Effective Coaching and Questioning Tool-Instruction Domain

TTESS Domain/Dimension TTESS “Look Fors” and Descriptors

and Teaching Tools Questions You Can Ask

to facilitate discussion for this domain/dimension

Instruction Domain- Dimension 2.1

Achieving Expectations

TTESS “look fors”: • high challenge expectations• mastery of the objective• student mistakes/ self-correcting• student initiative/ self-monitoring

Proficient- sets academic expectations that challenge all students; evidence that most students demonstrate mastery of the objective; addresses student mistakes and follows through to ensure mastery; provides opportunities for students to take initiative of own learning

Accomplished- provides opportunities for students to establish high academic, social and emotional expectations for themselves; evidence that most students demonstrate mastery of the objective; anticipates student mistakes and encourages students to avoid common learning pitfalls; establishes systems for students to take initiative of own learning and self-monitor

Distinguished- provides opportunities for students to establish high academic, social and emotional expectations for themselves; evidence that all students demonstrate mastery of the objective; provides opportunities for students to self-monitor and self-correct mistakes; provides opportunities for students to take initiative of own learning

Instructional Teaching Tools That can be used: • 3-2-1• 5-3-1 • Concept Map • Exit Ticket • Frayer Model• Graphic Orgnaizers • Guided Notes • One Minute Note • One Minute Problem • One Minute Sentence • Save the Last Word for Me• Stop and Jot • Student Response Cards • Study Cards • Triangle-Circle-Square • Whip Around

What will be evidence that most students demonstrate mastery of the objective?

How are student mistakes addressed to ensure mastery?

What expectations are set to ensure challenge by students?

In addition to engaging students in examining their own reasoning or the logic of information as presented to them, how can you monitor the extent to which the students are deepening their knowledge?

Other action-oriented questions What’s most important for you here? What can you commit to? What will I see in action in your classroom?

Instruction Domain- Dimension 2.2

Content Knowledge and Expertise

TTESS “look fors”: • content knowledge in multiple contexts• objective tied to other disciplines• anticipates misunderstandings and develops teaching techniques• thinking / higher order thinking skills• sequencing and linking instruction

Proficient- conveys accurate content knowledge in multiple contexts; integrates learning objectives with other disciplines; anticipates student misunderstandings; provides opportunities for different types of thinking;

Accomplished- depth of content knowledge with differentiated explanations; integrates learning objectives with other disciplines and real world experience; anticipates student misunderstandings and proactively develops teaching techniques to address; regular opportunities for different types of thinking

Distinguished- extensive content knowledge of all subjects taught and closely related topics and incorporates real world experiences; consistently anticipates student misunderstandings and proactively develops teaching techniques to address; consistently provide opportunities for different types of thinking

Instructional Teaching Tools That can be used: • Tableau• KWL• Anticipation Guide• A-Z Chart• Classroom Mingle• Consensogram• Entry Ticket• Graphic Organizer• One Minute Problem• One Minute Sentence• Whip Around• Quiz,Quiz,Trade

What misconceptions do you anticipate and how will you address them?

What other disciplines will be integrated into your learning objective?

What evidence would there be of your deep and accurate content knowledge?

What opportunities do you provide that allow for different types of thinking (blooms HOTS, convergent/divergent)?

Other action-oriented questions What’s most important for you here? What can you commit to? What will I see in action in your classroom?

Instruction Domain- Dimension 2.3

Communication

TTESS “look fors”: • two way communication between teacher and student and also between student

and student• anticipating misunderstandings• verbal and written communication• questioning with wait time• technology and visual tools

Proficient- establishes classroom practices that provide opportunities for most students to communicate with teacher and with peers; recognizes student misunderstandings and responds with array of teaching techniques

Accomplished- establishes classroom practices that encourage all students to communicate effectively (including use of visual tools and technology) with teacher and peers; anticipates student misunderstandings and proactively develops techniques to address obstacles to learning

Distinguished- establishes communication practices that allow all students to communicate safely and effectively using a variety of tools and methods; uses student misunderstandings to inspire exploration and discovery

Instructional Teaching Tools That can be used: • Quiz,Quiz,Trade• Turn and Talk• Classroom Mingle• Accountable Discussions• Anticipation Guide• A-Z Chart• Back and Forth• Card Sort• Find Someone Who• Frayer Model• Gallery Walk• Inside Outside Circles• Nothing Ventured• Password• Pictionary• One Minute Notecards and Sentence• Stop and Jot• Study Cards• Think Pair Share• Walk Talk Decide

How do you rate your communication with students?

What evidence tells you that your students understand verbal and written communication?

In what ways do you communicate with students that lead to greater student outcomes?

What do you do to foster effective student communication?

What communication tools and methods do you provide for students to explore and discover?

Other action-oriented questions What’s most important for you here? What can you commit to? What will I see in action in your classroom?

Instruction Domain- Dimension 2.4 Differentiation

TTESS “look fors”: • individualized lessons• monitoring participation and performance• differentiated content and methods (process)• recognizing confusion and disengagement

Proficient- adapts lessons to address individual needs of all students; regularly monitors the quality of student participation and performance; provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught

Accomplished- adapts lessons to address individual needs of all students; regularly monitors the quality of student participation and performance; provides differentiated instruction and content to ensure students have the opportunity to master what is being taught

Distinguished- adapts lessons with wide variety of instructional strategies to address individual needs of all students; consistently monitors quality of student participation; always provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught

Instructional Teaching Tools That can be used: • Stop and Jot• 3-2-1• Concept Map• Exit Ticket• Graphic Organizer• Guided Notes• Jigsaw• One Minute Note/ Sentence• Student Response Cards• Study Cards• Triangle Circle Square• Whip Around

What evidence shows that students are actively participating?

What do you do that ensures all students have the opportunity to master what is being taught

How do you regularly monitor the quality of student participation and performance?

How might you adapt and create new strategies for chunking content into digestible bites that address unique student needs and situations?

Other action-oriented questions What’s most important for you here? What can you commit to? What will I see in action in your classroom?

Instruction Domain- Dimension 2.5

Monitor and Adjust

TTESS “look fors”: • teacher monitors and adjusts instruction and activities• adjustments made to maintain engagement• monitors behaviors; checks for understanding• uses questioning and academic feedback for the purpose of adjusting instruction

Proficient- consistently invites input from students in order to monitor and adjust instruction and activities; adjusts instruction to maintain engagement

Accomplished- utilizes student input to monitor and adjust instruction, activities and pacing to respond to differences in student needs; adjusts instruction and activities to maintain student engagement

Distinguished- systematically gathers input from students in order to monitor and adjust instruction, activities or pacing to respond to differences in student needs; adjusts instruction and activities to maintain student engagement

Instructional Teaching Tools That can be used: • Tableau• Exit Ticket• Student Response Cards• 3-2-1• Back and Forth• Buddy Journal• Card Sort• Concept Map• Entry Ticket• Four Corners• Graphic Organizers• Guided Notes• Inside/Outside Circles• KWL• One Minute Sentence• Popcicle Sticks• Triangle Circle Square• Whip Around• White Board Wipe Out

How do you solicit student input in order to monitor and adjust instruction and activities

How do you adjust instruction and activities to maintain student engagement?

How can you engage students in reflecting on their own learning and the learning process?

What data informed your instructional choices for the lesson?

Other action-oriented questions What’s most important for you here? What can you commit to? What will I see in action in your classroom?