T-TESS goal setting
https://www.youtube.com/watch?v=XTviWMqD7J4
Smart Goals: https://www.youtube.com/watch?v=0Mi9_XEXQqc
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Professional Demeanor and Ethics Dimension 4.1 |
· I met the district expectation for attendance and
was present every day possible. · I met the district expectations for professional
dress, appearance, decorum and ethics as stated in our district’s teacher
handbook. · I have met the district expectations for my legal
and statutory responsibilities as I worked diligently to ensure that all SPED,
and 504 receive their mandated accommodations as listed in their IEP or 504 service
plans. I also collaborated with my colleagues to address student needs as
concerns arise throughout the school year to make changes or adjustments to a
student’s IEP or service plan as needed. · I have upheld FERPA requirements as all confident
student information has been kept private and only shared with other
educators and professionals who have an educational interest in that child. |
|
Goal Setting Dimension 4.2 |
· I often
reflect on my teaching practices and collaborate with my grade level team,
expert teachers from other grade levels and our instructional coach to assess
how I can improve my classroom instruction and student performance. · I have also read personal and professional texts
such as “Whole Brain Teaching for Challenging Kids” 2nd edition by
Chris Briffle and “Fast Track” by Chris Biffle to help me continue to grow as
a teacher and campus leader. |
|
Professional Development Dimension 4.3 |
· I enhanced
the professional community by collaborating with my math team to plan rigorous
and engaging lessons for all students.
|
|
School Community Involvement Dimension 4.4 |
· I served as a
mentor to _________. We met and discussed upcoming events, math, and classroom
behavior.
|
primary_walkthrough.pdf
(texaspsp.org)
Administrators' Walkthroughs for Gifted and Talented
Students
As the landscape of education continues to evolve, the need
to provide specialized support and enrichment opportunities for gifted and
talented students has become increasingly paramount.
Administrators play a crucial role in ensuring that these
exceptional learners receive the comprehensive support they require to thrive.
The Texas State Plan for the education of gifted and
talented students provides guidance and standards for "exemplary"
performance to districts and campuses. These standards offer realistic goals
that local district educators can strive to attain, both for their district and
for their students. The TEA assists districts in providing comprehensive
services to G/T learners, one way being the development of materials to help
districts with model assessments, such as the TPSP project. The G/T Teacher
toolkit offers assistance in teaching skills students will need to successfully
complete the TPSP project at a high level. The TPSP walkthroughs for
administrators are designed to guide the walkthrough, looking for key elements.
Administrators, through regular walkthroughs, can observe
the quality of instruction, the level of student engagement, and the overall
effectiveness of gifted and talented programming within their schools.
Effective administrators are skilled at identifying the
specific needs of gifted and talented learners and ensuring that appropriate
interventions and enrichment opportunities are in place.
Gifted and talented students often require unique instructional approaches and specialized programming to effectively meet their advanced academic and social-emotional needs.
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