The T-TESS is showing its effectiveness today, as it focuses on the professional development of teachers interested in this. The system is elaborated in such a way that improvement is possible through feedback and support while de-emphasizing the focus on compliance. This is a unique feature that moves forward rather than abandoning development. Therefore, it is important to integrate it into the usual practices and replace a compliance-based mentality with punitive measures for poor performance to one of continuous professional growth and support.
Realizing the benefits of such a system, I try to change the culture of evaluation among teachers and appraisers as the principal. At the meetings, I highlight the importance of introducing this system; the emphasis is on the holistic nature of teaching, possibly with such a system. T-TESS uses a five-level scale to describe teacher and student-centered behaviors to provide a complete picture of your results (Vornberg & Hickey, 2018). The new rubric is shorter and easier to understand, and objective feedback is most helpful in correcting issues that don’t work in teaching.
T-TESS also offers a professional communication rubric that can be studied in the continuing education courses provided at our institution. Learning granularity occurs when the teacher develops such skills and realizes the importance of constant feedback between teachers and students. Evaluating teaching performance requires attention to how students respond to the teacher’s teaching practices. It is relevant for me to convey such a culture will contribute not only to more effective teaching but also to greater achievement of student results, realizing the potential of both teacher and student. An important task is to provide a comfortable working environment where such a system and continuous development are possible. Adopting a new culture is necessary since the world does not stand still; in reality, continuous professional growth and support are the engine of progress.
Reference
Vornberg, J. A. & Hickey, W. D. (2018). Texas public school organization and administration. Kendall Hunt Publishing.