Texas Education Agency	Texas Teacher Evaluation and Support System (T-TESS) Rubric

PLANNING Dimension 1.1	PLANNING	

Dimension 1.1
Standards and
Alignment
The teacher designs clear, well- organized, sequential
lessons that reflect
best practice, align with standards
and are appropriate for diverse learners.

Standards Basis:
1A, 1B, 3A, 3B, 3C

Sources of Evidence: Pre-Conference, Formal Observation, Classroom	DISTINGUISHED
Instructional Planning Includes:	ACCOMPLISHED
Instructional Planning Includes:	PROFICIENT
Instructional Planning Includes:	DEVELOPING
Instructional Planning Includes:	IMPROVEMENT NEEDED
Instructional Planning Includes:	
		• All rigorous and measurable goals aligned to state content standards.
• All activities, materials and
assessments that:
o are logically sequenced
o are relevant to students’
prior understanding and
real-world applications
o integrate and reinforce concepts from other disciplines
o provide appropriate time for student work, student reflection, lesson and lesson closure
o deepen understanding of broader unit and course objectives
o are vertically aligned to state standards
o are appropriate for diverse learners
• Objectives aligned and logically sequenced to the lesson’s
goal, providing relevant and enriching extensions of the lesson
• Integration of technology to enhance mastery of goal(s).	• All measurable goals aligned to state content standards.
• All activities, materials and assessments that:
o are sequenced
o are relevant to students’
prior understanding
o integrate other disciplines
o provide appropriate time for student work, lesson and
lesson closure
o reinforce broader unit and course objectives
o are vertically aligned to state standards
o are appropriate for diverse learners
• All objectives aligned and logically sequenced to the lesson‘s goal.
• Integration of technology to enhance mastery of goal(s).	• All goals aligned to state content standards.
• All activities, materials and assessments that:
o are sequenced
o are relevant to students
o provide appropriate time for
lesson and lesson closure
o fit into the broader unit and course objectives
o are appropriate for diverse learners.
• All objectives aligned to the lesson’s goal.
• Integration of technology when applicable.	• Most goals aligned to state content standards.
• Most activities, materials and assessments that:
o are sequenced
o sometimes provide appropriate time for lesson
and lesson closure
• Lessons where most objectives are aligned and sequenced to the lesson’s goal.	• Few goals aligned to state content standards.
• Few activities, materials and assessments that:
o are sequenced
o rarely provide time for lesson and lesson closure
• Lessons where few objectives are aligned and sequenced to the lesson’s goal.	
		STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

PLANNING Dimension 1.2

PLANNING

DISTINGUISHED
Instructional Planning Includes:	ACCOMPLISHED
Instructional Planning Includes:	PROFICIENT
Instructional Planning Includes:	DEVELOPING
Instructional Planning Includes:	IMPROVEMENT NEEDED
Instructional Planning Includes:	
•	Formal and informal	•	Formal and informal	•	Formal and informal	•	Formal and informal	•	Few formal and informal	
assessments to monitor	assessments to monitor	assessments to monitor	assessments to monitor	assessments to monitor	
progress of all students,	progress of all students and	progress of all students.	progress of most students.	student progress.	
shares appropriate	incorporate appropriate	•	Consistent feedback to	•	Timely feedback to	•	Few opportunities for	
diagnostic, formative and	diagnostic, formative and	students, families and	students and families.	timely feedback to students	
summative assessment
data with students to engage them in self- assessment, build awareness of their own strengths and weaknesses and track their own	summative assessments
data into lesson plans.
•	Substantive, specific and timely feedback to students, families and other school personnel on the growth of students in	other school personnel
while maintaining confidentiality.
•	Analysis of student data connected to specific instructional strategies.	•	Utilization of multiple sources of student data.	or families.
•	Utilization of few sources of student data.	
progress.	relation to classroom and		
•	Substantive, specific and	campus goals, while		
timely feedback to	maintaining student		
students, families and	confidentiality.		
school personnel on the	•	Analysis of student data		
growth of students in	connected to specific		
relation to classroom and	instructional strategies and		
campus goals and engages	use of results to reflect on		
with colleagues to adapt	his or her teaching and to		
school-wide instructional	monitor teaching strategies		
strategies and goals to	and behaviors in relation to		
meet student needs while	student success.		
maintaining confidentially.			
•	Analysis of student data			
connected to specific			
instructional strategies and			
use of results to reflect on			
his or her teaching and to			
monitor teaching strategies			
and behaviors in relation to			
student success.			

Dimension 1.2
Data and Assessment
The teacher uses formal and informal methods
to measure student progress, then manages and analyzes student data to inform instruction.

Standards Basis:
1B, 1F, 2B, 2C, 5A, 5B,
5C, 5D

Sources of Evidence: Analysis of Student Data, Pre-Conference, Formal Observation, Classroom Walkthroughs/Informal Observation, Post- Conference Instructional Planning

STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS

PLANNING Dimension 1.3	PLANNING	

Dimension 1.3
Knowledge of
Students
Through knowledge of students and proven practices, the teacher ensures high levels of learning, social- emotional development and achievement for all students.

Standards Basis:
1A, 1B, 1C, 2A, 2B,
2C

Sources of Evidence: Analysis of Student Data, Pre- Conference, Formal Observation	DISTINGUISHED
Instructional Planning Includes:	ACCOMPLISHED
Instructional Planning Includes:	PROFICIENT
Instructional Planning Includes:	DEVELOPING
Instructional Planning Includes:	IMPROVEMENT NEEDED
Instructional Planning Includes:	
		•	All lessons that connect to students’ prior knowledge, experiences, interests and future learning
expectations across content
areas.
•	Guidance for students to apply their strengths, background knowledge, life experiences and skills to enhance each other’s learning.
•	Opportunities for students to utilize their individual learning patterns, habits and needs to achieve high levels of academic and social-emotional success.	•	All lessons that connect to students’ prior knowledge, experiences and future learning expectations.
•	Guidance for students to apply their strengths, background knowledge, life experiences and skills to enhance their own learning.
•	Opportunities for students to utilize their individual learning patterns, habits and needs.	•	All lessons that connect to students’ prior knowledge and experiences.
•	Adjustments to address strengths and gaps in background knowledge, life experiences and skills of all students.	•	Most lessons that connect to students’ prior knowledge and experiences.
•	Adjustments to address strengths and gaps in background knowledge, life experiences and skills of most students.	•	Few lessons that connect to students’ prior knowledge and experiences.
•	Adjustments to address strengths and gaps in background knowledge, life experiences and skills of
few students.	
		STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

PLANNING Dimension 1.4	PLANNING	

Dimension 1.4
Activities
The teacher plans engaging, flexible lessons that encourage higher- order thinking, persistence and achievement.

Standards Basis:
1B, 1C, 1D, 1E

Sources of Evidence: Pre-Conference, Formal Observation	DISTINGUISHED
Instructional Planning Includes:	ACCOMPLISHED
Instructional Planning Includes:	PROFICIENT
Instructional Planning Includes:	DEVELOPING
Instructional Planning Includes:	IMPROVEMENT NEEDED
Instructional Planning Includes:	
		•	Opportunities for students to generate questions that lead to further inquiry and promote complex, higher- order thinking, problem solving and real-world application
•	Instructional groups based on the needs of all students, and allows for
students to take ownership of group and individual accountability.
•	The ability for all students to set goals, reflect on, evaluate and hold each other accountable within instructional groups.
•	Activities, resources, technology and instructional materials that are all aligned to instructional purposes, are varied and appropriate to ability levels of students
and actively engage them in
ownership of their learning.	•	Questions that encourage all students to engage in complex, higher-order thinking and problem solving.
•	Instructional groups based on the needs of all students and maintains both group and individual accountability.
•	All students understanding their individual roles within instructional groups and facilitates opportunities for student input on goals and outcomes of activities.
•	Activities, resources, technology and instructional materials that are all aligned to instructional purposes, are varied and appropriate to ability levels of students.	•	Questions that encourage all students to engage in complex, higher-order thinking.
•	Instructional groups based on the needs of all students.
•	All students understanding their individual roles within instructional groups.
•	Activities, resources, technology and instructional materials that are all aligned to instructional purposes.	•	Questions that promote limited, predictable or rote responses and encourage some complex, higher- order thinking.
•	Instructional groups based on the needs of most students.
•	Most students understanding their individual roles within instructional groups.
•	Activities, resources, technology and/or instructional materials that are mostly aligned to instructional purposes.	•	Encourages little to no complex, higher-order thinking.
•	Instructional groups based on the needs of a few students.
•	Lack of student understanding of their individual roles within instructional groups.
•	Activities, resources, technology and/or instructional materials misaligned to instructional purposes.	
		STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

Dimension 2.1
Achieving
Expectations

DISTINGUISHED The Teacher:
•	Provides opportunities for students to establish high academic and social-

ACCOMPLISHED The Teacher:
•	Provides opportunities for students to establish high academic and social-

INSTRUCTION PROFICIENT The Teacher:
•	Sets academic expectations that challenge all students.
•	Persists with the lesson

DEVELOPING The Teacher:
•	Sets academic expectations that challenge most students.

IMPROVEMENT NEEDED The Teacher:
•	Sets expectations that challenge few students.
•	Concludes the lesson even

The teacher
supports all learners in their pursuit of high levels of academic and social- emotional success.

Standards Basis:
1B, 1D, 1E, 2A, 2C,
3B, 4A, 4D, 5B

Sources of Evidence: Pre-Conference, Formal Observation

emotional expectations for
themselves.
•	Persists with the lesson until there is evidence that all students demonstrate mastery of the objective.
•	Provides opportunities for students to self-monitor and self-correct mistakes.
•	Systematically enables students to set goals for themselves and monitor their progress over time.

emotional expectations for
themselves.
•	Persists with the lesson until there is evidence that most students demonstrate mastery of the objective.
•	Anticipates student mistakes and encourages students to avoid common learning pitfalls.
•	Establishes systems where students take initiative of their own learning and self- monitor.

until there is evidence that
most students demonstrate mastery of the objective.
•	Addresses student mistakes and follows through to ensure student mastery.
•	Provides students opportunities to take initiative of their own learning.

•	Persists with the lesson
until there is evidence that
some students demonstrate mastery of the objective.
•	Sometimes addresses student mistakes.
•	Sometimes provides opportunities for students to take initiative of their own learning.

though there is evidence
that few students demonstrate mastery of the objective.
•	Allows student mistakes to go unaddressed or confronts student errors in a way that discourages further effort.
•	Rarely provides opportunities for students to take initiative of their own learning.

INSTRUCTION Dimension 2.1

STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS

DISTINGUISHED The Teacher:

ACCOMPLISHED The Teacher:

INSTRUCTION PROFICIENT The Teacher:

DEVELOPING The Teacher:

IMPROVEMENT NEEDED The Teacher:

Dimension 2.2
Content Knowledge
and Expertise The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.

Standards Basis:  1A,
1C, 1E, 1F, 2C, 3A,
3B, 3C

Sources of Evidence: Pre-Conference, Formal Observation

•	Displays extensive content knowledge of all the subjects she or he teaches
and closely related subjects.
•	Integrates learning objectives with other disciplines, content areas and real-world experience.
•	Consistently anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns.
•	Consistently provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based).
•	Sequences instruction that allows students to understand how the lesson fits within the structure of the discipline, the state standards, related content and within real-world scenarios.

•	Conveys a depth of content knowledge that allows for differentiated explanations.
•	Integrates learning objectives with other disciplines and real-world experiences.
•	Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns.
•	Regularly provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based).
•	Sequences instruction that allows students to understand how the lesson fits within the structure of the discipline and the state standards.

•	Conveys accurate content knowledge in multiple contexts.
•	Integrates learning objectives with other disciplines.
•	Anticipates possible student misunderstandings.
•	Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research- based).
•	Accurately reflects how the lesson fits within the structure of the discipline and the state standards.

•	Conveys accurate content knowledge.
•	Sometimes integrates learning objectives with other disciplines.
•	Sometimes anticipates possible student misunderstandings.
•	Sometimes provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based).

•	Conveys inaccurate content knowledge that leads to student confusion.
•	Rarely integrates learning objectives with other disciplines.
•	Does not anticipate possible student misunderstandings.
•	Provides few opportunities for students to use different types of thinking (e.g., analytical, practical,
creative and research- based).

INSTRUCTION Dimension 2.2

STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS

Dimension 2.3

DISTINGUISHED The Teacher:
•	Establishes classroom

ACCOMPLISHED The Teacher:
•	Establishes classroom

INSTRUCTION PROFICIENT The Teacher:
•	Establishes classroom

DEVELOPING The Teacher:
•	Leads lessons with some

IMPROVEMENT NEEDED The Teacher:
•	Directs lessons with little

INSTRUCTION Dimension 2.3

Communication The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.

Standards Basis:
1D, 1E, 2A, 3A, 4D

Sources of Evidence: Pre-Conference, Formal Observation

practices that encourage all
students to communicate
safely and effectively using a variety of tools and methods with the teacher and their peers.
•	Uses possible student misunderstandings at strategic points in lessons
to highlight misconceptions and inspire exploration and discovery.
•	Provides explanations that are clear and coherent and uses verbal and written communication that is clear and correct.
•	Asks questions at the creative, evaluative and/or analysis levels that require a deeper learning and broader understanding of the objective of the lesson.
•	Skillfully balances wait time, questioning techniques and integration of student responses to support student-directed learning.
•	Skillfully provokes and guides discussion to pique curiosity and inspire student-led learning of
meaningful and challenging content.

practices that encourage all
students to communicate
effectively, including the use of visual tools and technology, with the teacher and their peers.
•	Anticipates possible student misunderstandings and proactively develops techniques to address obstacles to learning.
•	Provides explanations that are clear and coherent and uses verbal and written communication that is clear and correct.
•	Asks questions at the creative, evaluative and/or analysis levels that focus on the objective of the lesson and provoke thought and discussion.
•	Skillfully uses probing questions to clarify, elaborate and extend learning.
•	Provides wait time when questioning students.

practices that provide
opportunities for most
students to communicate effectively with the teacher and their peers.
•	Recognizes student misunderstandings and responds with an array of teaching techniques to clarify concepts.
•	Provides explanations that are clear and uses verbal and written communication that is clear and correct.
•	Asks remember, understand and apply level questions that focus on the objective of the lesson and provoke discussion.
•	Uses probing questions to clarify and elaborate learning.

opportunity for dialogue,
clarification or elaboration.
•	Recognizes student misunderstandings but has a limited ability to respond.
•	Uses verbal and written communication that is generally clear with minor errors of grammar.
•	Asks remember and understand level questions that focus on the objective of the lesson but do little to amplify discussion.

opportunity for dialogue,
clarification or elaboration.
•	Is sometimes unaware of or unresponsive to student misunderstandings.
•	Uses verbal communication that is characterized by inaccurate grammar;
written communication that
has inaccurate spelling, grammar, punctuation or structure.
•	Rarely asks questions, or asks questions that do not amplify discussion or align to the objective of the lesson.

STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS

Dimension 2.4
Differentiation The teacher differentiates instruction, aligning methods and techniques to

DISTINGUISHED The Teacher:
•	Adapts lessons with a wide variety of instructional strategies to address individual needs of all students.
•	Consistently monitors the quality of student participation and

ACCOMPLISHED The Teacher:
•	Adapts lessons to address individual needs of all students.
•	Regularly monitors the quality of student participation and performance.
•	Regularly provides

INSTRUCTION PROFICIENT The Teacher:
•	Adapts lessons to address individual needs of all students.
•	Regularly monitors the quality of student participation and performance.
•	Provides differentiated

DEVELOPING The Teacher:
•	Adapts lessons to address some student needs.
•	Sometimes monitors the quality of student participation and performance.
•	Sometimes provides differentiated instructional

IMPROVEMENT NEEDED The Teacher:
•	Provides one-size-fits-all lessons without meaningful differentiation.
•	Rarely monitors the quality of student participation and performance.
•	Rarely provides differentiated instructional

diverse student
needs.

Standards Basis:
1C, 1F, 2A, 2B, 2C,
3C, 4A, 5A, 5C,
5DSources of Evidence: Pre- Conference, Formal Observation

performance.
•	Always provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
•	Consistently prevents student confusion or disengagement by addressing learning and/or social/emotional needs of all students.

differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
•	Proactively minimizes student confusion or disengagement by addressing learning and/or social/emotional needs of all students.

instructional methods and content to ensure students have the opportunity to master what is being taught.
•	Recognizes when students become confused or disengaged and responds to student learning or social/emotional needs.

methods and content.
•	Sometimes recognizes when students become confused or disengaged and minimally responds to student learning or social/emotional needs.

methods and content.
•	Does not recognize when students become confused or disengaged, or does not respond appropriately to student learning or social/ emotional needs.

INSTRUCTION Dimension 2.4

STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS

DISTINGUISHED The Teacher:

ACCOMPLISHED The Teacher:

INSTRUCTION PROFICIENT The Teacher:

DEVELOPING The Teacher:

IMPROVEMENT NEEDED The Teacher:

Dimension 2.5
Monitor and Adjust
The teacher formally and informally collects, analyzes
and uses student progress data and makes needed lesson adjustments.

Standards Basis:
1D, 1F, 2B, 2C, 3B,
4D, 5C, 5D

Sources of Evidence: Pre-Conference, Formal Observation

•	Systematically gathers input from students in order to monitor and adjust instruction, activities or pacing to respond to differences in student
needs.
•	Adjusts instruction and activities to maintain student engagement.
•	Uses discreet and explicit checks for understanding through questioning and academic feedback.

•	Utilizes input from students in order to monitor and adjust instruction, activities and pacing to respond to differences in student needs.
•	Adjusts instruction and activities to maintain student engagement.
•	Continually checks for understanding through purposeful questioning and academic feedback.

•	Consistently invites input from students in order to monitor and adjust instruction and activities.
•	Adjusts instruction and activities to maintain student engagement.
•	Monitors student behavior and responses for engagement and understanding.

•	Sometimes utilizes input from students in order to monitor and adjust instruction and activities.
•	Adjusts some instruction within a limited range.
•	Sees student behavior but misses some signs of disengagement.
•	Is aware of most student responses but misses some clues of misunderstanding.

•	Rarely utilizes input from students in order to monitor and adjust instruction and activities.
•	Persists with instruction or activities that do not engage students.
•	Generally does not link student behavior and responses with student engagement and understanding.
•	Makes no attempts to engage students who appear disengaged or disinterested.

INSTRUCTION Dimension 2.5

STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS

LEARNING ENVIRONMENT Dimension 3.1	LEARNING ENVIRONMENT	

Dimension 3.1
Classroom
Environment, Routines and Procedures The teacher
organizes a safe, accessible and efficient classroom.

Standards Basis:
1D, 4A, 4B, 4C, 4D

Sources of Evidence: Formal Observation, Pre-Classroom	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
		•	Establishes and uses effective routines, transitions and procedures that primarily rely on student leadership and responsibility.
•	Students take primary leadership and responsibility for managing student groups, supplies, and/or equipment.
•	The classroom is safe and thoughtfully designed to engage, challenge and inspire students to participate in high-level learning beyond the learning objectives.	•	Establishes and uses effective routines, transitions and procedures that she or he implements effortlessly.
•	Students take some responsibility for managing student groups, supplies and/or equipment.
•	The classroom is safe, inviting and organized to support learning objectives and is accessible to all students.	•	All procedures, routines and transitions are clear and efficient.
•	Students actively participate in groups, manage supplies and equipment with very limited teacher direction.
•	The classroom is safe and organized to support learning objectives and is accessible to most students.	•	Most procedures, routines and transitions provide clear direction but others are unclear and inefficient.
•	Students depend on the teacher to direct them in managing student groups, supplies and/or equipment.
•	The classroom is safe and accessible to most students, but is disorganized and cluttered.	•	Few procedures and routines guide student behavior and maximize learning. Transitions are characterized by confusion and inefficiency.
•	Students often do not understand what is expected of them.
•	The classroom is unsafe, disorganized and uncomfortable.
•	Some students are not able to access materials.	
		
STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

LEARNING ENVIRONMENT Dimension 3.2	LEARNING ENVIRONMENT	

Dimension 3.2
Managing Student
Behavior The teacher establishes, communicates and maintains clear expectations for student behavior.

Standards Basis:
4A, 4B, 4C, 4D

Sources of Evidence: Formal Observation, Classroom, Pre- Conference	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
		•	Consistently monitors behavior subtly, reinforces positive behaviors appropriately and intercepts misbehavior fluidly.
•	Students and the teacher create, adopt and maintain classroom behavior standards.	•	Consistently encourages and monitors student behavior subtly and responds to misbehavior swiftly.
•	Most students know, understand and respect classroom behavior standards.	•	Consistently implements the campus and/or classroom behavior system proficiently.
•	Most students meet expected classroom behavior standards.	•	Inconsistently implements the campus and/or classroom behavior system.
•	Student failure to meet expected classroom behavior standards interrupts learning.	•	Rarely or unfairly enforces campus or classroom behavior standards.
•	Student behavior impedes learning in the classroom.	
		
STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

LEARNING ENVIRONMENT Dimension 3.3	LEARNING ENVIRONMENT	

Dimension 3.3
Classroom Culture
The teacher leads a mutually respectful and collaborative class of actively engaged learners.

Standards Basis:
1E, 1F, 3B, 4C, 4D,
5A, 5B, 5D

Sources of Evidence: Formal Observation, Classroom	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
		•	Consistently engages all students with relevant, meaningful learning based on their interests and abilities to create a positive rapport amongst students.
•	Students collaborate positively and encourage each other’s efforts and achievements.	•	Engages all students with relevant, meaningful learning, sometimes adjusting lessons based on student interests and abilities.
•	Students collaborate positively with each other and the teacher.	•	Engages all students in relevant, meaningful learning.
•	Students work respectfully individually and in groups.	•	Establishes a learning environment where most students are engaged in the curriculum.
•	Students are sometimes disrespectful of each other.	•	Establishes a learning environment where few students are engaged in the curriculum.
•	Students are disrespectful of each other and of the teacher.	
		
STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

PROFESSIONAL PRACTICES AND RESPONSIBILITIES Dimension 4.1	PROFESSIONAL PRACTICES AND RESPONSIBILITIES	

Dimension 4.1
Professional
Demeanor and
Ethics
The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities..

Standards Basis:
6B, 6C, 6D

Sources of Evidence: Professional Development Plan
or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
		•	Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
•	Models all professional standards (e.g., attendance, professional appearance
and behaviors) across the campus and district for educators and students.
•	Advocates for the needs of all students in the classroom and campus.	•	Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
•	Models all professional standards (e.g., attendance, professional appearance
and behaviors) within the classroom.
•	Advocates for the needs of all students in the classroom.	•	Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
•	Meets all professional standards (e.g., attendance, professional appearance
and behaviors).
•	Advocates for the needs of students in the classroom.	•	Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators.
•	Meets most professional standards (e.g., attendance, professional appearance
and behaviors).	•	Fails to meet the Code of Ethics and Standard Practices for Texas Educators.
•	Meets few professional standards (e.g., attendance, professional appearance
and behaviors) or violates legal requirements.	
		
STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

PROFESSIONAL PRACTICES AND RESPONSIBILITIES Dimension 4.2	PROFESSIONAL PRACTICES AND RESPONSIBILITIES	
	
Dimension 4.2
Goal Setting The teacher reflects on his/her practice.

Standards Basis:
5D, 6A, 6B

Sources of Evidence: Professional Development Plan or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
		•	Consistently sets, modifies and meets short- and long- term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning.
•	Implements substantial changes in practice resulting in significant improvement in student performance.	•	Sets some short- and long- term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning.
•	Meets all professional goals resulting in improvement in practice and student performance.	•	Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback.
•	Meets all professional goals resulting in improvement in practice and student performance.	•	Sets short-term goals based on self-assessment.
•	Meets most professional goals resulting in some visible changes in practice.	•	Sets low or ambiguous goals unrelated to student needs or self-assessment.
•	Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.	
		
STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

PROFESSIONAL PRACTICES AND RESPONSIBILITIES Dimension 4.3	PROFESSIONAL PRACTICES AND RESPONSIBILITIES	

Dimension 4.3
Professional
Development The teacher enhances the professional community.

Standards Basis:
3A, 6A, 6B, 6C

Sources of Evidence: Professional Development Plan
or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
		•	Leads colleagues collaboratively in and beyond the school to identify professional development needs through detailed data analysis and self-reflection.
•	Seeks resources and collaboratively fosters faculty knowledge and skills.
•	Develops and fulfills the school and district improvement plans through professional learning communities, grade- or subject- level team leadership, committee leadership or other opportunities beyond the campus.	•	Leads colleagues collaboratively on campus to identify professional development needs through self-reflection.
•	Fosters faculty knowledge and skills in support of the school improvement plan through professional learning communities,
grade- or subject-level team leadership, committee membership or other opportunities beyond the campus.	•	Collaboratively practices in all scheduled professional development activities, campus professional learning communities,
grade- or subject-level team membership, committee membership or other opportunities.	•	Engages in most scheduled professional development activities, professional learning communities, committee, grade- or
subject-level team meetings as directed.	•	Engages in few professional development activities, professional learning communities or committees to improve professional practice.	
		STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

PROFESSIONAL PRACTICES AND RESPONSIBILITIES Dimension 4.4	PROFESSIONAL PRACTICES AND RESPONSIBILITIES	

Dimension 4.4
School Community
Involvement The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach.

Standards Basis: 2A,
2B, 4A, 4D, 5B, 6B,
6C, 6D

Sources of Evidence: Professional Development Plan
or Improvement Plan, Pre- Conference, Post- Conference, Daily interaction with others	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
		•	Systematically contacts parents/ guardians regarding students’ academic and social/emotional growth through various methods.
•	Initiates collaborative efforts that enhance student learning and growth.
•	Leads students, colleagues, families and community members toward reaching the mission, vision and goals of the school.	•	Systematically contacts parents/guardians regarding students’ academic and social/emotional growth through various methods.
•	Joins colleagues in collaborative efforts that enhance student learning and welfare.
•	Clearly communicates the mission, vision and goals of the school to students, colleagues, parents and families, and other community members.	•	Contacts parents/guardians regularly regarding students’ academic and social/emotional growth.
•	Actively participates in all school outreach activities
•	Communicates the mission, vision and goals of the school to students, colleagues, parents and families.	•	Contacts parents/guardians in accordance with campus policy.
•	Attends most required school outreach activities.
•	Communicates school goals to students, parents and families.	•	Contacts parents generally about disciplinary matters.
•	Attends few required school outreach activities.	
		STUDENT-CENTERED ACTIONS	TEACHER-CENTERED ACTIONS	

RUBRIC WORD BANK
with examples of qualifiers that are interchangeably used:	
DIMENSION EXAMPLE:	DISTINGUISHED	ACCOMPLISHED	PROFICIENT	DEVELOPING	IMPROVEMENT NEEDED	
LEARNING
ENVIRONMENT CLASSROOM CULTURE	

ALL	

ALL	

ALL	

MOST	

FEW	
LEARNING ENVIRONMENT
MANAGING STUDENT BEHAVIOR	

CONSISTENTLY	

CONSISTENTLY	

CONSISTENTLY	

INCONSISTENTLY	

RARELY	
INSTRUCTION
ACHIEVING EXPECTATIONS	
ALL	
MOST	
MOST	
SOME	
FEW	
INSTRUCTION
CONTENT KNOWLEDGE AND EXPERTISE	

CONSISTENTLY	

REGULARLY	

DOES (ACTION)	

SOMETIMES	

FEW	
INSTRUCTION
DIFFERENTIATION	
ALWAYS	
REGULARLY	
DOES (ACTION)	
SOMETIMES	
DOES NOT (ACTION)	
	
MOVES TO STUDENTCENTERED ACTIONS	
MOVES TO STUDENTCENTERED ACTIONS	FOCUSES ON MOSTLY
TEACHER-CENTERED ACTIONS	FOCUSES ON
TEACHER-CENTERED ACTIONS	FOCUSES ON
TEACHER-CENTERED ACTIONS