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T-TESS 
Rubric Code: BX37A94
By russtribble
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric T-TESS Walkthroughs
Texas Teacher Evaluation and Support System (T-TESS) Rubric
  Distinguished

The teacher...

4 pts

Accomplished

The teacher...

3 pts

Proficient

The teacher...

2 pts

Developing

The teacher...

1 pts

Improvement Needed

The teacher...

0 pts

Achieving Expectations

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

• Provides opportunities for
students to establish high
academic and social-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.
Accomplished

• Provides opportunities for
students to establish high
academic and social-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.
Proficient

• Sets academic expectations
that challenge all students.
• Persists with the lesson
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.
Developing

• Sets academic expectations
that challenge most
students.
• 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.
Improvement Needed

• Sets expectations that
challenge few students.
• Concludes the lesson even
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.
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.
Distinguished

• 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 ty
Accomplished

• 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, creativ
Proficient

• 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.
Developing

• 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).
Improvement Needed

• 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).
cont.

Distinguished

• 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.
Accomplished

• Sequences instruction that
allows students to
understand how the lesson
fits within the structure of
the discipline and the state
standards.
Proficient
Developing
Improvement Needed
Communication

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

• Establishes classroom
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
Accomplished

• Establishes classroom
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
Proficient

• Establishes classroom
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.
Developing

• Leads lessons with some
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.
Improvement Needed

• Directs lessons with little
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
cont.

Distinguished

• 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 challeng
Accomplished

• 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.
Proficient

• 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.
Developing
Improvement Needed
Differentiation

The teacher
differentiates
instruction, aligning
methods and
techniques to
diverse student
needs.
Distinguished

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

• Adapts lessons to address
individual needs of all
students.
• Regularly monitors the
quality of student
participation and
performance.
• Regularly provides
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<b
Proficient

• Adapts lessons to address
individual needs of all
students.
• Regularly monitors the
quality of student
participation and
performance.
• Provides differentiated
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.
Developing

• Adapts lessons to address
some student needs.
• Sometimes monitors the
quality of student
participation and
performance.
• Sometimes provides
differentiated instructional
methods and content.
• Sometimes recognizes
when students become
confused or disengaged and
minimally responds to
student learning or
social/emotional needs.
Improvement Needed

• Provides one-size-fits-all
lessons without meaningful
differentiation.
• Rarely monitors the quality
of student participation and
performance.
• Rarely provides
differentiated instructional
methods and content.
• Does not recognize when
students become confused
or disengaged, or does not
respond appropriately to
student learning or social/
emotional needs.
Monitor and Adjust

The teacher formally
and informally
collects, analyzes
and uses student
progress data and
makes needed
lesson adjustments.
Distinguished

• 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.
Accomplished

• 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.
Proficient

• 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.
Developing

• 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.
Improvement Needed

• 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.
Class Environ., Routines/Procedures

The teacher
organizes a safe,
accessible and
efficient classroom.
Distinguished

• 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 objec
Accomplished

• 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.
Proficient

• 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.
Developing

• 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.
Improvement Needed

• 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.
Managing Student Behavior

The teacher
establishes,
communicates and
maintains clear
expectations for
student behavior.
Distinguished

• Consistently monitors
behavior subtly, reinforces
positive behaviors
appropriately and
intercepts misbehavior
fluidly.
• Students and the teacher
create, adopt and maintain
classroom behavior
standards.
Accomplished

• Consistently encourages
and monitors student
behavior subtly and
responds to misbehavior
swiftly.
• Most students know,
understand and respect
classroom behavior
standards.
Proficient

• Consistently implements
the campus and/or
classroom behavior system
proficiently.
• Most students meet
expected classroom
behavior standards.
Developing

• Inconsistently implements
the campus and/or
classroom behavior system.
• Student failure to meet
expected classroom
behavior standards
interrupts learning.
Improvement Needed

• Rarely or unfairly enforces
campus or classroom
behavior standards.
• Student behavior impedes
learning in the classroom.
Classroom Culture

The teacher leads a
mutually respectful
and collaborative
class of actively
engaged learners.
Distinguished

• 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.
Accomplished

• 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.
Proficient

• Engages all students in
relevant, meaningful
learning.
• Students work respectfully
individually and in groups.
Developing

• Establishes a learning
environment where most
students are engaged in the
curriculum.
• Students are sometimes
disrespectful of each other.
Improvement Needed

• Establishes a learning
environment where few
students are engaged in the
curriculum.
• Students are disrespectful
of each other and of the
teacher.



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