University of North Texas 
Appendix L University of North Texas
College of Education
T-TESS Clinical Teaching Rubric
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T-TESS Domain I: Planning |
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Accomplished (4pts) |
Proficient (3pts) |
Developing (2pts) |
Improvement Needed (1pt) |
Unsatisfactory (0) |
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Dimension 1.1 |
Instructional Planning Includes • All measurable goals aligned to state content standards. • Integration of technology to enhance mastery of goal(s). • 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 that are aligned and logically sequenced to the lesson's goal. |
Instructional Planning Includes • All goals aligned to state content standards. • Integration of technology when applicable. • 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 are aligned to the lesson's goal. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • Goals are not aligned to state content standards. • Activities, materials, and assessments: º are not sequenced º do not provide time for lesson and lesson closure • Lessons where no objectives are aligned and sequenced to the lesson's goal. |
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Dimension 1.2 |
Instructional Planning Includes • Formal and informal assessments to monitor progress of all students and incorporates appropriate diagnostic, formative, and summative assessments data into lesson plans. • Consistent feedback to students, families, and other school personnel on the growth of students in relation to classroom and campus goals, while maintaining student confidentiality. • Analysis of student data connected to specific instructional strategies and uses results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success. |
Instructional Planning Includes • Formal and informal assessments to monitor progress of all students. • Substantive, specific, and timely feedback to students, families and other school personnel while maintaining confidentiality. • Analysis of student data connected to specific instructional strategies. |
Instructional Planning Includes • Formal and informal assessments to monitor progress of most students. • Timely feedback to students and families. • Utilization of multiple sources of student data. |
Instructional Planning Includes • Few formal and informal assessments to monitor student progress. • Few opportunities for timely feedback to students or families. • Utilization of few sources of student data. |
Instructional Planning Includes • No formal or informal assessments to monitor student progress. • No opportunities for timely feedback to students or families. • No utilization of sources of student data. |
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Dimension 1.3 |
Instructional Planning Includes • All lessons that connect to students' prior knowledge, life experiences and future learning expectations. • Opportunities for students to utilize their individual learning patterns, habits and needs. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • Lessons that do not connect to students' prior knowledge and experiences. • Adjustments do not address strengths and gaps in background knowledge, life experiences and skills of few students. |
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Dimension 1.4 |
Instructional Planning Includes • 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. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • 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. |
Instructional Planning Includes • No encouragement of complex or higher- order thinking. • Instructional groups are not based on the needs of students. • No evidence of student understanding of their individual roles within instructional groups. • Activities, resources, technology and/or instructional materials missing. |
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T-TESS Domain II: Instruction |
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Accomplished (4pts) |
Proficient (3pts) |
Developing (2pts) |
Improvement Needed (1pt) |
Unsatisfactory (0) |
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Dimension 2.1 |
The Teacher: • Provides opportunities for students to establish high academic expectations for themselves. • 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. |
The Teacher: • Sets academic expectations that challenge all students. • 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. |
The Teacher: • Sets academic expectations that challenge most students. • 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. |
The Teacher: • Sets expectations that challenge few students. • 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. |
The Teacher: • Does not set expectations. • Students do not demonstrate mastery of the objective. • Does not recognize when a student error has been made. • Does not provide opportunities for students to take initiative of their own learning. |
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Dimension 2.2 |
The Teacher: • Displays content knowledge of all the subjects she or he teaches and closely related subjects. • Integrates learning objectives with other disciplines and real-world experiences. • Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns. • Conveys accurate content knowledge in multiple ways. • Sequences instruction that allows students to understand how the lesson fits within the structure of the discipline and the state standards. • Regularly provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative, and research-based). |
The Teacher: • Conveys accurate content knowledge. • Integrates learning objectives with other disciplines. • Anticipates possible student misunderstandings. • Accurately reflects how the lesson fits within the structure of the discipline and the state standards. • Provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research- based). |
The Teacher: • 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). |
The Teacher: • 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). |
The Teacher: • Is unaware of conveying inaccurate content knowledge • Does not integrate learning objectives with other disciplines. • Does not anticipate possible student misunderstandings. • Provides no opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research- based). |
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Dimension 2.3 |
The Teacher: • Skillfully uses probing questions to clarify, elaborate and extend learning; provides direct instruction as appropriate. • Anticipates possible student misunderstandings and proactively develops techniques to address stumbling blocks to learning. • Asks questions at the creative, evaluative and/ or analysis levels that focus on the objective of the lesson and provoke thought and discussion. • Provides wait time when questioning students. • Provides explanations that are clear and coherent. • Establishes classroom practices that encourage all students to communicate effectively using visual tools and technology with the teacher, their peers. |
The Teacher: • Uses probing questions to clarify, elaborate learning. • Recognizes possible student misunderstandings and responds with an array of teaching techniques to clarify concepts. • Asks remember, understand and apply level questions that focus on the objective of the lesson and provoke discussion. • Provides explanations that are clear. • Uses verbal and written communication that is clear and correct. • Establishes classroom practices that provide opportunities for most students to communicate effectively with the teacher and their peers. |
The Teacher: • Leads lessons with some opportunity for dialogue, clarification, or elaboration. • Recognizes student misunderstandings but has a limited ability to respond. • Asks remember and understand level questions that focus on the objective of the lesson but do little to amplify discussion. • Uses verbal and written communication that is generally clear with minor errors of grammar. |
The Teacher: • 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. |
The Teacher: • Directs lessons with no opportunity for dialogue, clarification, or elaboration. • Is 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. |
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Dimension 2.4 |
The Teacher: • 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. • Uses strategies to teach and assess students. |
The Teacher: • Adapts lessons to address individual needs of all students. • Regularly monitors the quality of student participation and performance. • Recognizes when students become confused or disengaged and responds to student learning or social- emotional needs. • Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. |
The Teacher: • Adapts lessons to address some student needs. • Sometimes monitors the quality of student participation and performance. • Sometimes recognizes when students become confused or disengaged and minimally responds to student learning or social-emotional needs. • Sometimes provides differentiated instructional methods and content. |
The Teacher: • Provides one-size- fits-all lessons without meaningful differentiation. • Rarely monitors the quality of student participation and performance. • Does not recognize when students become confused or disengaged, or does not respond appropriately to student learning or social- emotional needs. • Rarely provides differentiated instructional methods and content. |
The Teacher: • Does not monitor the quality of student participation and performance. • Does not recognize when students become confused or disengaged and does not respond appropriately to student learning or social- emotional needs. • Does not provide differentiated instructional methods and content. |
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Dimension 2.5 |
The Teacher: • Consistently invites input from students in order to monitor and adjust instruction, activities and pacing to respond to differences in student needs. • Adjusts instruction and activities frequently and within a broad range to maintain student engagement. • Continually checks for understanding through purposeful questioning and academic feedback. |
The Teacher: • Utilizes input from students in order to monitor and adjust instruction and activities. • Monitors student behavior and responses for engagement and understanding. • Adjusts instruction and activities to maintain student engagement. |
The Teacher: • Sometimes utilizes input from students in order to monitor and adjust instruction and activities. • Sees student behavior but misses some signs of disengagement. • Is aware of most student responses but misses some clues of misunderstanding. • Adjusts some instruction within a limited range. |
The Teacher: • Rarely utilizes input from students in order to monitor and adjust Instruction and activities. • Generally does not link student behavior and responses with student engagement and understanding. • Persists with instruction or activities that do not engage students. • Makes no attempts to engage students who appear disengaged or disinterested. |
The Teacher: • Does not utilize input from students in order to monitor and adjust Instruction and activities. • Does not link student behavior and responses with student engagement and understanding. • Makes no attempts to engage students who appear disengaged or disinterested. |
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T-TESS Domain III: Learning Environment |
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Accomplished (4pts) |
Proficient (3pts) |
Developing (2pts) |
Improvement Needed (1pt) |
Unsatisfactory (0) |
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Dimension 3.1 |
The Teacher: • 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. |
The Teacher: • 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. |
The Teacher: • 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. |
The Teacher: • 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. |
The Teacher: • No procedures and routines guide student behavior & maximize learning. Transitions are characterized by confusion and inefficiency. • Students do not understand what is expected of them. • The classroom is unsafe, disorganized, and uncomfortable. Most students are not able to access materials. |
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Dimension 3.2 |
The Teacher: • Consistently encourages and monitors student behavior subtly and responds to misbehavior swiftly. • Most students know, understand and respect classroom behavior standards. |
The Teacher: • Consistently implements the campus and/or classroom behavior system proficiently. • Most students meet expected classroom behavior standards. |
The Teacher: • Inconsistently implements the campus and/or classroom behavior system. • Student failure to meet expected classroom behavior standards interrupts learning. |
The Teacher: • Rarely or unfairly enforces campus or classroom behavior standards. • Student behavior impedes learning in the classroom. |
The Teacher: • Does not enforce campus or classroom behavior standards. • Student behavior impedes learning in the classroom. |
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Dimension 3.3 |
The Teacher: • Engages all students with relevant, meaningful learning, sometimes adjusting lessons based on student interests and abilities. • Students collaborate positively with each other and teacher. |
The Teacher: • Engages all students in relevant, meaningful learning. • Students work respectfully individually and in groups. |
The Teacher: • Establishes a class where most students are engaged in the curriculum. • Students are sometimes disrespectful of each other. |
The Teacher: • Establishes a class where few students are engaged in the curriculum. • Students are disrespectful of each other and of the teacher. |
The Teacher: • Does not establish a class where students are engaged in the curriculum. • Students are disrespectful of each other and of the teacher. |
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T-TESS Domain IV: Professional Practices and Responsibilities |
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Accomplished (4pts) |
Proficient (3pts) |
Developing (2pts) |
Improvement Needed (1pt) |
Unsatisfactory (0) |
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Dimension 4.1 |
• The Teacher: Behaves in accordance with the Code of Ethics and Standard Practices for • Texas Educators. Consistently meets all professional standards (e.g., attendance, professional appearance, and behaviors). • Advocates successfully for the needs of all students on the campus. |
The Teacher: • 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 successfully for the needs of students in the classroom. |
The Teacher: • 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). |
The Teacher: • 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. |
The Teacher: • Fails to meet the Code of Ethics and Standard Practices for Texas Educators. • Does not meet professional standards (e.g., attendance, professional appearance, and behaviors) or violates legal requirements. |
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Dimension 4.2 |
The Teacher: • 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. |
The Teacher: • 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. |
The Teacher: • Sets short-term goals based on self-assessment. • Meets most professional goals resulting in some visible changes in practice. |
The Teacher: • 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. |
The Teacher: • Sets no goals unrelated to student needs or self-assessment. • Does not meet professional goals and persists in instructional practices that remain substantially unimproved over time. |
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Dimension 4.3 |
The Teacher: • 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. |
The Teacher: • Collaboratively practices in all scheduled professional development activities, campus professional learning communities, grade- or subject-level team membership, committee membership or other opportunities. |
The Teacher: • Engages in most scheduled activities, professional learning communities, committee, and grade- or subject-level team meetings as directed. |
The Teacher: • Engages in few professional development activities, professional learning communities or committees to improve professional practice. |
The Teacher: • Does not engage in professional development activities, professional learning communities or committees to improve professional practice. |
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Dimension 4.4 |
The Teacher: • Clearly communicates the mission, vision, and goals of the school to students, colleagues, parents and families, and other community members. • Systematically contacts parents/guardians regarding students' academic and social/ emotional growth through various media. • Joins colleagues in collaborative efforts that enhance student learning and welfare and inspire trust and understanding in the school community. |
The Teacher: • Communicates the mission, vision, and goals of the school to students, colleagues, parents, and families. • Contacts parents/ guardians regularly regarding students' academic and social/ emotional growth. • Actively participates in all school outreach activities. |
The Teacher: • Communicates school goals to students, parents, and families. • Contacts parents/ guardians in accordance with campus policy. • Attends most required school outreach activities. |
The Teacher: • Contacts parents generally about disciplinary matters. • Attends few required school outreach activities. |
The Teacher: • Does not contact parents about disciplinary matters. • Does not attend required school outreach activities. |
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| T-TESS Domain IV: Professional Practices and Responsibilities | ||||||
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| (4pts) | Proficient (3pts) |
Developing (2pts) |
Improvement Needed (1pt) |
Unsatisfactory (0) |
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Dimension 4.1 |
• The Teacher: Behaves in accordance with the Code of Ethics and Standard Practices for • Texas Educators. Consistently meets all professional standards (e.g., attendance, professional appearance and behaviors). • Advocates successfully for the needs of all students on the campus. |
The Teacher: • 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 successfully for the needs of students in the classroom. |
The Teacher: • 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). |
The Teacher: • 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. |
The Teacher: • Fails to meet the Code of Ethics and Standard Practices for Texas Educators. • Does not meet professional standards (e.g., attendance, professional appearance and behaviors) or violates legal requirements. |
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Dimension 4.2 |
The Teacher: • 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. |
The Teacher: • 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. |
The Teacher: • Sets short-term goals based on self-assessment. • Meets most professional goals resulting in some visible changes in practice. |
The Teacher: • 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. |
The Teacher: • Sets no goals unrelated to student needs or self-assessment. • Does not meet professional goals and persists in instructional practices that remain substantially unimproved over time. |
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