Implement T-TESS with the help of a flip chart designed to guide instruction Before, During, and After the Lesson and to support the shift toward student-centered classrooms. The flip chart addresses each dimension of T-TESS domains 1–3 and serves as a powerful tool to help administrators and teachers engage in deeper conversations about educational practices and create a school-wide culture of continuous growth.
The T-TESS Flip Chart contains 15 sections that provide guidance for implementing the T-TESS Rubric. For domains 1–3, a sequence of questions and indicators that address Before, During, and After the Lesson are provided to guide instructional design for each dimension. Domain 4 is impacted through intentional collaboration, feedback, and practices that drive continuous improvement and deeper thinking about learning.
The topics addressed in the guide include Climate; Classroom Organization and Management; Anchor Activities; Brain-based Strategies; Tiered Assignments; Flexible Grouping; Universal Design for Learning Strategies; Assessment Strategies; Student Choice; Interests, Learning Style Preferences, and MI; Content, Process, and Product Differentiation Strategies; and Cognitive Rigor and Complexity Models.
Uses for Teachers
Uses for Administrators
How do I implement the T-TESS Flip Chart on my campus? Watch and share this series of instructional support videos for the T-TESS Flip Chart to help teachers and appraisers understand how they can use the flip chart throughout the evaluation cycle. The video series addresses the shift from "How did I do?" to "How can I grow?" that T-TESS represents, as well as what it means to be a student-centered teacher.
How does T-TESS correlate to Total Motivation? Download a correlation chart that maps the T-TESS domains and dimensions across the unit components in Total Motivation Math, Reading, and Science:
Description: Spiral-bound flip chart with 15 tabbed sections
Product Dimensions: 9 x 12 in.
Product Weight: 6 oz.
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“The professional development was phenomenal. Teachers walked away with activities that they put into use immediately.”