Dimension 1.1 Standard and Alignment:
The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.
Clarifying Statement:
This dimension focuses on how the lesson is designed to address specific standards, primarily the Texas Essential Knowledge and Skills (TEKS) in grades kindergarten through high schools which are specific to the grade level and course/subject taught.
Standards Basis:
Standards Basis: 1A, 1B, 3A, 3B, 3C
Possible Sources of EvidencePossible Sources of Evidence:
- Conferences and Conversations with the Teacher
- Formal Observations/ Walkthroughs
- Classroom Artifacts
- Student Growth Processes
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Content Standards
TEKS - English (Spanish, where applicable)
- English Language Arts and Reading
- Mathematics
- Science
- Social Studies
- Languages Other Than English
- Health Education
- Physical Education
- Fine Arts
- Economics with Emphasis on the Free Enterprise System
- Technology Applications
- Career Development
- Spanish Language Arts and English as a Second Language
- Career and Technical Education
Other Standards
- English Language Proficiency Standards (ELPS)
- Prekindergarten Guidelines
- College and Career Readiness Standards (CCRS)
- TEKS in Spanish
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T-TESS Alignment to Practice
- The standards describe the knowledge and skills that students should attain and are often called the “what” of “what students should know and be able to do.” They address the ways of thinking, working, communicating, reasoning, problem-solving, and investigating the important and enduring ideas, concepts, issues and knowledge essential to the discipline with connections across disciplines.
- The standards are selected as presented in the district’s scope and sequence and are aligned and logically sequenced.
- The teacher clearly understands what the standards specifically mean for the grade level and subject taught, including a common understanding among teachers responsible for teaching these standards.
- The verbs in the standards define the observable actions expected in classroom instruction and how students are expected to process the content. They are arranged in order of complexity in thinking.
- The standards and objectives are communicated in multiple ways so that students are clear about what they are supposed to know and be able to do as a result of the lesson.
- Technology is purposefully integrated in the lesson design and delivery to enhance the lesson and facilitate students’ mastery of the objectives.
- The standards are spiraled and woven throughout the year to ensure that consistent exposure is occurring.
- Both content and process standards are strategically included in lesson design and delivery.
- There is a clear understanding regarding the vertical and horizontal articulation of the standards to ensure alignment within and among disciplines.
- Relevant and enriching extensions are incorporated as the standards are addressed throughout the lesson and are appropriate for diverse learners.
- Technology is integrated in deliberate ways as a means of enhancing learning outcomes.
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Key Questions:
- How are the standards studied and understood both vertically and horizontally?
- Why is aligning the lesson objectives to the standards important?
- Which standards seem the most difficult for students to master? Why do you think students are having difficulty mastering those in particular?
- Which sub-objectives need to be taught for students to master specific standards?
- What was the connection between the students' mastery of the learning objective and the lesson plan?
- How do lesson structure and pacing contribute to effective teaching and learning?
- How did you choose the activities, materials, and assessments included in this lesson plan?
- How did you accommodate students' individual interests and needs?
- How are technology standards addressed and included in lesson design and delivery to maximize learning?
Distinguished
Instructional Materials Includes:
- All rigorous and measurable goals aligned to state content standards.
- All activities, materials and assessments that:
- are logically sequenced
- are relevant to students’ prior understanding and real-world applications
- integrate and reinforce concepts from other disciplines
- provide appropriate time for student work, student reflection, lesson and lesson closure
- deepen understanding of broader unit and course objectives
- are vertically aligned to state standards
- 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).
Accomplished
Instructional Planning Include
- All measurable goals aligned to state content standards.
- All activities, materials and assessments that:
- are sequenced
- are relevant to students’ prior understanding
- integrate other disciplines
- provide appropriate time for student work, lesson and lesson closure
- reinforce broader unit and course objectives
- are vertically aligned to state standards
- 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).
Proficient
Instructional Planning Includes
- All goals aligned to state content standards.
- All activities, materials and assessments that:
- are relevant to students
- provide appropriate time for lesson and lesson closure
- fit into the broader unit and course objectives
- are appropriate for diverse learners
- All objectives aligned to the lesson’s goal.
- Integration of technology when applicable.
Developing
Instructional Planning Includes
- Most goals aligned to state content standards.
- Most activities, materials and assessments that:
- are sequenced
- sometimes provide appropriate time for lesson and lesson closure
- Lessons where most objectives are aligned and sequenced to the lesson’s goal.
Improvement Needed
Instructional Planning Include
- Few goals aligned to state content standards.
- Few activities, materials and assessments that:
- are sequenced
- 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-Center Actions
