T-Tess Six Educator Standards

Standard 1: Instructional Planning and Delivery.
Each lesson that a teacher creates should meet the state guidelines for possessing strategies that
provide teachings that express content knowledge and lesson delivery that is clear, organized,
standard-driven, evidence based, and differentiated. Teachers should incorporate strategies that meet
the needs of differentiated classrooms like, slowing down lessons, re-teaching content, or using
individual lesson plans. Teachers should add the different learning styles in their lesson plans to ensure
the use of oral, written, graphic, kinesthetic, and or tactile methods are used daily. Teachers should
make content interesting and engaging and set higher standards for students so they are motivated to
learn with a deeper understanding of the content. Teachers should incorporate formative assessments
during lessons to ensure lesson objectives are being met and should also give timely informative
feedback that helps reinforce the students understanding.
Standard 2: Knowledge of Students and Student Learning.
Each teacher should learn who their students are. They should be familiar with their educational and
developmental backgrounds and be able to individualize each students instructional plan. Teachers
should work hard to ensure high levels of learning, social-emotional development, and achievement
outcomes. Teachers should demonstrate this by teaching to their students strengths, and taking
responsibility for their educational growth. They should know and use background information to
engage students in learning. Teachers knowledge should include students prior knowledge, culture,
language, developmental characteristics, exceptional needs, and learning strategies along with
providing resources to support each individual need.
Standard 3: Content Knowledge and Expertise.
Teachers are responsible to know their lesson content well and to demonstrate that to their students by
aligning lessons with objectives and creating activities that are relevant to the state standards.
Teachers should have experience in their subject they are teaching. Lessons should be delivered at
grade level; teachers should report age gaps to leaders. Teachers should also stay knowledgeable to
new changes within their discipline. Lessons should be consistent with the state standards and should
reveal their content expertise by not only adapting instruction but anticipating misunderstandings and
preconceptions to lesson content.
Standard 4: Learning Environment.
Each teacher should be able to provide a classroom that is respectful, accepting of different cultures,
positive, and productive. The classroom itself should be safe and easily accessible to learning
resources. It should be accommodating to all student who have different learning needs. Classroom
routines should be communicated clearly. Routines should establish and reinforce behavior
management. Teachers should provide environments that have high expectations for students, use the
whole class time for learning and be able to flow smoothly from one task to another.
Standard 5: Data-Driven Practice.
Teachers should use many types of analysis to measure student growth while ensuring goals and
objectives are being met. Formative and summative assessments should be used to measure progress.
Goals are set for individuals and for groups. Students should be involved in self-assessments and goal
setting. Teachers should evaluate students progress through many sources of work. This should include
short term and long term collections of data. Teachers should regularly compare their curriculum scope
and sequence with the student data collected to confirm they are on track.
Standard 6: Professional Practices and Responsibilities.
Teachers should hold themselves to a high standard of integrity which ensures they develop as
individuals, engage in leadership opportunities, collaborate with their peers, communicate well with
their stakeholders, maintain professional relationships, and comply with district policies. Teachers
should also possess high standard of integrity and act ethically. Teachers should constantly try to
improve themselves and create action plans to improve and track their improvements. Teachers should
collaborate with each other and provide feedback as well as receive feedback to promote self-
awareness, job embedded professional development, and to improve instructional practices that help
improve student learning. Teachers should help each other. Teachers are expected to advocate for their

T-Tess Six Educator Standards

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T-Tess Six Educator Standards

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Standard 1: Instructional Planning and Delivery.

Standard 2: Knowledge of Students and Student Learning.

Standard 3: Content Knowledge and Expertise.

Standard 4: Learning Environment.

Standard 5: Data-Driven Practice.

Standard 6: Professional Practices and Responsibilities.

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