T-TESS and professional development are closely connected through a shared focus on continuous improvement. At the district level, the system encourages teachers to align their goals with broader initiatives that support both instructional quality and student growth. The T-TESS system is currently used by 89% of Texas school systems, highlighting its widespread adoption and impact.
This alignment ensures that each professional development plan is purposeful, measurable, and directly tied to classroom impact.
In this article, we explore how T-TESS supports professional development across schools by fostering reflective practice, clear goal setting, and meaningful support for teachers throughout their growth journey.
Principales conclusiones
- T-TESS serves as a framework for continuous professional growth, aligning individual teacher objectives with district goals to enhance overall educational effectiveness.
- Core components of T-TESS include formal observations, self-assessments, and goal-setting, which together foster reflective practices and targeted professional development.
- Feedback and collaborative learning communities are essential to T-TESS, providing ongoing support for teachers to refine their practices and improve student learning outcomes.
Understanding T-TESS as a Growth-Focused Framework
The T-TESS system was designed to move teacher evaluations beyond compliance. Instead of focusing on one-time assessments, it promotes reflection, collaboration, and improvement over time. Teachers are encouraged to engage in self-assessment, align with campus goals, and develop practices that drive student growth.
A study by Willey (2019) found that teachers and administrators alike view T-TESS as a meaningful driver for instructional improvement. Rather than treat evaluation as isolated, they recognize how T-TESS can shape instructional planning, support feedback cycles, and ultimately elevate the quality of teaching across the district.
The focus on student growth within the T-TESS framework makes it more than just a measure of effectiveness. It serves as a platform to support teacher learning and professional growth year-round.
Core Components of T-TESS That Support Professional Development
T-TESS includes several core components that naturally support structured professional development:
Self-Assessment: Reflect to Identify Strengths and Areas for Refinement
Self-assessment is a required component of the T-TESS process. It helps teachers reflect on their teaching practices, document areas where they feel confident, and identify specific areas that need refinement. This reflection serves as the starting point for meaningful professional growth.
When conducted thoughtfully, self-assessments also help teachers prepare for targeted observations by pointing to domains of focus and questions they want to explore. This step often leads to better alignment between teacher goals and the feedback provided by appraisers during the year.
If teachers have questions or need support completing their self-assessment, they can contact their appraiser or campus leadership for clarification.
Goal Setting: Connect Reflection to Actionable Instructional Goals
Goal setting builds a bridge between reflection and action. Once teachers identify growth areas, they develop SMART goals that align with the T-TESS rubric. These goals should reflect instructional priorities, align with campus expectations, and support ongoing development. Teachers and appraisers need to agree on goals during the goal-setting conference to ensure alignment and shared commitment.
Each goal should be documented and reviewed to ensure it meets the expectations outlined by the district and TEA. When teachers and appraisers agree on the focus, it creates a shared path toward success.
Progress is measured over the school year through ongoing data collection, self-reflection, and check-ins during midyear and end-of-year conferences. Teachers should capture evidence related to their goals to support future discussions and adjustments as needed.
Observations and Post-Conference Discussions: Use Evidence to Drive Improvement
Observations are not isolated events. When conducted properly, they serve as powerful tools for instructional improvement. Observations should be aligned to selected domains, focus on specific teaching practices, and result in detailed post-conference discussions.
During the post-conference, appraisers provide teachers with actionable feedback based on what was observed. This discussion allows teachers to clarify questions, reflect on what went well, and identify areas that need additional support or refinement.
Post-conference feedback should be documented clearly, separating notes by focus area to streamline future planning. Teachers are encouraged to use this information to guide adjustments and ensure that each cycle of observation leads to measurable progress throughout the year.
Connecting T-TESS to Your Professional Development Plan
T-TESS is only as effective as the development plans it supports. Teachers who use their self-assessment data to create aligned goals are more likely to engage meaningfully in the evaluation process.
A professional development plan should begin with honest self-reflection and include measurable goals connected to instructional improvement. These plans must also reflect both personal teaching objectives and district-level strategic needs. Clark (2019) found that schools using the T-TESS rubric to guide development planning were better able to align PD offerings with real classroom practices.
When these plans are revisited during the end of year conference, they become working documents that track teacher growth and district progress alike. At the end-of-year conference, teachers review their progress and set new goals for the upcoming year in T-TESS, ensuring a continuous cycle of improvement.
The Power of Goal Setting in Driving Instructional Growth
Goal setting is not a one-time exercise. Within T-TESS, it is an evolving process. Teachers engage in self-assessment, meet with appraisers, and refine their goals based on ongoing feedback.
Here’s how to approach the T-TESS professional development goal setting process:
- Identify one or two focus areas from the T-TESS rubric.
- Use student data and classroom evidence to support your selection.
- Write SMART goals: Specific, Measurable, Achievable, Relevant, and Time-bound.
- Submit goals for appraiser feedback and approval.
- Revisit and revise during the midyear and end of year conferences.
A study by Templeton (2020) emphasized that coaching models aligned with these goals help teachers grow faster and with more clarity. This approach promotes shared responsibility between educators and appraisers.
Using Observations and Feedback to Strengthen Professional Development
Observations are not simply checkpoints. When paired with meaningful feedback, they become professional development opportunities. Observations should:
- Reflect authentic classroom instruction
- Be grounded in the T-TESS rubric domains
- Lead directly to post-conference reflection and dialogue
Post-conference sessions are essential to turn insights into action. Teachers can reflect on specific feedback, discuss new strategies, and revise their goals accordingly. Tools like Education Walkthrough help simplify this step by allowing appraisers to observe, document, and email feedback directly to teachers immediately after a classroom visit.
Monitoring Progress and Adapting Over Time
The T-TESS system emphasizes growth over the school year. This means progress tracking and adaptation are not optional. They are required.
Teachers should schedule time to review their goals and assess whether current strategies are meeting expectations. If goals are not being attained, the plan must be adjusted. This flexibility is part of what makes the professional development plan a living document.
Reflection questions to guide this process include:
- What evidence shows progress toward my goals?
- What feedback have I received and how have I applied it?
- What adjustments will help improve student outcomes?
By establishing consistent habits of review, teachers take ownership of their professional growth. This approach reflects the holistic nature of the T-TESS framework.
Scaling Impact: From Individual Development to District-Wide Professional Development
Professional development must scale beyond the individual classroom. Districts can use T-TESS data to guide training initiatives, identify patterns in instructional practices, and promote equity across campuses.
According to Clark (2019), districts that tie PD sessions to rubric-aligned needs foster a culture of shared responsibility. This model ensures that teachers across the region have access to meaningful support based on actual classroom needs.
Districts should also invest in calibration and consistency protocols to ensure that appraisers interpret the rubric in a uniform way. This reduces variability and builds trust in the evaluation cycle.
Freeport School District struggled with scattered observations and little connection to district-wide priorities. After adopting Education Walkthrough, leaders created a unified structure that aligned every classroom visit to the district’s improvement goals.
Principals could document observations quickly, submit feedback instantly, and review trend data across schools. Also, teachers received consistent coaching, while district leaders tracked growth in real time. The result was a system where evaluations supported both teacher development and measurable student achievement gains.
Collaborative Systems That Sustain Professional Development
Collaboration drives sustained growth. Through professional learning communities, peer observations, and co-planning sessions, teachers engage in ongoing dialogue that enriches their professional practices.
Enhanced integration of professional learning communities allows teachers to:
- Align group goals with the T-TESS rubric
- Share evidence-based strategies from observations
- Co-design lessons and provide feedback across content areas
Technology Tools That Align with T-TESS and Professional Development
Modern platforms make it easier to align every step of the T-TESS process with professional development priorities. Education Walkthrough is one such tool that supports both teachers and appraisers.
With Education Walkthrough, instructional leaders can:
- Start a walkthrough and document observations in real time
- Add a teacher, subject, and class information, then select a rubric-aligned template
- Submit feedback immediately or save as a draft to finish later
- Email feedback to the teacher and track it over time
These tools make the evaluation cycle smoother, the post-conference more focused, and the feedback loop more consistent.
Data-driven professional development depends on accurate observation and communication. Technology helps capture and organize that information so it can be used to promote professional growth.
Other Resources for Professional Development
Professional development resources are essential for enhancing teaching skills and fostering a culture of ongoing learning. These resources are required to align with the T-TESS framework, supporting teachers in their professional growth.
Engaging with professional development opportunities motivates teachers to continuously improve their practice and impact student success. By expanding their knowledge and enhancing the professional community, educators can ensure that they remain effective and impactful in their teaching practices.
Online Platforms and Webinars
Numerous online platforms offer webinars that focus on specific teaching strategies and T-TESS training. These webinars provide targeted professional development opportunities tailored to various teaching domains, including tea.
The integration of online platforms and webinars significantly enhances opportunities for teacher growth in the region. By engaging with these resources, educators can ensure that their professional development remains relevant and effective.
Collaborative Learning Communities
Collaborative learning communities provide a platform for educators to engage with peers in a supportive environment. These communities encourage sharing of knowledge and experiences, enriching the professional development of all participating teachers. Professional development plans can include job-embedded activities such as working in PLCs, which further enhance collaboration and growth.
Such collaborative efforts foster a sense of belonging and support among educators, leading to enhanced teaching practices. Participating in virtual learning communities allows educators to share experiences and access diverse training modules, enhancing their professional growth.
Aligning District Strategic Plans with T-TESS
Strategic planning at the district level must include alignment with T-TESS. When district goals are embedded into professional development plans, the entire system moves together.
To align district strategic planning with T-TESS:
- Identify district-wide instructional priorities.
- Map T-TESS rubric domains to those priorities.
- Design PD offerings tied to rubric indicators.
- Monitor implementation progress across schools.
- Adjust the district improvement plan as needed.
This step-by-step approach ensures that teachers receive targeted support while leaders can track effectiveness.
Final Words
T-TESS and professional development work best as a constant feedback loop that supports teachers throughout the year. Its components, self-assessment, goal setting, observation, and post-conference, are implemented to promote professional growth and align goals with student outcomes. When appraisers and teachers agree on focus areas, they can attain real improvement across every subject and region. T-TESS is undergoing a refresh to align with updated educator standards and improve its effectiveness, ensuring it remains a relevant and impactful tool.
With Education Walkthrough, leaders can capture observations, submit feedback quickly, and support consistency across schools. This tool helps districts turn evaluation into a system that truly promotes growth.
Ready to make T-TESS more effective? Education Walkthrough helps appraisers capture observations, submit feedback instantly, and support teachers with a consistent growth-focused tool. Try it today to promote professional growth across your district.
Preguntas frecuentes
Here are answers to the most common questions about T-TESS and professional development.
What is the role of self-assessment in T-TESS?
Self-assessment plays a crucial role in T-TESS by enabling educators to reflect on their teaching, identify growth areas, and set specific professional development goals, thereby enhancing the overall evaluation process. Teachers and appraisers agree on goals and a development plan at the start of the year in T-TESS, ensuring a clear roadmap for professional growth.
How does T-TESS support professional development?
T-TESS effectively enhances professional development by establishing a framework for continuous growth that aligns teacher goals with district and student requirements, while also facilitating structured feedback through observations and discussions. This approach ensures that teachers have the support needed to improve their practice.
What are the core components of T-TESS?
The core components of T-TESS are formal classroom observations, self-assessment, goal setting, and post-conference discussions, all aimed at evaluating instructional practices and facilitating professional growth. Together, they create a comprehensive framework for teacher development.
How can teachers implement feedback from T-TESS?
Implementing feedback from T-TESS is essential for professional growth; teachers should engage in post-conference discussions to reflect on their observed practices, identify strengths and areas for improvement, and actively integrate this feedback into their teaching to enhance student outcomes.
What resources are available for professional development under T-TESS?
T-TESS offers various professional development resources such as online platforms, webinars, collaborative learning communities, and seminars, all aimed at enhancing teachers’ skills and promoting continuous improvement. Utilizing these resources can significantly support your growth as an educator.
