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Ensuring Teacher Quality
Leader’s Resource Guide—Format of the TEKS Presentation
Purpose of
Format of the TEKS
Presentation
This section is intended to inform participants of the format of the Texas Essential
Knowledge and Skills—the structure and design of the TEKS, and the implications
for professional practice.
Materials:
chart tablet
Post-it notes
transparencies
vis-à-vis markers
overhead projector
Slide 1
Title slide; requires no discussion.
Slide 2
Introduce this slide by telling participants that these are several generalized
statements about the TEKS. Stress the final statement concerning what the TEKS
do provide, paying particular attention to the italicized words “every” and “must.”
Make a transition statement to bridge between that final bulleted item and the
following two slides.
Slides 3–4
This statement “The TEKS are non-negotiable in Texas. They are law” may or may
not be apparent to all participants. It is an important understanding for all education
professionals as they consider their work, and it is particularly important to
educational leaders. Ask participants to discuss the question on this slide, including
the implications for their professional practice (decisions, actions, and
conversations). Ask if any participants are willing to share the significant points of
their table discussion and make the connections between their comments and the
next slide.
Show Slide 4. Emphasize again the importance of the TEKS, and explain that a firm
grasp of the organization and design of the TEKS is a prerequisite to making TEKSbased decisions, upholding state law, and providing all students with the quality
education they deserve.
Slide 5–8
The elements of most TEKS include Introductory Paragraphs, Strands, Knowledge
and Skills Statements, and Student Expectations. Exceptions to this design are
found in Algebra I, Algebra II, and Geometry.
The point to be made here is that all elements of the TEKS are significant and
meaningful. The state assessment can include questions from all elements, not just
student expectations, and the interrelatedness of the elements provides a balance
between Knowledge (conceptual learning) and Skills (behavioral learning).
Point out similarities and differences between the Algebra I and II TEKS and the
design elements in the previous slide. The introductory paragraphs in these TEKS
include a delineation of “Basic Understandings,” which are reflected in the Strands
and the Knowledge and Skills statements; “Student Expectations” are identified in
these TEKS, as are “Performance Descriptions.” In spite of the differences in
language, the balance between conceptual and behavioral learning is still present.
The Mathematics TEKS currently are undergoing a revision in preparation for the
next round of textbook adoptions, and it is anticipated that the format and design for
Algebra I and Algebra II will mirror the majority of the TEKS (as shown in Slide 6).
December 2004. Ensuring Teacher Quality: Algebra I and Algebra II, produced by the Charles A. Dana Center at The University of
Texas at Austin for the Texas Higher Education Coordinating Board.
V. Course Follow-up, A. Leader’s Resource Guide, 3. Materials for a Format of the TEKS presentation
Slide 6 is simply a visual representation of the design elements of the TEKS. Point
out to participants that this is for illustration only; the graphic is not meant to
suggest that each TEKS consists of only two strands, four knowledge and skills
statements, and eight student expectations.
Slide 7
Use Slide 7 to identify the elements of this particular piece of the TEKS. The
identifier A.5 shows this is an Algebra I TEKS statement. The boldface statement
in the left column is the Strand, and it is followed by the Knowledge and Skill
statement. In the right column, three Performance Descriptions are listed,
specifying both conceptual learning and behavioral learning.
Slide 8
The chart on this slide reflects the mathematic strands from Kindergarten to 8th
grade, as well as Algebra I and Algebra II. Facilitate a discussion among
participants about how the knowledge and skills statements and student
expectations change through the grades to reflect developmentally appropriate
mathematical learning.
Point out the continuity between basic understandings in Algebra I and Algebra II
and the specific references to those courses in the Precalculus introductory
paragraphs.
December 2004. Ensuring Teacher Quality: Algebra I and Algebra II, produced by the Charles A. Dana Center at The University of
Texas at Austin for the Texas Higher Education Coordinating Board.
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