Instruction: What Strong Observation Evidence Can Look Like

Connect planning, instruction, learning environment, and professional practice to concrete student evidence while following the district's current T-TESS materials. For Instruction, the strongest preparation question is not “Did I mention it?” but “What student evidence will make this part of T-TESS observable?”

A classroom micro-scenario

The teacher models one example, students attempt a contrasting case, the teacher samples responses, then chooses either a brief re-model or a transfer task based on the evidence.

Teacher moves that fit this component

• model strategically rather than continuously
• release cognitive work to students
• use evidence to adjust pacing or support

Evidence students can produce

• students do the thinking
• teacher talk decreases when students are ready
• instruction changes when evidence changes

What an administrator may be able to see

• clear modeling or explanation only where it is needed
• students doing the intellectual work for a substantial portion of the lesson
• teacher adjustments based on student responses

What students might be doing

• apply, explain, compare, create, solve, or revise
• use a model and then move toward independence
• respond to a changed prompt or scaffold when evidence shows a need

What students might be saying

• “The model helped me start, but now I can…”
• “I changed my strategy because…”
• “Our group found a different method and can explain why it works.”

Artifacts that can make evidence concrete

• student work across lesson phases
• teacher decision-point notes
• task sequence moving from access to rigorous application

Weak evidence vs. stronger evidence

Common missed opportunities

• Instruction is named in the lesson plan but no student behavior demonstrates it.
• The teacher can explain the intent, but the observer would have to infer too much because the evidence remains hidden.
• Only one student produces the evidence, so it is difficult to judge how broadly learning is occurring.
• The teacher collects information but the next instructional move does not respond to it.

Planning questions for Instruction

1. At what exact moment should Instruction become visible?
2. What should students be doing differently because this component is strong?
3. What student language would tell me the intended thinking is actually happening?
4. What artifact, response, or behavior can provide evidence beyond my own explanation?
5. What will I change if the evidence is weaker or stronger than expected?

Related T-TESS components