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Ruth Mitchell
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Examining Student work
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Uses a process, SIP (Standards in Practice) to ensure alignment between student learning and standards; 6 steps involved which include examining student work, identifying standards, using a rubric to evaluate, and developing an action plan
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Ensures regular, structured conversations about assignments and instruction; encourages alignment between what is taught and tested; supports collaboration and teaming
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Richard Stiggins
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Team learning
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Small teams discussing and learning about instruction and assessment; includes all staff
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Options for individual as well as collaborative study; identification of needed training; study includes implementation with an evaluation component
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Jeffrey Glanz
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Action Research
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Uses some aspects of formal research: raising a question about how to improve; collecting data, analyzing data and taking action; evaluating impact of action
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Continuous involvement in assessing instruction and student learning; areas of instruction may include teaching of writing, math, and reading, cooperative learning, teaching learning disabled in general education, effective teaching for block, and alternatives for classroom discipline
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David Rappaport
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Cadres
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Members coalesce around specific issues or courses of action
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Successful cadres put themselves out of business by solving problems, then new cadres can be formed to address new challenges
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Kathy Harwell-Kee
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Cognitive Coaching
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Participants talking, planning and acting in purposeful ways; participants offering feedback as identified by the recipient
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Can occur at any moment of the day when two people have a purposeful conversation about students and their learning; involves respectful collegial reflection about instruction
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Joellen Killion
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Journaling
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Recording observations, toying with various perspectives, analyzing practices, interpreting understanding of topics, keeping records, making comments, or reconstructing experiences; may be shared with colleagues for response, feedback, interpretation or comments
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Involves writing and gives learners a change to clarify a process and ideas, form new ideas, and connect to prior knowledge regarding instruction and their students’ achievement; may be used as a tool in sustained staff development or as dialogue journals
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Shirley Hord & Harvetta Robertson
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Listening to Students
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Interview students in small groups regarding learning, expectations, and instruction
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Students are interviewed to gather their perceptions about school; school personnel listen and act of what students have to say
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Pam Robbins
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Mentoring
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Experienced professionals support newcomers through instructional collegiality and problem solving
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Mentors learn and grow as they help/support a new person; the new person is familiarized with the school culture, policies and practices, is given assistance on curriculum, instructions, classroom management and classroom climate; teacher retention increases
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Carlene Murphy
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Study Groups
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Every professional joins a group who studies student data, determines and prioritizes needs and finds resources, creates and implements an action plan, studies impact on student achievement
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All faculty members are involved; increased student achievement
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Fred Wood
Frank McQuarre Jr.
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Reflective
Logs
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Teachers and administrators record/summarize key events in their work life in writing or on tape; they reflect on experiences and report on what they have learned; periodically they summarize what they have learned and share with colleagues
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Facilitates learning from successes and problems encountered during the work day; identifies what works and what does not, identifies areas for improvement
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If you are a new teacher, or a teacher new to the T-TESS appraisal system, you must complete an online T-TESS orientation by Friday, August 30, 2024, to familiarize yourself with the state-approved appraisal system adopted by our district.