Preparing for teacher evaluations can feel overwhelming. The T-TESS system offers a structured way to reflect, improve, and grow professionally but only when approached with clarity and purpose.
Whether you are new to the Texas teacher evaluation process or have experience with it, this step-by-step guide offers a detailed roadmap that ensures you enter your evaluation with confidence. Each step is grounded in current research and practical strategies.
Let’s walk through exactly how to prepare.
Key Takeaways
- A thorough understanding of the T-TESS rubric, including its four domains, is essential for effective preparation and aligning teaching strategies with evaluation criteria.
- Conducting an honest self-assessment and setting SMART goals helps identify strengths and areas for growth, creating a focused roadmap for professional development. Teachers should draft a Goal-Setting and Professional Development (GSPD) plan based on their self-assessment against the T-TESS rubric.
- Active engagement in Professional Learning Communities and leveraging coaching opportunities can enhance teaching practices and provide valuable feedback throughout the evaluation process.
Understanding the Texas Teacher Evaluation Framework
The T-TESS (Texas Teacher Evaluation and Support System) is a structured process designed to support teacher growth. It centers around three main events: the pre-conference, the classroom observation, and the post-conference. Each step provides a chance to reflect, share, and improve. The Texas Teacher Evaluation and Support System (T-TESS) provides evidence-based feedback for teachers after an observation.
A 2019 study found that the T-TESS was created not just for accountability but to encourage purposeful conversations between teachers and appraisers and to build a culture of continuous improvement. When you know how the system works, you can prepare strategically, not reactively.
In this system, your role as a teacher is not just to be evaluated, but to be actively involved in shaping the outcome. Your appraiser is there to observe, guide, and support, not to surprise or judge. Maintaining open communication with the appraiser throughout the year helps in T-TESS evaluations by preventing surprises.
Break Down the T-TESS Rubric
At the heart of T-TESS is the rubric. It includes four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. These domains are further broken down into 16 dimensions, each outlining specific teacher behaviors and expectations. Each dimension of the T-TESS rubric features specific descriptors for five performance levels: Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.
Research from 2017 confirmed the rubric’s reliability and its ability to distinguish between varying levels of teacher performance. The better you understand the language and expectations of the rubric, the easier it becomes to align your lesson design, instruction, and reflection with what is being assessed. Student growth is a key measure of teacher effectiveness in the T-TESS system.
Use the rubric not just as a scoring tool but as a planning reference. For example, if your focus is on student ownership, look for dimensions that reference student-led learning and plan activities that match those indicators. Effective questioning and active monitoring of student progress during lessons are integral parts of T-TESS preparation.
Complete a Focused Self-Assessment
Before setting goals or planning lessons, take time to complete a self-assessment. Use the T-TESS rubric as your mirror. Be honest, not critical. A focused self-assessment helps you identify areas of strength and set realistic goals for growth.
A 2019 study showed that self-assessment using the rubric supports deeper reflection and better alignment between teacher intent and classroom practice. Teachers who reflect intentionally before evaluations tend to perform more confidently during observations.
You can use past lesson artifacts, student data, or feedback to inform this process. Your self-assessment becomes a foundation for the next step—goal setting.
Set SMART Goals That Support Growth
Goal setting is part of the formal T-TESS cycle through the Goal Setting and Professional Development (GSPD) process. Setting SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) creates clarity in your teaching practice and helps your evaluator see where you are headed.
According to Templeton (2020), teachers who link rubric dimensions directly to their SMART goals are more likely to implement actionable changes in the classroom. Align at least one goal to a dimension in the T-TESS rubric and connect it to student outcomes.
Record your goals in your file so they are ready to revisit in conferences and future walkthroughs.
Prepare for the Formal Observation
The pre-conference gives you a chance to clarify your instructional plan with your appraiser. Come prepared with a summary that outlines the lesson objectives, instructional strategies, and student engagement techniques you plan to use. Teachers should take advantage of pre-conferences to discuss the upcoming lesson and gauge the appraiser’s expectations.
Paufler et al. (2020) found that when teachers share clear plans linked to the rubric, appraisers are more able to offer focused feedback that supports improvement. Think of this as the blueprint for your evaluation.
Make sure your plan addresses the dimension(s) you are focusing on in your goals. This will help your evaluator see consistency between what you plan, what you do, and what you want to improve.
Organize a Strong Evaluation File
An evaluation file is your personal evidence portfolio. It should include lesson plans, assessments, student work samples, and any other artifacts that demonstrate alignment with T-TESS dimensions.
According to Templeton et al. (2016), organizing these materials ahead of time gives teachers greater confidence and credibility during conferences. Your file shows both your planning process and your impact on student learning.
Education Walkthrough offers digital documentation features that make it easy to store, organize, and share your teaching artifacts. You can keep your file professional, accessible, and aligned to rubric criteria without managing stacks of paper.
Request Targeted Feedback Before the Observation
During the pre-conference, consider asking your evaluator for feedback in specific areas. A study by Clark (2019) noted that when teachers request targeted input, they take greater ownership of their evaluation process and receive more actionable coaching.
Ask clear questions such as, “Can you focus on my questioning techniques during the lesson?” or “I’d like feedback on how students respond during group work.”
This approach shows initiative and shapes your observation around your real instructional goals.
Engage Authentically During Teacher Evaluations
T-TESS is meant to reflect your everyday teaching, not a performance. Observations should capture the classroom as it really is. T-TESS applies to all special education teachers, including self-contained, LID, and resource-level teachers.
Authentic teaching during evaluations leads to better feedback and more accurate scores. Don’t over-script. Instead, teach with your usual routines and methods, while being mindful of your goals.
If there are any unique circumstances on the day of the observation, communicate them clearly. A simple note can help your evaluator understand the full context of your lesson.
Reflect Immediately After the Observation
Once the observation is complete, take time that same day to reflect. Write down key moments from the lesson that connect to the rubric dimensions. What went well? What would you do differently?
Teachers who take notes quickly after the lesson produce more accurate reflections during post-conference discussions.
This is also a good time to update your file. Add any new student work or notes to support your later conversations. Keep everything in one place for easy access.
At Adair Elementary, feedback used to take three to four days to reach teachers. With Education Walkthrough, coaches could capture observations, submit reports instantly, and send same-day feedback. This constant feedback loop lets teachers adjust before the next class, while principals use trend data to guide PLCs and professional development planning.
Lead the Post-Conference with Clarity
The post-conference is where you bring it all together. Use your notes, artifacts, and SMART goals to guide the conversation. Rather than waiting for feedback, share your own reflections and invite a dialogue.
Teachers who came prepared with specific lesson evidence were more likely to engage in productive post-conference discussions.
Use your file as your reference. Show how your lesson met specific rubric indicators and how it supported student learning. This makes the evaluation process more collaborative and less one-sided.
Build and Use a Strong Support System
T-TESS is not meant to be done alone. Teachers who build a strong support system, through PLCs, instructional coaches, or peer mentors, are more likely to implement feedback effectively.
Collaboration helps turn evaluation insights into instructional improvement. Discuss goals in your PLC, practice strategies with a colleague, or schedule peer observations.
If your school uses Education Walkthrough, take advantage of the shared templates, walkthrough data, and collaborative tools that make team-based improvement easier to manage.
Track Progress and Adjust Goals Over Time
Evaluations are not one-day events. Track your progress across the school year. Revisit your goals regularly and adjust them based on student data and classroom results.
Ongoing reflection and adjustment are key to making T-TESS a meaningful system of growth. Your GSPD plan should evolve with your practice.
At the end of the year, you and your appraiser will review your progress, close out current goals, and prepare for the next cycle. Use that final meeting as a springboard, not a finish line.
Final Thoughts
T-TESS works best when it is viewed not as a single-day event but as an ongoing system for growth. Each step in the evaluation process, from self-assessment to the post-conference, offers a structured way to reflect and improve your instructional practice.
Instead of preparing in isolation, use every step to build confidence and clarity. When your goals, plans, and reflections are connected to student outcomes, your evaluation becomes a valuable part of your professional development, not just a performance.
To stay organized through each step, consider using tools that simplify the process. Education Walkthrough offers features designed for every part of your evaluation cycle. You can document lessons, track observations, and store your teaching file in one place.
Key platform features include:
- Start a walkthrough or observation with custom templates
- Add a teacher, class, and date for every visit
- Submit feedback immediately or save as a draft to complete later
- Review completed walkthroughs, sorted by date
- Share insights through email and visual analytics
- Use data to identify growth areas and take the next step forward
Whether you want to improve your classroom feedback, organize your documentation, or simplify communication with your appraiser, Education Walkthrough supports every teacher and instructional leader through each step of the process.
By using the right tools and focusing on each step intentionally, you can make the T-TESS cycle more than manageable. You can make it meaningful.
Visit Education Walkthrough to see how it can help you track progress, improve evaluations, and support real growth, one step at a time.
Frequently Asked Questions
Got questions about T-TESS? Here are quick answers to the most common ones.
What is the first step in the T-TESS evaluation cycle?
The first step in the T-TESS evaluation cycle is the Orientation and Initial Setup, which outlines the evaluation process and sets clear expectations. Understanding this foundation is essential for a successful evaluation.
How long do new teachers typically have to complete orientation requirements?
New teachers typically have six weeks to complete orientation requirements. This timeframe ensures they are well-prepared for their new roles.
What is the purpose of the Goal-Setting and Professional Development (GSPD) process in T-TESS?
The GSPD process in T-TESS empowers teachers to take charge of their professional growth while aligning their development with student learning outcomes. This connection is crucial for enhancing the overall educational experience. Domain 1 of T-TESS focuses on planning, including standards alignment, data and assessment, knowledge of students, and planning engaging activities.
How does T-TESS view the development process for teachers?
T-TESS views teacher development as a continuous process rather than a one-time evaluation, enabling educators to track their progress and set goals year-round with the support of appraisers. This approach fosters a culture of growth and ongoing improvement in teaching practices. Domain 2 of T-TESS covers instruction, emphasizing expectations, communication, differentiation, and monitoring and adjusting lessons.
What happens at the end of the year regarding goals and professional development plans?
At the end of the year, it’s essential to review your progress on existing goals and collaboratively establish new ones along with a professional development plan for the upcoming year. This ensures continuous growth and alignment with your career objectives.
