Teacher Performance Data Designation Criteria and Performance Standards Overview
There are several components of teacher performance data that go into a district’s decision around determining designations, including:
- Teacher Observation (required by statute)
- Student Growth (required by statute)
- Optional components, such as survey results, teacher leadership, etc. (not required by statute)
Districts must use data from these components as outlined by their System of Record to determine which teachers qualify for each level of designation. This is typically done by using the statewide performance standards that the state established as a guide.
Districts may publish the component weighting and designation cut points before the end of the year or defer until they have analyzed their complete data. Most districts without full system approval choose to determine designations in the early fall following the Data Capture Year. Note it is recommended to communicate any changes with stakeholders.
Sample Models for Setting Expected Growth Targets
Statewide Performance Standards
Purpose of Performance Standards Statewide Performance Standards
Designation criteria and cut points for each level of designation are determined by the district; TEA does not select which teachers qualify or reject individual teacher designations. However, TEA established statewide performance standards for each level of designation to serve as guidelines for districts when evaluating teacher effectiveness and setting designation criteria.
Teacher observation performance standards were determined using statewide T-TESS observation data. Student growth performance standards were determined through a value-added model using STAAR data across five years.
Designations represent the top teachers across the state of Texas:
- Acknowledged represents the top 50%*
- Recognized represents the top 33%
- Exemplary represents the top 20%
- Master represents the top 5%
*Teachers were not proposed for an Acknowledged designation in data submission of fall 2025. Beginning in the 2026-27 school year, districts with local designation systems may designate teachers at the new Acknowledged level based on their performance during the current 2025-26 school year.
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Statewide Teacher Observation Performance Standards
The scores and percentages below are the statewide performance standard average observation ratings across T-TESS domains 2 and 3 to achieve each level of designation. Scores derived from equivalent domains on approved observation rubrics should reflect the percentage of possible points earned.
| Acknowledged | Recognized | Exemplary | Master |
|---|---|---|---|
| 3.5 or 70% of possible points | 3.7 or 74% of possible points | 3.9 or 78% of possible points | 4.5 or 90% of possible points |
Statewide Student Growth Performance Standards
The percentages below are the statewide performance standards for student growth in each designation level, regardless of the student growth measure used. The percentages represent the percentage of students who met or exceeded expected growth (%MEE).
| Acknowledged | Recognized | Exemplary | Master |
|---|---|---|---|
| 50% | 55% | 60% | 70% |
How to Use Statewide Performance Standards
Statewide performance standards represent statewide percentages and serve as a guide and reference when developing a designation system and when making designation decisions. As districts design their local designation system, they must consider how to incorporate the statewide performance standards when determining designation criteria.
TEA does not require exact alignment with the performance standards. Districts may compare local observation and student growth data with statewide teacher performance to establish local cut points for each level of designation. Districts that submit teachers for designations through their local designation system may find that they have more or less than the numbers represented. Any teacher that meets a local designation system’s eligibility requirements may be submitted for designation.
TEA reevaluates statewide performance standards regularly using statewide data from both STAAR and T-TESS to ensure consistency with current teacher performance.
Connection to Data Validation
Performance standards help ensure that the teacher performance data districts submit can be validated. Because the validation process examines both the accuracy of the underlying data and the fairness of a district’s proposed designation decisions, clear and consistent use of performance standards strengthens the district’s submission.
Data Validation & System Approval
Determining Designations
Guidelines for Designations Determining Designations
A successful designation system ensures only highly effective teachers qualify for designation. This requires careful consideration of the validity and reliability of the collected data points for each eligible teaching assignment.
Prior to data submission, districts review teacher performance data and determine which teachers will qualify for Acknowledged, Recognized, Exemplary, and Master designations. TEA provides annual training and guidance related to the designation determination processes.
Determining Designations Webinar Deck 2025
In addition, TEA has provided the TIA Designation Determination Tool which provides mathematical calculations for assistance in determining designations. Districts input decisions about their local designation system such as application weights, performance standards, and minimum requirements. These inputs are then used in conjunction with teacher performance data to output designation results.
Sample Data for Designation Determination Tool 2025
Designation Determination Tool for T-TESS 2025
Verifying Teacher Eligibility
Designation Criteria Verifying Teacher Eligibility
In addition to district designation cut points and optional local designation criteria, districts must confirm teacher eligibility before assigning designations. A valid Texas teaching certificate is not required by the state to earn a designation. Uncertified teachers who meet their district’s performance criteria may earn designations.
The following criteria must apply in order for a teacher to be eligible for designation:
| Criteria | Data Capture Year | Designation Year |
|---|---|---|
| Employed by the District | ✓ | ✓ |
| Employed as a Teacher | ✓ | ✓ |
| Employed in an Eligible Teaching Assignment | ✓ | |
| Coded with a 087 StaffClassification (formerly Role ID) in PEIMS | ✓ | |
| Creditable Year of Service in a Teaching Role | ✓ |
Districts may not designate teachers who have resigned, retired, or permanently moved to a full-time non-teaching role prior to data submission. Additionally, teachers may not earn a designation if they separate from the district or move to a non-teaching role after a district submits them for designation but prior to the last Friday in February.
Communicating Designation Decisions
Sharing the News Communicating Designation Decisions
When and how the district communicates designations to teachers is a local decision. Districts should communicate final decision processes to all stakeholders, ensuring transparency throughout the process. Having a clear communication strategy for final designation decisions is essential, so teachers are promptly and accurately notified about their status. For example, some districts publish cut-off points and notify teachers before summer break if their performance data from the current school year qualifies for designation, while others determine designations over the summer and notify teachers in the fall before data submission.
It is important for districts to communicate with teachers to ensure they understand the eligibility requirements, timelines for earning a designation, and the steps involved in the final decision process. Designations remain contingent upon data validation results, and in many districts during their Data Capture Year, communication of designations is delayed until they are formally approved in the spring following data validation. Additionally, districts should have a change management plan in place for any changes made to their local designation system, helping teachers and other stakeholders adapt smoothly to new procedures and criteria.
Districts may not designate teachers who have resigned, retired, or permanently moved to a full-time non-teaching role prior to data submission. Additionally, teachers may not earn a designation if they separate from the district or move to a non-teaching role after a district submits them for designation but prior to the last Friday in February.
Determining Designations FAQs
Determining Designations FAQs
Does TEA expect districts to designate a certain percentage of eligible teachers?
No, there is no expectation for the number of teachers that can earn a designation in a district. Districts are not limited to the 50% that is mentioned in the performance standards. Districts across the state perform above and below the average, therefore, some will be above and below this 50% mark.
Does TEA expect districts to match the statewide performance standards exactly?
No. TEA does not require exact alignment with the performance standards.
Can different decision-making approaches and performance standards be applied across eligible teacher categories?
No. The same decision-making approach and set of performance standards must be applied across all eligible teacher categories.
What if a designated teacher’s performance level changes within the five-year period? Can their designation level change?
Teacher designations are valid for five years. Within the five-year period, teachers may be put forth for a higher designation if their performance qualifies them, but they cannot be submitted for a lower designation. Some district spending plans may include variability based on continued performance levels.