Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning.

The Planning Domain and Correlating Dimensions:

• Standards and Alignment
• Data and Assessments
• Knowledge of Students
• Activities

It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase.

As a result of quality planning, lessons have a clear beginning, middle and end, and are scaffolded to follow a logical progression of basic to complex. Lessons connect students' prior knowledge and understanding to new content and contexts, including real-world applications, and consistently accommodate individual students' needs. They also include targeted large- and small-group instructional strategies, technology and resources   which are appropriate to   the content area, and before making the subject matter accessible to all students. A well- designed lesson, where appropriate planning time has been devoted, contributes to higher quality, student-centered learning experiences that are challenging and an efficient and effective learning environment where students assume responsibility for their own learning. During classroom instruction, this allows teachers to focus on the execution of the lesson and the impact on student outcomes.

This domain specifically addresses "how" learning is structured and executed during the lesson to ensure that student mastery of the learning objectives is occurring. Quality planning is the precursor to quality instruction, and as discussed in the previous section, is a multi-faceted process.

This domain specifically addresses "how" the learning environment is structured both physically and culturally so that it is conducive to teaching and learning. Establishing a safe, respectful, inclusive, and efficient learning environment is critical to students' social-emotional readiness to learn and ensuring that academic learning goals and outcomes are met. Students who feel connected, valued, and inspired in the classroom are more likely to exhibit positive attitudes to learning. Quality planning for how to structure the classroom learning environment to align with respective lessons is the precursor to quality instruction, and as discussed in the previous sections.

This domain specifically addresses "how" teachers fulfill their professional roles and responsibilities, engage in ongoing review and development of their practices, and adhere to legal and ethical requirements of the profession. Research consistently indicates that the primary factor for increasing student achievement is the effectiveness of the teacher. Therefore, teachers and other professionals clearly understand the importance of using reflection and ongoing self- assessment to enhance their effectiveness and impact on student performance. The T-TESS system, therefore, focuses on continuous professional growth where teachers consistently hold themselves to a high standard for individual development to improve their instructional effectiveness, knowledge and skills.