T-TESS Roll-out Support

Brought to you by ESC Region 17

T-TESS Conferencing Tool Flip Chart

It's here! The first of two flip charts is ready for you to print. The first is the Conferencing Tool that houses resources that will support you as you conference with teachers during goal-setting, pre-conferencing, and post-conferencing. The second will be an Observation Tool that will support you as you make classroom observations and collect evidence.


If you find mistakes, typos, or anything that needs more clarity, feel free to email me at ssexton@esc17.net. I'll update the document and save it to our Dropbox indicating the version date in the Dropbox. I hope you find the tools useful!


Click here for the Conferencing Tool Flip Chart!


Always consult your T-TESS Appraiser Training Handbook for full guidance on the T-TESS process.

T-TESS-tify!

We are so thrilled to get to team with you as you roll out T-TESS on your campus. Let us know how we can support you through the process. We're here to help!


Larry, Syd, and the ESC 17 T-TESS Team

T-TESS Basics

T-TESS is about growth, development, support, and collaboration. As we team with you, we want to ensure that the roll-out is marked by quality, fidelity, intensity, and consistency.


See the Four P's of a New Beginning below to help you frame your leadership approach to your T-TESS roll-out.

T-TESS for the LID Classroom from Region 20

As you know, we are in the early stages of T-TESS with additional resources and informative items coming out almost weekly. Region 20 has put together a great tool for applying the T-TESS rubric to low-incidence disabilities classrooms. Check out their resource here:


http://www.esc20.net/users/0074/LID/16487-TTESSAdaptedRubric-02%2005%2016.pdf

Click here for training files!

The T-TESS Roll-Out Dropbox has all the files from the Unpacking the T-TESS Rubric TOT. These resources are appropriate for beginning conversations with your staff prior to orientation and full implementation.

The Four P's of a New Beginning

Adapted from McRel’s Balanced Leadership


Purpose
: Teachers need to understand the purpose of the outcome; therefore, district and campus leaders clearly articulate and model that T-TESS is about growth, development, support and collaboration.


Picture: Teachers need to see what the outcome looks, feels, and sounds like; therefore, district and campus leaders establish practical strategies to help teachers understand the big picture and drill down to the details of the rubric over time in a systematic way to create common language and understandings.


Plan: Teachers need to know there is a plan; therefore, district and campus leaders generate a plan and work the plan over time, monitoring and adjusting based on implementation and impact data.


Part: Teachers buy-in when they have a part in the plan; therefore, strategies are in place to include them in the plan – allowing them to see the benefits for teachers and students.