Arkansas Teacher
Excellence Support System (TESS)
TESS Law and Process for Administrators
January – March 2013
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
Instruments and Rubrics
SOME CURRENT INSTRUMENTS………
Unsatisfactory
3b. Teacher uses
appropriate
questioning
techniques and
prompts in
discussion
Basic
Proficient
x
Distinguished
3b: Using
questioning /
prompts and
discussion
Unsatisfactory
Basic
Proficient
Distinguished
Teacher’s questions are
of low cognitive
challenge, single
correct responses, and
asked in rapid
succession.
Teacher’s questions
lead students through
a single path of
inquiry, with answers
seemingly determined
in advance.
Interaction between
teacher and students is
predominantly
recitation style, with
the teacher mediating
all questions and
answers.
Alternatively the
teacher attempts to
frame some questions
designed to promote
student thinking and
understanding, but
only a few students are
involved.
While the teacher may
use some low-level
questions, he or she
poses questions to
students designed to
promote student
thinking and
understanding.
Teacher uses a varie
or series of question
or prompts to
challenge students
cognitively, advance
high level thinking
and discourse, and
promote metacognition.
A few students
dominate the
discussion.
Teacher attempts to
engage all students in
the discussion and to
encourage them to
respond to one
another, with uneven
results.
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.
Students formulate
many questions,
initiate topics and
make unsolicited
contributions.
Students themselves
ensure that all voice
are heard in the
discussion.
What?
 Arkansas Teacher Excellence Support System
(TESS)
 Provide a transparent and consistent teacher
evaluation system for public school districts and
public charter schools
 Provide an evaluation, feedback, and support
system that encourages teachers to improve
their knowledge and instructional skills to
improve student learning
What?
 Provide an integrated system that links
evaluation procedures with curricular standards,
professional learning activities, targeted
support, and human capital decisions
 Support teachers' roles in improving students'
educational achievements
 Inform policymakers regarding the benefits of a
consistent evaluation and support system to
improve student achievement across the state
Who?
 Licensed teachers will be evaluated under the
new system--including guidance counselors and
media specialists.
 Specialist Rubrics Available on website
 “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.
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.
 Central office staff used as secondary
(back-up) evaluators must pass the
certification test.
 ALL teachers are required to complete
training; however, there is no assessment.
Who?
 Licensed, credentialed administrators must
complete summative evaluations of teachers;
charter school administrators are the only
exception for licensure.
 Instructional facilitators, math/literacy coaches,
etc., may perform formative observations to
support and assist credentialed administrators.
 All administrators (superintendents, assistant
superintendents, etc.) must attend the ADE
one-day training for administrators about law,
process, etc.
Arkansas Teacher Excellence
Support System (TESS) Training Timeline – Revised March 2013
Evaluator Support
Training
Administrator/Evaluator
Training
One Day Face-to-Face
Teacher Support Training
One Day Face-to-Face &
1/2 Day in Buildings
Full Implementation
150 participants chosen
by co-ops and large
districts
Training for administrators
was focused on law, training
and evaluation process,
certification test, and the
Teachscape software.
One person from each school
building will attend a 1 day faceto-face training at their local coop to prepare for facilitating
group sessions using modules of
the Teachscape software at their
school.
All teachers must be
evaluated using the
TESS model
3 Day Training
December
2012
Support in local districts and
cooperatives.
Jan – Mar
2013
FFTPS training and
proficiency test will
be completed by
December 31, 2013.
Mar-April
2013
Summer 2013
2014-15 Full
2013-2014 Year Implementation
Teachers must complete ½ day training and
begin online training in FFTES by August 31,
2013. Schools may use the 2013-2014 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.
When?
 Evaluators and administrators may begin
training in the teacher evaluation system
from January-March 2013.
 For current evaluators and administrators,
training must be completed by December
31, 2013.
 Evaluators and administrators hired after
July 1, 2013, must complete training by
December 31, 2013.
When?
 By August 31, 2013, districts/schools must
provide teachers the ½ day and begin
training on Danielson Framework using
Teachscape’s Framework for Teaching
Effectiveness Series (FFTES).
 By May 31, 2014, teachers must complete
training on the Danielson Framework using
FFTES.
When?
 ADE is supporting a pilot involving 11
schools during the 2012-2013 school year.
 There will be a statewide pilot of TESS
during the 2013-2014 school year.
 The first full year of implementation is
2014-2015.
 Data will be reported on the 2017 School
Performance Reports.
Where?
 Administrator trainings will be delivered
multiple times at the co-ops throughout the
state and in the Little Rock area for the TriDistrict.
 Charter schools may choose to attend
trainings through the co-ops or those delivered
by APSRC.
 Co-ops and districts will develop plans for
implementation of training and support based
on needs.
Where?
 Every SCHOOL may send a person to the
teacher support training delivered by ADE at
co-ops and in the Little Rock area for the
Tri-District.
 The ADE trained individuals are expected to
provide the ½ day face-to-face training at
their local schools and also facilitate group
training sessions using FFTES software.
How?
TRAINING FOR ADMINISTRATORS
 Teachscape software (FFTPS/FOCUS) is the
tool used to deliver the content training for
Framework for Teaching.
 FFTPS/FOCUS contains modules on the
domains and components with videos to help
evaluators apply their knowledge of the rubric.
 Co-ops and districts will develop
implementation plans for training and support
for administrators.
How?
TRAINING FOR ADMINISTRATORS
 Administrator support trainers may facilitate
group sessions with evaluators using the videos
to elicit feedback and high-level responses
regarding the components and the application of
the evaluation process.
 Evaluators may complete a portion of the
modules individually; however, group sessions
may be offered to assist administrators in
learning from colleagues.
How?
TRAINING FOR TEACHERS
 FFTES is the online tool used to deliver
content of the Framework for Teaching.
 Teachers may individually complete some
module content and/or also utilize group
sessions.
 Districts/schools may choose the best
method for delivery of the modules (When,
how, and what modules).
How?
TRAINING FOR TEACHERS
 Districts/schools that have been implementing
the Danielson rubric as their evaluation
instrument may not need to complete all training
modules with teachers.
 Decisions about training should be based on
previous professional learning and/or a needsassessment.
 Districts/schools are cautioned about omitting
training modules on components that have not
been provided to teachers in previous
professional learning opportunities.
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.
Track 1
*Probationary/
Novice
Year 3
Summative Evaluation on all
components; formative
observations can focus on targeted
growth areas, PGP reviewed
following first formative evaluation
and revised if necessary. PGP
revised at end of year.
Year 2
AR-TESS
Teacher Tracks
Track 3
Intensive
Support Status
Summative Evaluation
on all components.
Summative Evaluation on all
components; formative observations
can focus on targeted growth areas,
PGP reviewed following first
formative evaluation and revised if
necessary. PGP revised at end of
year.
Intensive Professional
Learning Plan
Year 1
May remain in Track 3
for 2 semesters. 2
additional semesters
may be added if
improvement is
observed.
Summative Evaluation on all
components; formative observations
can focus on targeted growth areas,
PGP developed following first
formative evaluation. PGP revised at
end of year.
Multiple formal and
informal observations
Multiple conferences
between
teacher/evaluator
Track 2
Interim Teacher
Appraisal Process
2A: Summative Evaluation
Summative evaluation on all
components once every three
years; formative observations can
focus on targeted growth areas.
PGP is used throughout the year.
PGP may be revised after
formative evaluation.
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.
*A first year teacher will be considered both a novice and probationary teacher.
*"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.
**
TESS does not conflict, nor is it meant to replace the Arkansas Teacher Fair D ismissal Act (ATFDA).
Revised 8/22/13
How?
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 developed as a result of summative
ratings.
How?
 Changes in Professional Learning
 Elimination of one size fits all
professional learning – individualized
learning based on teachers’ needs
 Need systemic changes to current
prescriptive professional learning requirements
 Artifacts collected to reflect performance

Domains 1 & 4 from off-stage evidence

Domains 2 & 3 from observations

Quality not quantity

Samples of possibilities on ADE website
Summative Evaluation
Formal Observation
 Only one is required for Tracks 1 (each year)
& 2A.
 It covers all Domains and Components
(evidence may be gathered in Formative
Observations).
 It includes a Pre-Conference, Observation, &
Post Conference and review of artifacts.
 Observation is a minimum of 45 minutes for
regular classes and 75% of block periods.
How?
Summative Evaluations and Scoring
 A summative evaluation must be completed
by a credentialed, licensed administrator.
 Summative evaluations require a rating for
each of the four domains and a summative
rating – growth measures will be a part of the
summative rating.
 Currently pilot schools are utilizing two
different options of scoring to provide
feedback on the best option—current process
may need revision.
How?
Summative Ratings/Growth Models
 Currently a decision has not been made on a
growth model.
 For the pilot year, growth measures will be
determined at the district level.
 Teachers who do not meet the threshold for
growth cannot receive a “Distinguished” rating.
 Teachers not meeting the threshold for
growth for two consecutive years will be
lowered one performance rating.
How?
Growth Models
 The current models being reviewed will apply to
grades 4-8 math, literacy, and Algebra I.
 Growth measures for non-tested grades/areas
are addressed in rules and regulations. Districts
may choose from this list of options.
 Policy decisions will be made concerning
growth: co-teaching, teachers on extended
leave, types of growth measures used for nontested areas.
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 to see how others are
proceeding.
IMPLEMENTATION
CONSIDERATIONS
 Pilot Year 2013-2014 – 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 2013-2014 school year
IMPLEMENTATION
CONSIDERATIONS
 Immediate need – Training everyone
 Complete training modules and test over
Domains 2 & 3; 1 & 4 released on January
31, 2013—not tested but very important
 TESS requires systematic, continuous
professional learning opportunities for
everyone, not just a one-time event.
 Consider book studies on 2007/2011
Framework for Teaching.
Fall 2013 and Ongoing
• Coaching for teacher conferencing
• PGP training
• Deeper understanding of Framework for
Teaching – PLCs, Grade Level, Faculty
Meetings, etc.
• Focused training based on principals’ and
teachers’ needs
• Connections between teacher evaluation,
principal evaluation, professional
learning, teacher/leader prep programs, and
Common Core
ADE Website arkansased.org
 Interactive Forms
 PGP and Sample
 Timelines
 Coaching Questions
 Rules
 Teachscape Demo Site
 Danielson Group Link
CHECK OFTEN FOR UPDATES!
Contacts
Karen.cushman@arkansas.gov
Ivy.pfeffer@arkansas.gov
Becky.gibson@arkansas.gov
Jim.johnson629@yahoo.com
diann_gathright@yahoo.com