Correlation Tables: Mapping AISD TELL Badges to Professional Pathways for Teachers
Initiation Correlation Table
| TELL (Teacher Effectiveness for Language Learning) Project Framework |
PPfT (Professional Pathways for Teachers ) Appraisal System |
| The Domains: | The Strands: Instructional Practice |
| Environment Planning The Learning Experience Performance and Feedback Learning Tools Collaboration Professionalism |
Student Engagement Assessment and Feedback Differentiation Problem-Solving and Critical Thinking Classroom Expectations Routines and Procedures Classroom Climate |
| Austin ISD World Languages Badge System (inspired by the TELL Project Framework) |
The Strands: Professional Growth and Responsibilities |
| A-ttend B-elieve C-It in Action D-emonstrate E-valuate |
Professional Development and Reflection Collaboration and Contributions Lesson Planning and Data Use Relational Communication Compliance |
| http://www.tellproject.org/ | http://www.austinisd.org/ppft/new-teacher |
Environment Correlation Table
| TELL (Teacher Effectiveness for Language Learning) Project Framework |
PPfT (Professional Pathways for Teachers ) Appraisal System |
| Domain: Environment (Foundational Criteria) | Strand: Differentiation |
| I build appropriate relationships with my students to promote a safe and positive learning environment.
a. I use official information about my students’ backgrounds to inform my approach to learning. |
Teacher provides multiple ways to engage lesson content that includes various learning styles and offers individualized instruction according to the student’s needs. |
| Domain: Environment (Foundational Criteria) | Strand: Classroom Climate |
| I build appropriate relationships with my students to promote a safe and positive learning environment.
b. My students and I create a safe and positive learning environment through respectful interaction with each other. |
Students actively listen and respond positively and respectfully to one another.
Students actively listen and respond positively and respectfully to the teacher. Teacher has a positive rapport with students and students demonstrate respect for student differences and encourage positive peer interactions. |
| Domain: Environment (Foundational Criteria) | Strand: Routines and Procedures |
| I build appropriate relationships with my students to promote a safe and positive learning environment.
c. I work with my students’ parents and school administrators to communicate and clarify my classroom management system. |
Teacher effectively designs a physically safe environment for activities and transitions and students assume responsibility for the routines with little or no direction. |
| http://www.tellproject.org/ | http://www.austinisd.org/ppft/new-teacher |
Planning Correlation Table
| TELL (Teacher Effectiveness for Language Learning) Project Framework |
PPfT (Professional Pathways for Teachers ) Appraisal System |
| Domain: Planning (Foundational Criteria) | Strand: Classroom Expectations |
| I plan learning experiences based on my local curriculum and state and national standards.
I set daily performance objectives focused on proficiency targets and based on meaningful contexts and share them with my students. |
Teacher delivers a lesson that is aligned to state standards and district curriculum requirements and has cross-curricular connections to key concepts.
Objectives are revisited during the lesson and students are provided the opportunity to articulate the expectations. |
| Domain: Planning (Foundational Criteria) | Strand: Student Engagement |
| My daily lesson plan contains activities that are contextualized, connect to prior learning, and require attention to meaning.
a. I plan how I will explain/introduce activities and concepts using only the target language. |
Teacher clearly explains the concepts in a way that actively involves students in the learning process.
|
| Domain: Planning (Foundational Criteria) | Strand: Assessment and Feedback |
| My daily lesson plan contains activities that are contextualized, connect to prior learning, and require attention to meaning.
b. I plan activities that provide students with comprehensible input. c. I plan to check for understanding in a variety of ways throughout the lesson. |
Teacher provides specific feedback during a lesson that affirms correctly understood content, clarifies misunderstood content, and allows students to explain why they have or have not met the expectations.
Teacher implements a system of checking for understanding that results in a substantive awareness of all students’ progress and needs that guides instruction during the lesson.
|
| Domain: Planning (Foundational Criteria) | Strand: Differentiation |
| I plan for lessons that contain learning experiences designed to keep all students engaged all the time.
a. I plan a variety of activities that are based on student attention/interest level and time needed for the task. |
Students know their needs and actively seek/design learning experiences or tasks that meet their needs and learning styles.
|
| Domain: Planning (Foundational Criteria) | Strand: Student Engagement |
| I plan for lessons that contain learning experiences designed to keep all students engaged all the time.
b. I plan for smooth and efficient transitions throughout the class. |
The lesson moves at an appropriate pace such that students are rarely disengaged, and/or students who finish assigned work early have something else meaningful to do that relates to the objective. |
| http://www.tellproject.org/ | http://www.austinisd.org/ppft/new-teacher |
Learning Experience Correlation Table
| TELL (Teacher Effectiveness for Language Learning) Project Framework |
PPfT (Professional Pathways for Teachers ) Appraisal System |
| Domain: The Learning Experience (Foundational Criteria) | Strand: Student Engagement |
| I use and share daily performance objectives to capture my students’ energy and commitment.
a. I engage my students in an activity tied to the day’s lesson as soon as they enter the room. |
Students assume responsibility for utilizing instructional time. |
| Domain: The Learning Experience (Foundational Criteria) | Strand: Classroom Expectations |
| I use and share daily performance objectives to capture my students’ energy and commitment.
b. I share user-friendly performance objectives with my students. c. I embed and intentionally reference the performance objectives throughout the lesson. |
Objectives are revisited during the lesson and students are provided the opportunity to articulate the expectations. |
| Domain: The Learning Experience (Foundational Criteria) | Strand: Assessment and Feedback |
| I use and share daily performance objectives to capture my students’ energy and commitment.
d. I help my students reflect on their attainment of the daily performance objectives and their own goals at the end of the lesson. |
Students self-assess on their understanding of lesson objectives and provide feedback to the teacher or their peers. |
| Domain: The Learning Experience (Foundational Criteria) | Strand: Student Engagement |
| I ensure that students receive comprehensible input.
a. I ensure that at least 90% of what I say and/or materials I share with my students are in the target language. |
Teacher clearly explains concepts in a way that actively involves students in the learning process. |
| Domain: The Learning Experience (Foundational Criteria) | Strand: Differentiation |
| I ensure that students receive comprehensible input.
b. I use a variety of strategies (e.g. visuals, concrete objects, hands-on experiences) to make language comprehensible. |
Teacher provides multiple ways to engage lesson content that includes various learning styles and offers individualized instruction according to the student’s needs.
|
| Domain: The Learning Experience (Foundational Criteria) | Strand: Assessment and Feedback |
| I ensure that students receive comprehensible input.
c. I frequently check for understanding in a variety of ways throughout the lesson. |
Teacher implements a system of checking for understanding that results in a substantive awareness of all students’ progress and needs that guides instruction during the lesson. |
| Domain: The Learning Experience (Foundational Criteria) | Strand: Student Engagement |
| I provide opportunities for my students to acquire language in meaningful contexts.
a. My students are active participants in a variety of language learning opportunities throughout the lesson. |
Students are actively engaged during direct instruction as indicated by completion of instructional activities, responsiveness to questions, accurate following of teacher directions, asking of appropriate questions, and communicating lesson content to each other. |
| Domain: The Learning Experience (Foundational Criteria) | Strand: Classroom Climate/ Problem-Solving & Critical Thinking |
| I provide opportunities for my students to acquire language in meaningful contexts.
b. My students engage in language learning opportunities anchored in the modes of communication. |
Students actively listen and respond positively and respectfully to one another and to the teacher.
Students exhibit higher-level thinking through their communicating with each other. |
| http://www.tellproject.org/ | http://www.austinisd.org/ppft/new-teacher |