T-TESS Rubric Quick Reference Cheat Sheet
T-TESS Rubric Quick Reference
Accomplished vs. Distinguished Behavior Shifts
Ref: Domains 1 & 2
Page 1 of 2
The Golden T-TESS Shift: Accomplished is Teacher-Led / Responsive. Distinguished is Student-Led / Proactive.
[A] Accomplished [D] Distinguished
Domain 1: Planning
Designing aligned, data-driven, student-centered learning paths
1.1 Standards & Alignment TEKS
[A] Aligns objectives, tasks, and assessments to standards (TEKS) with sequential rigor.
[D] Students self-track progress toward standards & explain real-world importance.
1.2 Data & Assessment Feedback
[A] Uses multiple assessments to diagnose needs and adjusts pacing for the group.
[D] Students analyze performance, set personal goals, and self-select study paths.
1.3 Knowledge of Students Backgrounds
[A] Adapts plans for cultural assets, prior learning, and developmental stages.
[D] Students lead instruction by weaving personal backgrounds and talents into tasks.
1.4 Activities Cognition
[A] Designs logical lessons with peer collaboration and active learning tools.
[D] Students choose resources, manage collaboration, and solve open-ended trials.
Domain 2: Instruction
Executing high-impact delivery, deep comprehension, and adaptive pacing
2.1 Achieving Expectations Rigor
[A] Sets high bars, supports struggle, and teaches learning from mistakes.
[D] Students coach peers through mistakes and take bold intellectual risks.
2.2 Content Expertise Interlink
[A] Anticipates student errors, links subject areas, and prompts analysis.
[D] Students relate concepts to outside fields and lead peer error-clearing.
2.3 Communication Discourse
[A] Gives clear directions; leads Socratic dialogue with accurate terminology.
[D] Students prompt peer logic, construct key questions, and defend theories.
2.4 Differentiation Scaffolds
[A] Systematically adapts content, pacing, or process for targeted sub-groups.
[D] Students self-select and apply customized scaffolds and study pacing.
2.5 Monitor & Adjust Critical Pivot Dimension
[A] Accomplished: Uses systemic formative checks and dynamically adjust whole-group instructional pacing to resolve gaps.
[D] Distinguished: Students self-monitor comprehension levels, solicit precise feedback, and self-correct logic in real-time.
T-TESS Professional Development Resource Planning & Instruction (Domains 1 & 2) August 2026
T-TESS Rubric Quick Reference
Accomplished vs. Distinguished Behavior Shifts
Ref: Domains 3 & 4
Page 2 of 2
Environment & Professional Growth: Culture transitions from teacher-managed to student-regulated. Professionalism shifts from personal growth to system-wide leadership.
[A] Accomplished [D] Distinguished
Domain 3: Learning Environment
Cultivating safe, high-collaboration communities & seamless transitions
3.1 Culture Climate
[A] Mutual respect, warm climate, and structured group team work.
[D] Students self-regulate behaviors, value struggles, and build community.
3.2 Behavior Manage
[A] Clear rules; teacher redirects behavior swiftly to maintain order.
[D] Peers respectfully hold each other accountable to guidelines.
3.3 Physical State Flow
[A] Organized layout; transitions are swift with minimal downtime.
[D] Students handle materials and initiate instant, seamless transitions.
Domain 4: Professional Practices & Responsibilities
Exhibiting systemic leadership, advocacy, and continuous developmental loops
4.1 Professional Demeanor Ethics
[A] Adheres to all ethical policies, models integrity, and advocates for all campus students.
[D] Advocate: Leads peer ethics studies, designs campus safety policies, and advises on district-wide codes.
4.2 Goal Setting PGP
[A] Forms target growth goals, applies research-based steps, and reflects deeply on lesson efficacy.
[D] Mirror: Leads reflection networks, implements peer coaching, and mentors others in PGP development.
4.3 Professional Development Colleagues
[A] Attends training, applies learning to class, and collaborates during Professional Learning Communities.
[D] Facilitator: Leads district-level PD, writes instructional columns, and serves as coach to peers.
4.4 Community Involvement Outreach
[A] Contacts parents systematically and supports student activities and campus community events.
[D] Champion: Spearheads community networks, shapes corporate-school partnerships, and leads parent hubs.
The Three Pillars of the T-TESS rating shift Admin Strategy Blueprint
1. Shift Cognitive Load
Move focus from teacher performance to active student processing, questioning, & discovery.
2. Student Self-Regulation
Build student agency. Students should self-assess, set goals, manage transitions, & check mastery.
3. Proactive Systems
Design clear routines so adjustments, differentiation, and behavior management run seamlessly.
T-TESS Professional Development Resource Learning Environment & Professionalism (Domains 3 & 4) August 2026
