The TxBESS Framework for Effective Teaching
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Dr. Jan Seiter
Ms. Donna Dagar
“A framework for professional practice is
not unique to education. Indeed, other
professions…have well-established
definitions of expertise and procedures to
certify novice and advanced practitioners.
Such procedures are the public’s
guarantee that the members of a
profession hold themselves and their
colleagues to the highest standards.”
Charlotte Danielson
G
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a
l
s
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To learn the clusters and standards
of the
TxBESS Framework
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To understand the concept of the
developmental continuum
W
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v
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Consider the work of teaching and note
as many professional activities as
possible in which a teacher engages
during a two-day period.
•
Be specific (e.g., grading 34 papers,
calling a parent, designing a lesson).
•
Write each item/activity on a separate
sticky note, and keep all of the sticky
notes for a later activity.
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?
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Reflects effective teaching as
represented in the practice of
beginning teachers
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Contains the TxBESS Performance
Standards and the developmental
continuum
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1a: Knowledge of content and
pedagogy
1b: Knowledge of students
1c: Selects key knowledge and skills
1d: Uses materials, resources, and
technology
1e:
Promotes student learning
1f:
Plans to assess student learning
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2a: Creates an environment of rapport
and respect
2b: Establishes a culture of learning
2c: Manages classroom procedures
2d: Manages student behavior
2e: Organizes physical space
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3a:
Communicates clearly and
accurately
3b:
Uses questioning and discussion
techniques
3c: Engages students in learning
3d: Assesses student learning
3e: Demonstrates flexibility and
responsiveness
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4a: Reflects on teaching
4b: Maintains accurate records
4c: Communicates with
families/caregivers
4d: Contributes to the school
4e: Grows and develops professionally
4f: Serves as an advocate for students
T
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w
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L
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Pedagogy and Professional
Responsibilities (PPR) Standards
(2002)
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Professional Development and
Appraisal System (PDAS)
Framework (2004)
T
a
b
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e
T
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k
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Review the TxBESS Performance
Standards in your assigned cluster.
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Create a strategy for recalling the
content of the cluster.
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Be prepared to share the strategy
with the large group.
I
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f
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t
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C
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t
e
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Locate the Identifying the Clusters
worksheet.
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In table groups, identify the cluster to
which each statement relates.
C
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With your table group, sort the cards
into stacks by color and determine
which cluster each color stack
represents.
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Using your
TxBESS Framework
,
identify the cluster and performance
standard best represented in each
vignette.
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Write them on a sticky note.
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Place the sticky note on each
individual card.
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3
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Each person in the group represents
one of the four clusters.
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Each person takes his/her set of
cards and gathers with those who
have the same color at designated
tables.
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Compare the standards on the sticky
notes to check for agreement.
•
Use the
TxBESS Framework
to
reach consensus on cards where the
group noticed discrepancies.
S
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5
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Return to your home group.
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Share what you have learned.
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Discuss the vignette and the
performance standard assigned to it,
using the framework, until your
group reaches a consensus.
P
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What teacher and/or student
behaviors would you expect to see
at the developing, beginning
competent, advanced competent,
and proficient levels?
•
Locate your sticky notes from earlier in
this session.
•
Read each sticky note and determine
the cluster and standard to which it
relates.
•
Place the sticky notes on the
appropriate locations on page 6 in the
TxBESS Framework
.
Revisit Warm-up Activity
The framework is important
because:
1.
It provides a common language
and structure for discussing
teaching;
2.
It is aligned with the PPR
standards and the PDAS; and
3.
It provides a pathway for
teacher growth.
I
n
C
l
o
s
i
n
g
“Although teachers sometimes feel
pulled in many different directions…a
unifying thread runs through the entire
framework to provide an organizing
structure. That thread consists of
engaging students in learning important
content.”
Charlotte Danielson
C
o
n
t
a
c
t
I
n
f
o
r
m
a
t
i
o
n
Dr. Jan P. Seiter
Director
HT ATCP
512-505-6462
Cell: 512-797-1828
TxBESS Framework Module
Texas State Board for Educator Certification
January 2005
The TxBESS Framework module is appropriate for these audiences: principals or administrators, beginning teachers, and mentors. District induction coordinators and school induction coordinators should also receive this module if they have not had previous TxBESS mentor training.
An activity icon appears in the upper-right corner of the slide if there is a group or individual activity.
Key to Trainer’s Notes:
Straight type = Background information for trainer
Italics = Directions for trainer
Bold = Statements trainer should make
Approximate time
2.5 hours
Materials
TxBESS Framework, alignment document, Identifying the Clusters handout and answer key, PowerPoint notes
Supplies
Laminated cluster posters (4), laminated cards for card sort activity and answer key, sticky notes, chart paper or transparencies, markers
Equipment
LCD projector or overhead projector, chimes or timer
Preparation
Put up cluster posters, arrange room with tables that seat 4-6 participants each
The TxBESS Framework outlines the essential components of effective teaching for beginning educators, encompassing performance standards and a developmental continuum. It emphasizes learner-centered instruction, classroom environment, professionalism, and communication. By exploring the clusters and standards within the framework, educators can enhance their teaching practices and foster student learning effectively.
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Presentation Transcript
The TxBESS Framework Dr. Jan Seiter Ms. Donna Dagar
A framework for professional practice is not unique to education. Indeed, other professions have well-established definitions of expertise and procedures to certify novice and advanced practitioners. Such procedures are the public s guarantee that the members of a profession hold themselves and their colleagues to the highest standards. Charlotte Danielson
Goals To learn the clusters and standards of the TxBESS Framework To understand the concept of the developmental continuum
Warm-up Activity Consider the work of teaching and note as many professional activities as possible in which a teacher engages during a two-day period. Be specific (e.g., grading 34 papers, calling a parent, designing a lesson). Write each item/activity on a separate sticky note, and keep all of the sticky notes for a later activity.
What Is the TxBESS Framework? Reflects effective teaching as represented in the practice of beginning teachers Contains the TxBESS Performance Standards and the developmental continuum
The Four Clusters CLUSTER 1: Planning for Learner- centered Instruction CLUSTER 2: A Classroom Environment That Promotes Equity, Excellence, and Learning CLUSTER 4: Professionalism CLUSTER 3: Instruction and Communication
Cluster 1: Planning for Learner-centered Instruction 1a: Knowledge of content and pedagogy 1b: Knowledge of students 1c: Selects key knowledge and skills 1d: Uses materials, resources, and technology 1e: Promotes student learning 1f: Plans to assess student learning
Cluster 2: An Environment of Equity, Excellence, and Learning 2a: Creates an environment of rapport and respect 2b: Establishes a culture of learning 2c: Manages classroom procedures 2d: Manages student behavior 2e: Organizes physical space
Cluster 3: Instruction and Communication 3a: Communicates clearly and accurately 3b: Uses questioning and discussion techniques 3c: Engages students in learning 3d: Assesses student learning 3e: Demonstrates flexibility and responsiveness
Cluster 4: Professionalism 4a: Reflects on teaching 4b: Maintains accurate records 4c: Communicates with families/caregivers 4d: Contributes to the school 4e: Grows and develops professionally 4f: Serves as an advocate for students
TxBESS Framework Links Pedagogy and Professional Responsibilities (PPR) Standards (2002) Professional Development and Appraisal System (PDAS) Framework (2004)
Identifying the Clusters Locate the Identifying the Clusters worksheet. In table groups, identify the cluster to which each statement relates.
Performance Standards & Developmental Continuum What teacher and/or student behaviors would you expect to see at the developing, beginning competent, advanced competent, and proficient levels?
Revisit Warm-up Activity Locate your sticky notes from earlier in this session. Read each sticky note and determine the cluster and standard to which it relates. Place the sticky notes on the appropriate locations on page 6 in the TxBESS Framework.
In Closing The framework is important because: 1. It provides a common language and structure for discussing teaching; 2. It is aligned with the PPR standards and the PDAS; and 3. It provides a pathway for teacher growth.
Although teachers sometimes feel pulled in many different directions a unifying thread runs through the entire framework to provide an organizing structure. That thread consists of engaging students in learning important content. Charlotte Danielson
Contact Information Dr. Jan P. Seiter Director HT ATCP 512-505-6462 Cell: 512-797-1828
