What is T-TESS?
The Texas Teacher Evaluation and Support System (T-TESS) is the state-adopted framework for evaluating and supporting teacher effectiveness in Texas public schools. Developed by the Texas Education Agency (TEA), T-TESS replaced the previous PDAS system and focuses on both accountability and professional growth.
Unlike previous evaluation systems that emphasized compliance checklists, T-TESS is designed to be a support system that helps teachers improve their practice through meaningful feedback and goal-setting.
T-TESS is mandatory for all Texas public school districts and open-enrollment charter schools. Districts may customize certain aspects but must maintain fidelity to the core framework and rubric.
The T-TESS Annual Cycle
T-TESS follows a structured annual cycle designed to maximize teacher growth:
- Goal-Setting and Professional Development Plan (GSPDP) - Teachers set professional goals aligned to T-TESS dimensions at the start of the year
- Pre-Conference - Appraiser and teacher discuss upcoming observation, lesson context, and focus areas
- Observation - Formal 45-minute observation or informal walkthroughs conducted by certified appraiser
- Post-Conference - Collaborative discussion of observation data, strengths, and areas for growth
- End-of-Year Conference - Review of progress toward goals and overall performance summary
T-TESS Rating Scale
Teachers are rated on each dimension using a 5-point scale:
| Rating | Score | Description |
|---|---|---|
| Distinguished | 5 | Consistently exceeds expectations; serves as a model for others |
| Accomplished | 4 | Frequently exceeds expectations; demonstrates mastery |
| Proficient | 3 | Meets expectations; demonstrates effective practice |
| Developing | 2 | Approaching expectations; shows growth potential |
| Improvement Needed | 1 | Does not meet expectations; requires intervention |
T-TESS Observation Requirements
Observation requirements in Texas vary based on teacher experience level and prior performance. Understanding these requirements is essential for compliance and effective teacher development.
Observation Frequency by Teacher Category
| Teacher Category | Formal Observations | Informal Walkthroughs | Notes |
|---|---|---|---|
| Beginning Teachers (Years 1-2) | 1-2 per year (45+ min each) | Multiple throughout year | More frequent feedback recommended |
| Experienced Teachers (Proficient+) | 1 per year minimum | As determined by district | May qualify for reduced frequency |
| Teachers on Growth Plans | 2+ per year | Frequent monitoring | Additional documentation required |
| Teachers New to District | 1-2 per year | Multiple throughout year | Even if experienced elsewhere |
While TEA sets minimum requirements, districts have flexibility to establish more frequent observation schedules. Check your district's T-TESS policy for specific requirements.
Formal vs. Informal Observations
Formal Observations are scheduled, announced observations lasting at least 45 minutes. They require pre-conferences and post-conferences and result in official ratings on T-TESS dimensions.
Informal Walkthroughs are shorter, typically unannounced visits lasting 10-20 minutes. While they don't require pre/post conferences, the data collected can inform the overall evaluation and provide ongoing feedback.
Appraiser Certification Requirements
All T-TESS appraisers in Texas must:
- Complete TEA-approved T-TESS appraiser training
- Pass the T-TESS certification assessment
- Maintain certification through ongoing calibration activities
- Be employed by the district in an administrative or supervisory role
The 4 T-TESS Domains Explained
T-TESS organizes teacher effectiveness into four domains containing a total of 16 dimensions. Understanding each domain is crucial for conducting meaningful observations and providing targeted feedback.
- 1.1 Standards and Alignment
- 1.2 Data and Assessment
- 1.3 Knowledge of Students
- 1.4 Activities
- 2.1 Achieving Expectations
- 2.2 Content Knowledge and Expertise
- 2.3 Communication
- 2.4 Differentiation
- 2.5 Monitor and Adjust
- 3.1 Classroom Environment, Routines and Procedures
- 3.2 Managing Student Behavior
- 3.3 Classroom Culture
- 4.1 Professional Demeanor and Ethics
- 4.2 Goal Setting
- 4.3 Professional Development
- 4.4 School Community Involvement
Domains 1-3 are primarily observed during classroom visits. Domain 4 is typically evaluated through documentation, conferences, and ongoing professional interactions throughout the year.
What to Look For During T-TESS Observations
Effective walkthroughs require knowing what evidence to collect. Here are specific "look-fors" organized by domain that help appraisers gather meaningful data.
Domain 2: Instruction (Observable During Walkthroughs)
Dimension 2.1: Achieving Expectations
- Learning objective is clearly posted and communicated to students
- Students can articulate what they are learning and why
- Activities directly connect to the stated objective
- Teacher references objective throughout the lesson
Dimension 2.3: Communication
- Teacher uses clear, precise academic vocabulary
- Explanations are logical and easy to follow
- Multiple modalities used (visual, auditory, kinesthetic)
- Teacher checks for understanding frequently
Dimension 2.4: Differentiation
- Evidence of varied instructional strategies
- Flexible grouping based on student needs
- Modified materials or scaffolds visible
- Students working at appropriate challenge levels
Dimension 2.5: Monitor and Adjust
- Teacher circulates and monitors student work
- Real-time adjustments based on student responses
- Formative assessment strategies in use
- Responsive questioning and feedback
Domain 3: Learning Environment (Observable)
Dimension 3.1: Classroom Environment
- Room arrangement supports learning activities
- Materials organized and accessible to students
- Student work displayed and current
- Transitions are smooth and efficient
Dimension 3.3: Classroom Culture
- Positive teacher-student interactions
- Students take academic risks without fear
- Collaborative learning opportunities
- High expectations communicated to all students
Streamline Your T-TESS Observations
Digital walkthrough tools help you capture evidence faster and provide better feedback to teachers.
T-TESS Walkthrough Best Practices
Conducting effective walkthroughs requires more than knowing the rubric. These best practices help appraisers maximize the impact of their observations.
Be Present and Visible
Regular walkthroughs (3-5 per week) normalize your presence in classrooms. Teachers become less anxious, and you see authentic instruction rather than "performance" teaching.
Script, Don't Judge
During observations, focus on capturing objective evidence (what you see and hear) rather than making immediate judgments. Scripting provides concrete data for feedback conversations.
Look for Patterns Across Visits
A single walkthrough provides a snapshot. Multiple visits reveal patterns that inform more accurate and fair evaluations. Track trends over time.
Provide Timely Feedback
Feedback loses impact when delayed. Aim to provide at least brief feedback within 24-48 hours of a walkthrough, even if it's just a quick note highlighting a strength.
Connect Observations to Goals
Reference teachers' GSPDG goals during feedback. This reinforces the growth-oriented purpose of T-TESS and helps teachers see connections between observations and their development.
Vary Your Observation Times
Don't always visit the same classes at the same times. Vary your schedule to see different subjects, times of day, and types of lessons.
Calibrate Regularly
Participate in calibration activities with other appraisers to ensure consistent ratings. Video-based calibration exercises help maintain inter-rater reliability.
Document Thoroughly
Maintain detailed records of all observations, including date, time, duration, and specific evidence. This documentation protects both teachers and administrators.
T-TESS Compliance Checklist
Use this checklist to ensure your campus or district meets all T-TESS requirements throughout the evaluation cycle.
Annual T-TESS Compliance Checklist
Common T-TESS Mistakes to Avoid
Even experienced appraisers can fall into these common pitfalls. Being aware of these mistakes helps ensure fair, accurate, and meaningful evaluations.
Waiting Until Spring for Observations
Cramming all observations into the last months creates stress and prevents teachers from receiving growth-oriented feedback throughout the year. Spread observations across the full year.
Rating Based on a Single Lesson
One observation provides limited data. Combine formal observations, walkthroughs, and other evidence to form a complete picture of teacher performance.
Inflating Ratings to Avoid Difficult Conversations
Rating inflation hurts teachers by denying them honest feedback. It also creates legal and documentation problems if issues later require intervention.
Skipping Pre-Conferences
Pre-conferences provide context that helps appraisers understand the lesson's purpose and design. Without this context, observations may miss important evidence.
Using Checklists Instead of the Rubric
T-TESS is designed around descriptive rubrics, not checklists. Reducing dimensions to yes/no items misses the nuance that makes feedback meaningful.
Failing to Document Domain 4
Domain 4 (Professional Practices) requires evidence beyond classroom observations. Track committee participation, PD completion, and professional contributions throughout the year.
Frequently Asked Questions
Beginning teachers (0-2 years experience) require at least one 45-minute formal observation plus multiple informal walkthroughs. Experienced teachers with Proficient or higher ratings typically receive one formal observation per year, though districts may require more. Teachers on growth plans receive more frequent observations.
Yes, walkthrough data can inform T-TESS ratings as supplemental evidence alongside formal observations. Many districts use aggregated walkthrough data to identify patterns and support final ratings, especially for Domains 2 and 3.
No, informal walkthroughs do not need to be announced. In fact, unannounced walkthroughs often provide more authentic snapshots of daily instruction. However, formal 45-minute observations should be scheduled with pre-conferences.
Teachers scoring Improvement Needed on any dimension must receive a growth plan with specific improvement goals, timelines, and support resources. Additional observations are required to monitor progress. Continued low performance may lead to non-renewal.
Informal walkthroughs typically last 10-20 minutes. The goal is to gather enough evidence to provide meaningful feedback while allowing for frequent visits to many classrooms. Formal observations must be at least 45 minutes.
Only certified T-TESS appraisers can conduct official observations that count toward a teacher's evaluation. This typically includes principals, assistant principals, and other administrators who have completed TEA-approved training and passed the certification assessment.
Yes, teachers can request a second appraisal if they disagree with their initial evaluation. Districts must have an appeals process in place. Teachers should document concerns and request meetings to discuss ratings before pursuing formal appeals.
T-TESS replaced PDAS in 2016. Key differences include: T-TESS uses 4 domains vs. PDAS's 8, focuses on growth and support rather than compliance, includes the Goal-Setting and Professional Development Plan (GSPDP), and uses a more detailed 5-point rubric.