When teachers are trying to ace their T-TESS observation in the classroom, they often struggle with student engagement. Luckily, teachers can use simple strategies to boost engagement and get the most out of their Texas teacher evaluation.
The T-TESS teacher observation system is a comprehensive evaluation tool that measures teacher effectiveness in Texas. T-TESS training is provided to school administrators to ensure they have the skills needed to evaluate teachers based on the Texas Teacher Standards. The system is designed to encourage growth and development, rather than simply identifying areas of weakness.
Using student learning objectives and areas of strength, teachers can set goals and work toward improving their teaching practices. This is what sets T-TESS apart from older, more punitive evaluation models. It’s not about catching you doing something wrong. It’s about helping you get better.
The T-TESS system of support includes both formal and informal observations, which allows administrators to gain a well-rounded understanding of a teacher’s instructional practices. The end-of-year conference is a crucial component of the T-TESS system, as it gives teachers and administrators an opportunity to reflect on their progress and set goals for the upcoming year.
In addition to evaluating instructional practices that hone in on the holistic nature of teaching, T-TESS also values community engagement and a growth mindset, as these factors are essential to creating a positive and supportive learning environment. Professional learning opportunities are also an important component of the T-TESS recommended system, as they provide new teachers and veteran teachers alike with the tools they need to continuously improve their teaching practices.
The Texas Education Agency provides essential resources for educators navigating the T-TESS appraisal process, including rubrics, training materials, and guidance documents.
The Three T-TESS Domains
The T-TESS Rubric is organized into three observable domains that represent the core elements of effective teaching. Understanding these domains is essential for anyone navigating the teacher evaluation system.
Domain 1: Planning
This domain focuses on the work you do before students ever walk through the door. It includes demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, selecting instructional outcomes, and designing coherent instruction.
Strong planning means your lesson plans are aligned with the Texas Teacher Standards and your instructional outcomes are clear and measurable. It means you’ve thought through the instructional strategies you’re using and how they connect to your knowledge of your students.
Domain 2: Instruction
This domain focuses on what happens during the lesson itself. It includes communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness.
Student engagement is the key here. Are your students actively participating? Are they thinking deeply? Are they asking questions? A proficient teacher knows how to keep students engaged without relying on gimmicks or entertainment.
Domain 3: Learning Environment
This domain focuses on creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, and organizing physical space.
The learning environment is often overlooked in conversations about teacher evaluation, but it’s absolutely critical. Students can’t learn if they don’t feel safe. They can’t engage if the physical space is chaotic. They can’t take risks if they’re afraid of being mocked.
Quick Reference: The T-TESS Rubric at a Glance
| Domain | Focus | Key Components |
|---|---|---|
| Planning | The work you do before teaching | Knowledge of content, knowledge of students, instructional outcomes, coherent instruction |
| Instruction | The act of teaching | Communication, questioning techniques, student engagement, assessment in instruction, flexibility |
| Learning Environment | The atmosphere you create | Respect and rapport, culture for learning, classroom procedures, student behavior, physical space |
The Components of the T-TESS Observation Model
T-TESS seeks to capture the overall elements of teaching and education, with a constant feedback loop between teachers and pupils that, in turn, assesses teachers’ effectiveness. This support system necessitates ongoing dialogue and constant attention to how students respond to their teacher’s instructional methods. For these reasons, each T-TESS observation domain focuses on teachers and pupils rather than dividing them into separate elements, as many other observation models do.
T-TESS is a method for developing good habits of continuous improvement and professional growth. This happens because decisions about professional development and the use of evidence-based feedback for teachers are always at the forefront of the decision-making process.
The T-TESS Rubric has three main components. They include:
- Goal-setting and professional development plan
- The evaluation cycle
- Student growth measure
Goal-Setting and Professional Development Plan
Even before the first observation, teachers should have a clear understanding of their goals for improving specific elements with a consistent focus. These are based on professional practices and key priorities they identified in the student’s academic progress, teacher attitudes toward teaching, and classroom instructional practices.
They then set out their professional development plan with specific objectives, which are reviewed, revised, and reset after each observation and, in turn, guide their professional development decisions and ongoing goal setting.
This is where the T-TESS system really shines. It’s not a “gotcha” system. It’s a collaborative process where you and your appraiser work together to identify areas for growth and create a plan to address them. The goal-setting process is meant to be a dialogue, not a directive.
The Evaluation Cycle
Based on the professional development plan teachers have established for themselves, T-TESS seeks to identify the most significant issues in classroom performance and instructional practices so they can be addressed through more effective planning and instructional strategies.
The teacher evaluation system is composed of four steps:
- Actions are taken on problems identified during the first three observation cycles
- Re-examination of the teacher’s professional development plan
- Refinement of this plan to address previously identified areas of concern that were not addressed earlier due to insufficient evidence or lack of importance
- Setting new goals and objectives for future T-TESS observations
The recommended cycle includes a pre-observation conference, a formal classroom observation, and a post-observation conference. This structure ensures that the evaluation process is a dialogue, not a monologue. You have the opportunity to explain your thinking, ask questions, and advocate for yourself.
Student Growth Measures
Measures of student performance are important for evaluating how successful this improvement plan was. For T-TESS, three types of measures are the most significant:
- Quantifiable changes in achievement rates on district benchmark tests
- Changes in specific subcategories on the state’s yearly progress report
- Students’ self-assessment of their performance
Every time teachers receive a new set of observation results, they can compare them with those from previous years and across different grade levels. This makes the data collected more meaningful because it shows how much progress teachers have made in a specific category or subcategory based on students’ test scores and other evidence.
Student growth data is a critical piece of the T-TESS puzzle. Delivering a great lesson isn’t enough. You have to prove that students actually learned something.
How the T-TESS Supports Teacher Growth
The individual components of this observation model work together to create a system that allows teachers and their principals to work hand in hand toward a common goal: student achievement. It also empowers teachers by allowing them to decide how they will improve themselves through their professional development plan.
The T-TESS observation and evaluation cycle provides clear steps for what needs to be done, when it needs to be done, and why it has to be done. It is also dependent on timely feedback from the observation team.
Student growth measures provide a key indicator of teacher success, so appropriate changes can be made if best practices for the learning environment have not been followed. The T-TESS allows teachers to build a collaborative relationship with their principals, and together they can determine student progress and the quality of instruction in the classroom. This element has contributed significantly to the successful implementation of student growth models in many US states.
What Evaluators Are Really Looking For
After years of sitting through observations and talking with administrators, I’ve learned that appraisers aren’t looking for perfection. They’re looking for evidence.
Here’s what that means in practice:
Evidence of intentionality. Your lesson should show that you made deliberate choices based on your knowledge of students and your understanding of instructional outcomes. Even if things go wrong, appraisers want to see that you had a plan and that you adapted when necessary.
Evidence of student learning. This doesn’t mean every student has to master every objective. It means you should be able to point to specific moments during the lesson where learning occurred. This could be a student asking a thoughtful question, a group working through a challenging problem, or a quick formative assessment that shows understanding.
Evidence of reflection. Your post-observation conference is just as important as the observation itself. When you can articulate what went well, what you would change, and how you plan to follow up, you demonstrate the reflective practices that the framework values.
How to Do Well in Your T-TESS Observation
All teachers know that our classrooms ebb and flow with good and bad on any given day. However, we all want to do well on our teacher observation. With the T-TESS Model, it’s important to understand the specific expectations for what it means to use reflective practices and implement best practices. This means that you are constantly trying to improve upon your craft as an educator by following the steps below:
Do Your Homework
It is key to get to know your students before beginning an observation with your appraiser. Take time to review what they worked on in class and determine whether you need to add any additional elements for the day. Make sure that you make your expectations clear for your students during the introduction of the lesson.
Knowing your students means understanding their strengths, their challenges, and their interests. It means knowing who needs extra support and who needs to be pushed. When you know your students well, you can make instructional decisions that meet them where they are.
Leave Nothing Undone
For every single task that an appraiser assigns to you, make sure that you accomplish it. This means making sure that each element is covered appropriately and completely. If your appraiser asks the class a question, make certain that every student has time to answer. You don’t want to leave questions unanswered or give any students the impression that they aren’t required to participate.
Student participation is a key indicator of engagement. When appraisers see all students actively involved in the lesson, it signals that you’ve created a learning environment where everyone is expected to contribute. This is especially important in a special education setting, where differentiation and inclusion are critical.
Be Positive
The T-TESS system requires appraisers to provide feedback straightforwardly, so you need to do the same when providing feedback during an observation. Don’t make excuses or try to downplay what happened. Be positive, however, in your approach to what went well and what can be improved upon.
Being positive doesn’t mean ignoring areas for growth. It means approaching feedback with a spirit of continuous growth. When you model this mindset, you show your appraiser that you’re committed to getting better, which is exactly what the system is designed to support.
For more detailed strategies, check out these teacher observation tips. And if you’re feeling burned out and need a boost, my book Teaching When You Have Nothing Left is here to help.
Preparing for the Post-Observation Conference
The observation doesn’t end when your appraiser walks out of the room. The post-observation conference is your opportunity to demonstrate reflective practices, ask for specific feedback, and advocate for yourself.
Here’s how to prepare:
- Review the rubric before the conference. Know exactly which dimensions your appraiser was assessing. This will help you understand their feedback and ask informed questions.
- Bring evidence. If you have student work samples or other artifacts that demonstrate your effectiveness, bring them. This is especially important if you feel your appraiser missed something during the observation.
- Be honest about what didn’t work. Demonstrating self-awareness shows professional maturity. If you know a lesson fell flat, say so. Then ask for specific suggestions for improvement.
- Set goals for your next observation. The conference should end with a clear plan for what you’ll work on between now and your next evaluation. This demonstrates your commitment to continuous growth.
- Ask for support. If your appraiser identifies an area for improvement, ask how your instructional coach or a mentor can help you address it. The evaluation process should be collaborative, not adversarial.
Common Mistakes to Avoid
Over the years, I’ve seen teachers make the same mistakes during observations. Here are the most common ones and how to avoid them:
- Trying to be perfect. Your appraiser isn’t looking for a flawless lesson. They’re looking for evidence of effective teaching practices and a willingness to reflect and improve.
- Ignoring the rubric. If you don’t know what your appraiser is looking for, you can’t prepare effectively. Review the T-TESS rubric before your observation.
- Neglecting student engagement. A lecture might be efficient, but it doesn’t demonstrate student engagement. Make sure your lesson includes opportunities for active student participation.
- Forgetting about classroom management. Even the best lesson falls apart if the learning environment is chaotic. Pay attention to student behavior and address issues quickly and calmly.
- Skipping self-reflection. The post-observation conference is your opportunity to demonstrate reflective practices. Come prepared to discuss what went well and what you would do differently.
Why it Matters
At the end of the day, the T-TESS observation model is about one thing: helping teachers get better. It’s about creating a common language for discussing good teaching. It’s about providing a structured approach to teacher observation that supports professional growth.
The evaluation process might feel bureaucratic at times. The paperwork might feel tedious. But underneath it all is a genuine attempt to support educators in doing the hardest job there is.
When you approach your evaluation as an opportunity rather than an obligation, everything shifts. You start to see patterns in your practice. You start to notice areas where you’ve grown. You start to set goals that actually matter to you.
That’s what T-TESS is really about. It’s not about the scores or the ratings…it’s about becoming the teacher you want to be.
Finding Help with Your T TESS Observation
If your school follows T-TESS for observations, you are in luck. Helping teachers rock in the classroom is my forte.
If you’re looking for more practical strategies to help you succeed in the classroom, check out these teacher observation tips…and if you’re feeling burned out and need a boost, my book Teaching When You Have Nothing Left is here to help.
How does the T-TESS goal-setting process actually work in practice, and what happens if I don’t meet my goals?
This is one of the most misunderstood aspects of the T-TESS appraisal process. The goal-setting process isn’t about setting arbitrary targets and then being punished if you don’t hit them. It’s about identifying areas for growth and creating a roadmap for getting there.
At the beginning of the school year, you’ll work with your appraiser to identify specific goals based on your previous year’s T-TESS scores, your self-assessment, and your knowledge of your students. These goals should be meaningful and actionable, not just box-checking exercises.
If you don’t meet your goals by the end of the year, it’s not an automatic mark against you. What matters more is the professional growth you demonstrated along the way. Did you engage with the process? Did you seek feedback? Did you make adjustments based on evidence? The T-TESS system values the journey as much as the destination.
What is the difference between a formal observation and a walk-through observation, and how should I prepare for each?
The T-TESS system includes both formal observations and informal walk-throughs, and each serves a different purpose. A formal observation is scheduled in advance, includes a pre-observation conference, and typically lasts a full class period. A walk-through observation is shorter, often unannounced, and designed to give your appraiser a snapshot of your classroom practice.
For a formal observation, you should prepare thoroughly. Review your lesson plans, think through your instructional strategies, and anticipate potential challenges. For a walk-through, the best preparation is consistency. If your classroom operates effectively every day, a surprise visit won’t throw you off.
The key is to avoid the temptation to put on a “show” for formal observations. Appraisers are trained to look for evidence of authentic teaching practices, not performances.
How does T-TESS account for teachers who work in high-poverty schools or face significant challenges outside of their control?
The reality is that teachers in under-resourced schools often face challenges that their counterparts in more affluent districts don’t. These include large class sizes, limited instructional materials, and students who come to school with significant needs outside of academics.
The T-TESS rubric is designed to evaluate your teaching practices within your specific context. Appraisers are trained to consider the learning environment and the resources available to you. That said, it’s important to advocate for yourself. If you’re working with limited resources, document how you’re being creative with what you have. If your class size is significantly larger than recommended, note how you’re managing it.
The evidence you bring to your evaluation matters. If you can show that you’re being intentional and innovative despite the challenges, that counts for something.
How does the T-TESS end-of-year conference actually work, and what should I expect?
The T-TESS end-of-year conference is often the most stressful part of the entire appraisal process, but it doesn’t have to be. This conference is your opportunity to review the entire school year with your appraiser, discuss your student growth data, and set goals for the upcoming year.
Your appraiser will share their written summative annual appraisal report, which includes your T-TESS scores across all dimensions. You’ll have the opportunity to ask questions, provide additional evidence, and discuss any areas where you disagree.
The key to a successful end-of-year conference is preparation. Come with your own evidence of student progress. Be ready to discuss your professional development plan and how you’ve grown throughout the year.
Most importantly, approach the conversation as a dialogue, not a defense.
What is the connection between T-TESS and the Teacher Incentive Allotment, and how can I position myself for success?
The Teacher Incentive Allotment (TIA) is a program that provides additional compensation to high-performing teachers in Texas. While T-TESS scores are one factor in determining TIA eligibility, the two systems are distinct.
To position yourself for TIA success, focus on demonstrating student growth. This is often the most heavily weighted factor in TIA decisions. Keep meticulous records of student progress, use data to inform your instructional decisions, and be prepared to show evidence of your impact.
It’s also important to understand your school district’s specific TIA requirements. Some districts place more weight on T-TESS observation scores, while others prioritize student growth data. Talk to your appraiser or TIA coordinator to understand what matters most in your context.
How does T-TESS support teachers in their first year or those new to the profession?
T-TESS includes specific supports for new teachers and those new to the profession. If you’re in your first year, you’ll participate in T-TESS orientation to learn the basics of the system. You’ll also work with your appraiser to set goals appropriate for your experience level.
The T-TESS system recognizes that new teachers are still developing their skills. Appraisers are trained to evaluate new teachers with an eye toward growth potential, not just current performance. The goal-setting process is especially important for new teachers, as it provides a structured way to identify areas for development and track progress over time.
If you’re a new teacher, don’t be afraid to ask for support. Your appraiser, instructional coach, and mentor are all there to help you succeed.
References
- Texas Education Agency. (2024). T-TESS: Texas Teacher Evaluation and Support System. Retrieved from https://tea.texas.gov/texas-educators/educator-evaluation-and-support-system/t-tess
- Texas Education Agency. (2023). T-TESS Rubric and Training Materials. Retrieved from https://tea.texas.gov/texas-educators/educator-evaluation-and-support-system/t-tess
- ASCD. (2022). Rethinking Teacher Evaluation for the 21st Century. Retrieved from https://www.ascd.org/
This article was originally published on April 16, 2021
