Rachel Shankles
shankles08@gmail.com
501-276-4949
Retired LMS, Hot Springs
Past AAIM Pres & Past AASL Chair
TESS
Teacher
Excellence and
Support
System
Arkansas moved toward ensuring high quality
instruction and instructional leadership through the
passage of the Teacher Excellence and Support
System (TESS) that defines a system to support high
quality classroom instruction and high quality
instructional leadership, i.e., effective teaching and
leading in Arkansas’s schools (Ark. Code Ann. § 6-172802) in 2011. (It has since been amended somewhat.)
They did this to provide state, district and
school educators with essential feedback to
ensure College and Career Ready (CCR)
access and achievement for all Arkansas
students. Among the reasons cited on the
ADE website this next one is probably the
most important: To provide school districts
a transparent and consistent teacher
evaluation system that ensures effective
teaching and promotes professional
learning.
Based on the 2011 Edition
not 2013 ed.
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
ADE WEBSITE, 2014
Let’s Compare
Danielson Model for Teachers
Danielson Model for Librarians
TESS Model for Teachers
TESS Model for Librarians
Danielson Rubric for Teachers
Domain 1: Planning and Preparation
Domain 4: Professional
Responsibilities
1a Demonstrating Knowledge of
Content and Pedagogy
1b Demonstrating Knowledge of
Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of
Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Domain 2: Classroom Environment
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional
Community
4e Growing and Developing
Professionally
4f Showing Professionalism
2a Creating an Environment of Respect
and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
3e Demonstrating Flexibility and
Responsiveness
http://www.danielsongroup.org/article.aspx?page=frameworkforteachi
Domain 3: Instruction
3a Communicating With Students
3b Using Questioning and
Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
Danielson Model for School Librarians
Domain 1:
Domain 2:
Domain 3:
Domain 4:
Planning & Preparation
The Environment
Delivery of Service
Professional Responsibilities
• Demonstrating knowledge
of literature and current
trends in library/media
practice and information
technology.
• Demonstrating knowledge
of the school’s program and
student information needs
within that program.
• Establishing goals for the
library/media program
appropriate to the setting
and the students served.
• Demonstrating knowledge
of resources, both within
and beyond the school and
district, and access to such
resources as interlibrary
loan.
• Planning the library/media
program integrated with the
overall school program.
• Developing a plan to
evaluate the library/media
program.
• Creating an environment of
respect and rapport.
• Establishing a culture for
investigation and love of
literature.
• Establishing and
maintaining library
procedures.
• Managing student behavior.
• Organizing physical space to
enable smooth flow.
• Maintaining and extending
the library collection in
accordance with the school’s
needs and within budget
limitations.
• Collaborating with teachers
in the design of instructional
units and lessons.
• Engaging students in
enjoying literature and in
learning information skills.
• Assisting students and
teachers in the use of
technology in the
library/media center.
Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching (2011) 122.
• Reflecting on practice.
• Preparing and submitting
reports and budgets.
• Communicating with the
larger community.
• Participating in a
professional community.
• Engaging in professional
development.
• Showing professionalism.
TESS for Teachers
DOMAIN 1: Planning and Preperation
1a Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of
Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
DOMAIN 2: Environment
2a Creating an Environment of Respect
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
DOMAIN 3: Delivery of Service
3a Communicating with Students
3b Questioning and Discussion
Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility
DOMAIN 4: Professional Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
ADE website
TESS for LMS
DOMAIN 1: Planning and
Preperation
1a Demonstrating Knowledge
Current Trends
1b Demonstrating Knowledge of
Students
1c Establishing Goals for the
Library/Media Program
1d Designing a Coherent Library
Program
1e Develop a Plan to Evaluate the
Program
DOMAIN 2: Environment
2a Creating an Environment of
Respect
2b Establishing a Culture for
Learning
2c Establishing & Maintaining
Procedures
2d Managing Student Behavior
ADE Website 3/23/14
DOMAIN 3: Delivery of Service
3a Communicating w/ Learning
Community
3b Questioning and Research
Techniques
3c Engage Students in Literature &
Learning Info. Skills
3d Using Assessment in Instruction
3e Demonstrating Flexibility
DOMAIN 4: Professional
Responsibilities
4a Reflecting on Practice
4b Maintaining Accurate Records
4c Communicating w/ School Staff &
Community
4d Participating in a Professional
Community
4e Growing and Developing
Professionally
4f Showing Professionalism
Professional
Growth Plan
It doesn’t say
PERSONAL
AR Teacher Excellence Support System (TESS)
Professional Growth Plan
Educator’s Name___________________________________________ School _______________________________________ Year_____________
Directions: Please refer to the appropriate TESS Rubric when completing this Professional Growth Plan. These steps will be repeated for each Professional Growth Goal.
STEP 1 – Targeted Area for Growth:
Discuss your self-evaluation results, performance
evaluation results, and your relevant student learning
data. From this information, determine your targeted area
for growth.
STEP 2 – Aligned TESS Domain/
Component(s):
Evaluation Results and Student Learning Data:
Targeted Area for Growth:
Domain:
Component(s):
Align your Targeted Area of Growth (Step 1) with TESS
Domains and Components of the appropriate evaluation
framework.
STEP 3 – Professional Growth Goal:
Goal:
Based on your Targeted Area of Growth (Step 1), and the
selected TESS Domain and Component(s) (Step 2), write a
specific Professional Goal that you want to achieve.
If multiple goals are established, the next steps will be repeated.
Revised March 13, 2014
PGP and Librarians
 What is your principal requiring? Everyone focus on certain
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areas for a year?
Look at your ACSIP Plan for data
Must use school pop and subpops
Refer to AASL Standards and AR Lib Frameworks
Find out how much avg fiction and nonfiction book cost
this year
Get the ‘avg date’ of your collection (take out ARK
collection before analysis and maybe Atlases
Use surveys of staff and students, before and after
Get statistics of use of facility (may require some eq-good
reason to ask for an extra laptop or two for sign in and out)
More requirements of PGP
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Look at graduation rates, Benchmarks,
Who did you teach well and not so well???
What did you teach/who did you serve well or not so well???
Where are the gaps OR strengths???
The POP should be big and general
The Goal should be written from perspective of teacher or LMS
HAS to be aligned to ACSIP so get a copy of yours
Don’t let principal prescribe Framework for Teaching components not
listed on LMS TESS rubric(teacher assessment in Domain one is not in
ours but it is in Domain 3)
DEVELOP INTENTIONAL STRATEGIES TO ADDRESS GOALS
Is your disadvantaged group growing? Need books for them?
PGP is always ‘in progress’ and can be changed; so use colored fonts for
changes each time
It is collaborative between principal/ you/peers
Your ideas
 Using Livebinders
I have permission to refer you to copy a public version of an
empty livebinder that is already filled out from two AAIM
Members; establish your account with Livebinder.com then
search for public livebinders under the name of Lisa Huelle
of Dardanelle Mid School and Kim Grisham of East
Poinsett County
Remember things you make at school become school
property. Make a back up under dif title saved to dropbox
or someplace like Copy.com
 Using Blooms Books
 Other programs for artifacts/evidence
Need Workshops on this
 Contact Lin Hatch of Pocahontas or talk to me
 Itunes U will have slide shows and videos
 Search on google + for many slide shows on TESS or
PGP or Danielson’s model for ideas and samples
 Call your coop and ask for inservice on TESS or PGP for
LMS
 Request the coop do workshop for principals on the
LMS documents in TESS and PGP
For more information, please
contact:
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Ivy Pfeffer, Director of Educator Evaluation
Arkansas Department of Education
Office of Educator Effectiveness
Four Capitol Mall, Room 103-B
Little Rock, AR 72201
Phone: 501-682-8526
Fax: 501-682-1193
Becky Gibson, Teacher Evaluation Program Advisor
ade.tess@arkansas.gov
Arkansas Department of Education
Office of Educator Effectiveness
Four Capitol Mall, Room 107-A
Little Rock, AR 72201
Phone: 501-683-3160
Fax: 501-682-5118