTICES AND
RESPONSIBILITIES DIMENSION 4.2 The teacher reflects on his/her practice.
Standards Basis: 5D, 6A, 6B
Goal Setting
• Consistently sets, modifies and • Sets some short- and long-term • Sets short- and long-term • Sets short-term goals based on • Sets low or ambiguous goals
meets short- and long-term professional goals based on self- professional goals based on self-assessment. unrelated to student needs or
professional goals based on assessment, reflection, peer and self-assessment, reflection and • Meets most professional goals self-assessment.
self-assessment, reflection, supervisor feedback, contemporary supervisor feedback. resulting in some visible changes • Meets few professional goals and
peer and supervisor feedback, research and analysis of student • Meets all professional goals in practice. persists in instructional practices
contemporary research and learning. resulting in improvement that remain substantially
analysis of student learning. • Meets all professional goals in practice and student unimproved over time.
• Implements substantial changes resulting in improvement in practice performance.
in practice resulting in significant and student performance.
improvement in student
performance.
Possible Sources
of Evidence:
• Goal-Setting and Professional

Development Plan (GSPD)
with the Teacher, Including the
End-of-Year Conference

PROFESSIONAL PRACTICES AND
RESPONSIBILITIES DIMENSION 4.3 The teacher enhances the professional community.
Standards Basis: 3A, 6A, 6B, 6C
Professional Development
• Leads colleagues collaboratively in • Leads colleagues collaboratively • Collaboratively practices in • Engages in most scheduled • Engages in few professional
and beyond the school to identify on campus to identify professional all scheduled professional activities, professional learning development activities,
professional development needs development needs through self- development activities, communities, committee, grade- professional learning
through detailed data analysis reflection. campus professional learning or subject-level team meetings communities or committees to
and self-reflection. • Fosters faculty knowledge and communities, grade- or as directed. improve professional practice.
• Seeks resources and skills in support of the school subject-level team membership,
collaboratively fosters faculty improvement plan through committee membership or other
knowledge and skills. professional learning opportunities.
• Develops and fulfills the school communities, grade- or subject-
and district improvement plans level team leadership, committee
through professional learning membership or other opportunities
communities, grade- or subject- beyond the campus.
level team leadership, committee
leadership or other opportunities
beyond the campus.
Possible Sources
of Evidence:
• Goal-Setting and Professional
Development Plan (GSPD)

PROFESSIONAL PRACTICES AND The teacher demonstrates leadership with students, colleagues, and
RESPONSIBILITIES DIMENSION 4.4 community members in the school, district and community through
effective communication and outreach.
School Community Involvement Standards Basis:
2A, 2B, 4A, 4D, 5B, 6B, 6C, 6D

• Systematically contacts parents/ • Systematically contacts parents/ • Contacts parents/guardians • Contacts parents/guardians in • Contacts parents generally about
guardians regarding students’ guardians regarding students’ regularly regarding students’ accordance with campus policy. disciplinary matters.
academic and social/emotional academic and social/emotional academic and social/emotional • Attends most required school • Attends few required school
growth through various methods. growth through various methods. growth. outreach activities. outreach activities.
• Initiates collaborative efforts that • Joins colleagues in collaborative • Actively participates in all school • Communicates school goals to
enhance student learning and efforts that enhance student outreach activities students, parents and families.
growth. learning and welfare. • Communicates the mission,
• Leads students, colleagues, • Clearly communicates the mission, vision and goals of the school to
families and community members vision and goals of the school to students, colleagues, parents and
toward reaching the mission, students, colleagues, parents and families.
vision and goals of the school. families, and other community
members.
Possible Sources
of Evidence:
• Student Data

RUBRIC WORD BANK
with example qualifiers that are interchangeably used:
Distinguished Accomplished Proficient Developing Improvement

DIMENSION Needed
EXAMPLE:
LEARNING
ENVIRONMENT
ALL ALL ALL MOST FEW
CLASSROOM
CULTURE
LEARNING
ENVIRONMENT
MANAGING CONSISTENTLY CONSISTENTLY CONSISTENTLY INCONSISTENTLY RARELY
STUDENT
BEHAVIOR
INSTRUCTION
ACHIEVING ALL MOST MOST SOME FEW
EXPECTATIONS
INSTRUCTION
CONTENT DOES
CONSISTENTLY REGULARLY SOMETIMES FEW
KNOWLEDGE (ACTION)
AND EXPERTISE
INSTRUCTION DOES DOES NOT

ALWAYS REGULARLY SOMETIMES
DIFFERENTIATION (ACTION) (ACTION)

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T-TESS RUBRIC

Distinguished Accomplished Proficient Developing Improvement Needed

Instructional Instructional Instructional Instructional Instructional

lesson and lesson closure ˚ reinforce broader unit and

© TEA 4/22/2024 T-TESS Rubric 1

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 2

Distinguished Accomplished Proficient Developing Improvement Needed

Instructional Instructional Instructional Instructional Instructional

© TEA 4/22/2024 T-TESS Rubric 3

Distinguished Accomplished Proficient Developing Improvement Needed

Instructional Instructional Instructional Instructional Instructional

© TEA 4/22/2024 T-TESS Rubric 4

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 5

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 6

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 7

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 8

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 9

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 10

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 11

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 12

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 13

• Goal-Setting and Professional

© TEA 4/22/2024 T-TESS Rubric 14

© TEA 4/22/2024 T-TESS Rubric 15

Distinguished Accomplished Proficient Developing Improvement Needed

© TEA 4/22/2024 T-TESS Rubric 16

Distinguished Accomplished Proficient Developing Improvement

INSTRUCTION DOES DOES NOT

© TEA 4/22/2024 T-TESS Rubric 17

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