1. Arkansas Teacher Excellence Support System (TESS) TESS Law and Process for Teachers April, 2013 to May 31, 2014

2. Training Outcomes Understand TESS law and process
Learn Teachscape FFTES modules
Examine resources for training
Acquire facilitation skills for teacher training

3. WHY?
Current system of evaluation provides little or no feedback to teachers
Inconsistency among districts across the state
Over 80% of districts in the state use checklists for their evaluation instrument – expectations are unclear
Act 1209 of the 2011 Legislative Session
Federal waiver from NCLB requirements

4. Instruments and Rubrics SOME CURRENT INSTRUMENTS………
Unsatisfactory
Basic
Proficient
Distinguished
3b. Teacher uses appropriate questioning techniques and prompts in discussion x

5. Unsatisfactory Basic Proficient Distinguished
3b: Using questioning / prompts and discussion
Teacher’s questions are of low cognitive challenge, single correct responses, and asked in rapid succession.
Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.
A few students dominate the discussion.
Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance.
Alternatively the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.
While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding.
Teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate.
Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition.
Students formulate many questions, initiate topics and make unsolicited contributions.
Students themselves ensure that all voices are heard in the discussion.

6. What? Arkansas Teacher Excellence Support System (TESS)
Provide a transparent and consistent teacher evaluation system for public school districts and public charter schools
Support teachers' roles in improving students' educational achievements

7. What?
Provide an integrated system to improve student learning that links evaluation procedures with
curricular standards
professional learning activities
targeted support to encourage teachers in improving their knowledge and instructional skills
Inform policymakers regarding the benefits of a consistent evaluation and support system to improve student achievement across the state

9. Who?
Licensed teachers will be evaluated under the new system--including guidance counselors and media specialists.
“Teacher” includes a non-licensed classroom teacher employed at a public charter school granted by the state board.
Pre-school teachers are not required to be evaluated under this system; however, a district/co-op can choose to include them.

10. Who?
Any administrator who evaluates teachers MUST pass the certification test; central office administrators must complete the training but are not required to test unless they also evaluate teachers.
ALL teachers are required to complete training; however, there is no assessment.
Instructional facilitators, math/literacy coaches, etc., may support teachers following formative observations by credentialed administrators

11. Arkansas Teacher Excellence
Support System (TESS) Training Timeline – Revised March 2013
Evaluator Support Training
150 participants chosen by co-ops and large districts
3 Day Training
Administrator/Evaluator Training
One Day Face-to-Face
Training for administrators was focused on law, training and evaluation process, certification test, and the Teachscape software.
Teacher Support Training
One Day Face-to-Face & 1/2 Day in Buildings
One person from each school building will attend a 1 day face-to-face training at their local co-op to prepare for facilitating group sessions using modules of the Teachscape software at their school.
Full Implementation
All teachers must be evaluated using the
TESS model
Jan – Mar 2013
Mar-April 2013
December 2012
Summer 2013
Year
Full Implementation
Support in local districts and cooperatives.
FFTPS training and proficiency test will be completed by December 31, 2013.
Teachers must complete ½ day training and begin online training in FFTES by August 31, Schools may use the school year to complete the training for all teachers. Schools are encouraged to provide group facilitated sessions led by the trainers through the modules and additional focus on the Framework in faculty meetings and other trainings. Teachers must complete the Teachscape modules by May 31, 2014.
*Central office staff are not required to pass the certification test; however, they are required to complete training.
*Summative evaluators of teachers must pass the certification test; current evaluators must pass by December 31, 2013.
*Teachers must complete ½ day training by August 31, 2013, and Teachscape modules by May 31, 2014.

12. When?
By August 31, 2013, districts/schools must provide teachers the ½ day training and begin using the Danielson Framework.
By May 31, 2014, teachers must complete training on the Danielson Framework using IDEAS/FfTES.
Districts may substitute this training for 6 hours of technology and up to 3 hours parent involvement (Domain 4).

13. When?
TESS piloting with 11 schools was conducted in the school year.
All schools will pilot TESS during the school year.
The first full year of implementation is
Data will be reported on the 2017 School Performance Reports.

14. How? TRAINING FOR TEACHERS
Teachers may individually complete some module content in IDEAS and/or utilize group sessions.
Districts/schools may choose the best method for delivery of the modules (When, how, and what modules).

15. CAUTION!!! Omitting training modules may cause issues later.
How?
TRAINING FOR TEACHERS
District decisions about training should be based on
Previous professional learning and/or a needs-assessment.
Prior implementation of Danielson Framework.
CAUTION!!! Omitting training modules may cause issues later.
All year access for Teachers
Focused walks
Legal different
Videos
No time requirement Guide hours
No time specified
Sign-ins

16. How? Implementation Performance Ratings
Distinguished
Proficient
Basic
Unsatisfactory
Scoring – Each domain and a summative
Three tracks for evaluation cycle (see handout)
Track placement is determined by summative ratings.
Good teachers
Distinguished
Teachscape
Different states

17. Interim Teacher Appraisal Process Intensive Support Status
Track 2
Interim Teacher Appraisal Process
Track 1
*Probationary/
Novice
AR-TESS
Teacher Tracks
Year 3
Summative Evaluation on all components; formative can focus on targeted growth areas, PGP developed following first formative.
2A: Summative Evaluation
Summative evaluation on all components once every three years; formatives can focus on targeted growth areas. PGP is used throughout the year.
Track 3
Intensive Support Status
Summative Evaluation on all components.
Intensive Professional Learning Plan
Multiple formal and informal observations
Multiple conferences between teacher/evaluator
May remain in Track 3 for 2 semesters. 2 additional semesters may be added if improvement is observed.
2B: Interim Appraisal Process
2B2:Observations focus on targeted areas of PGP.
A modified evaluation is based on specific components of the rubric included in the PGP over the two year cycle.
2B1: Observations focus on targeted areas of PGP.
A modified evaluation is based on specific components of the rubric included in the PGP over the year.
Year 2
Summative Evaluation on all components; formative can focus on targeted growth areas, PGP developed following first formative.
Year 1
Summative Evaluation on all components; formative can focus on targeted growth areas, PGP developed following first formative.
*"Probationary teacher" means a teacher who has not completed three (3) successive years of employment in the school district in which the teacher is currently employed. A teacher employed in a school district in Arkansas for three (3) years will complete the probationary period.
*An employing school district may, by a majority vote of its directors, provide for one (1) additional year of probationary status – District Policy is required to place all new employees incoming to the district from another district /state on a one-year probationary status.
*A first year teacher will be considered both a novice and probationary teacher Revised 5/2/13 **

18. 3 Year Cycle Process Cycle 1 Year 1 2A Year 2 2B2 Year 3 2B1 Cycle 2
2A-Formatives, PGP, summative with pre, formal observation, post, artifacts, reflection, and new PGP. This is all minimally on a three year cycle.
2B2-Conversations about PGP and observations focused on PGP goals during the year; reflection on PGP in spring. This may be for two years.
2B1-Conversations about PGP and observations focused on PGP goals during the year; reflection in spring conference on PGP. This is used for one year.
Novice and Probationary have formative and summative cycle each year of their track.

19. How? PGPs are the foundation of all teachers’ growth -
Implementation
Professional Growth Plans (PGPs)
PGPs are the foundation of all teachers’ growth -
especially for teachers in the interim appraisal process.
Relevant and meaningful PGPs are a
crucial factor in the TESS system.
PGPs are an ongoing part of professional learning for teachers.
PGPs are collaboratively developed by teacher and administrator as a result of summative ratings.

20. How? Changes in Professional Learning Elimination of one size fits all
professional learning – individualized
learning based on teachers’ needs
Artifacts collected to reflect performance
Domains 1 & 4 from off-stage evidence
Domains 2 & 3 from observations & artifacts
Quality not quantity
Samples of possibilities on ADE website

21. Summative Evaluations and Scoring
How?
Summative Evaluations and Scoring
A summative evaluation is completed by a credentialed, licensed administrator.
Summative evaluations require a rating in each domain and an overall rating – growth measures are part of the summative rating.

22. Summative Evaluations and Scoring
How?
Summative Evaluations and Scoring
Summative observation is 75% of class period or at least 45 minutes for block scheduled classes.
A post conference and reflective narrative for PGP should follow the observation.
The new/continued PGP should be collaboratively developed by teacher and administrator based on summative observation and evidence.
A summative observation over all 22 components is not necessary in Interim Appraisal Process--2B1 or 2B2 tracks.

23. Summative Ratings/Growth Models
How?
Summative Ratings/Growth Models
A statewide growth model will be adopted by and will be implemented in
Teachers who do not meet the identified threshold of growth cannot receive a “Distinguished” rating.
Teachers not meeting the threshold of
growth for two consecutive years will be
lowered one performance rating.

24. How?
Growth Models
The current models being reviewed will apply to grades 4-8 math/literacy and Algebra I.
Policy decisions will be made concerning:
co-teaching
teachers on extended leave
types of growth measures used for non-tested areas…

25. How?
Growth Models
ADE is currently working with a Teacher Evaluation Advisory Committee (TEAC) to consider alternate measures of student growth.
The state will continue to collect information from emerging systems from other states to learn their successes and concerns.

26. IMPLEMENTATION CONSIDERATIONS
Pilot Year – Leadership teams plan the pilot implementation in their districts.
Districts can vary strategies for implementation within the district:
Number of teachers in the pilot
Method of placing teachers in tracks
Whether to have two evaluation systems running simultaneously OR discuss with PPC adopting Danielson rubric as the evaluation instrument for the school year

27. IMPLEMENTATION CONSIDERATIONS
Immediate need – Training everyone
TESS requires systematic, continuous professional learning opportunities for everyone, not just a one-time event.
Consider book studies on 2007/2011 Framework for Teaching.

28. ADE Website arkansased.org
Interactive Forms
PGP and Sample
Timelines
Rules
Teachscape Demo Site
Danielson Group Link
CHECK OFTEN FOR UPDATES!

29. Teacher Evaluation Contacts