First Component Eligible Teaching Assignments and Campuses
Each eligible teaching assignment must be appraised using an approved teacher appraisal rubric and have a valid and reliable student growth measure. While all teachers may be included in a local designation system, districts may choose which specific teaching assignments and/or campuses are eligible in the system.
Some districts begin with a subset of teaching assignments or campuses, and then create plans to expand their system after initial approval. Other districts submit an application only after establishing student growth measures for all teaching assignments.
A recommended best practice is to consider eligible teaching assignments in tandem with the possible teacher performance data. This requires careful analysis of student growth measure options available for each teaching assignment and historical appraisal data to determine if the existing performance data is valid and reliable.
Planning for Eligible Teaching Assignments
Sample District Expansion Plan
| Timeline | Teaching Assignments | Student Growth Measures |
|---|---|---|
| Initial System Application | 3-8 Math and Reading K-2 | MAP mClass |
| Year 2 Expansion Application | Algebra I, English I and II High School Math Courses | STAAR Transition Tables District-Created Pre-Test and Post-Test |
| Year 3 Expansion Application | 6-12 Science and Social Studies Fine Arts, World Languages, CTE | District-Created Pre-Test and Post-Test SLOs |
Second Component Teacher Performance Data and Designation Criteria
Local designation systems must have a valid and reliable teacher observation component and student growth component to determine which teachers qualify for each level of designation.
Learn More About Teacher Observation
Learn More About Student Growth
Using Additional, Optional Elements as Required Components of the Local Designation System
Districts have the option to incorporate data from other sources into their evaluations to align with district goals and values. Examples may include results from student and parent surveys, leadership within the school community, mentorship, or teacher attendance.
When using optional elements as prerequisites to be considered for a designation, TEA only validates the submitted data designation status based on teacher observation and student growth data.
Designation Criteria
Districts must outline how they will use teacher performance data in conjunction with statewide performance standards to determine business rules and cut points for each level of designation. Districts must also determine designation criteria for each eligible teaching assignment or group of assignments.
Eligible Teacher Categories and Component Weighting
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.
Once the district has determined eligible assignments and performance data for each assignment, the System Application requires the district to group teaching assignments with the same student growth measure(s) and designation criteria into eligible teacher categories.
Using the statewide performance standards and historical performance data as a guide, districts assign a “weight” or percentage to each of their system components and may establish preliminary cut points for Recognized, Exemplary, and Master designations within each eligible teacher category. Component weights are outlined in the district’s System Application, however, districts may adjust the weighting prior to data submission if needed. TEA provides annual training and guidance related to component weighting and designation determination processes.
What is a Teacher Category?
A category of teachers is the group of eligible teaching assignments that have: a) the same teacher observation rubric at the same weight and b) the same student growth measure(s) at the same weight, including the same assessment if using pre-test and post-test as the student growth measure.
TIA Spending PlanThird Component TIA Spending Plan
Districts are required to outline how and when they spend the allotment, plan for contingencies when designated teachers move, and set a timeline for school board approval.
Components of a System FAQsComponents of a System FAQs
How can districts include Special Education teachers in the local designation system?
Some districts choose to begin with a subset of teaching assignments or campuses and then create plans to expand their system after initial approval. As district teams build their local designation system, they can include support teachers such as interventionists, SPED inclusion, and dyslexia teachers if they are employed as a teacher (087 Role ID in PEIMS) and have a valid and reliable student growth measure.
Review this resource to learn more about integrating Special Education teachers in the TIA local designation system: TIA Special Education
Can a district phase in groups of teachers over time?
Yes. Districts have local flexibility to develop their local designation systems. For example, a district may choose to include only math and reading teachers in year one, and then expand to include science and social studies teachers in year two, etc. Districts must submit an expansions/modifications application by April for changes to begin capturing data for new teacher groups the following school year.
Can a district apply for TIA only at specific campuses in its district and not others?
Yes. Districts must specify which campuses are eligible under their local designation system and are not required to include all campuses. However, the district may still receive funds for designated teachers employed at campuses that are not included in their local designation system.
Can interventionalists or inclusion teachers be included in the local designation system?
It is a district decision whether or not to include support teachers in the local designation system. TEA does not limit eligibility to teachers of record. Teachers must be coded with a 087 teacher role ID in PEIMS to be eligible.
What if a teacher works in more than one eligible teaching assignment
Districts may use data from one or multiple eligible teaching assignments in the same eligible teacher category. This is a local decision.
How will TEA know if Student Learning Objectives (SLOs) are measuring growth effectively?
The application for a local designation system requires districts to explain in detail their procedures and protocols for SLO implementation, including procedures for setting student preparedness levels at the beginning of the year, protocols for collecting the body of evidence of student work, and rubrics/protocols used to approve SLOs at the end of the year. All districts must go through the data validation process before TEA determines full system approval.
Many districts allow eligible teachers to waive an annual appraisal. Will an annual appraisal be required for teachers to earn a designation?
Districts must have observation and student data from the data capture year for all teachers in the district’s system. After receiving full system approval, districts may have teachers on appraisal waivers, but those teachers may not be submitted for proposed designations. An annual appraisal is required for teachers to earn a designation. TEA cautions districts to use waivers sparingly following system approval, as this may impact future data validation and future proposed designations. Appraisals must comply with §21.351 and §21.352.
