Assessing Texas Teacher Evaluation and Support System (T-TESS): Fine Arts Educators’ Views on the System’s Effectiveness

Abstract

Fine arts educator perspectives on the Texas Teacher Evaluation and Support System (T-TESS) were examined through this action research study. As part of a larger action research project, the study presents findings from eight semi-structured interview questions focused on the system’s effectiveness, particularly its validity and alignment with expected performance goals when used to assess fine arts educators. Results suggest that although T-TESS provides a widely accepted rubric that promotes accountability and allows educators to ensure they are employing best teaching practices, the tool’s inability to capture the unique aspects of fine arts instruction makes it difficult for T-TESS to be used to provide fine arts educators with meaningful and applicable feedback. Participants noted that, while T-TESS may not have been originally designed with fine arts educators in mind, skilled evaluators can still use it to promote professional growth and accountability within this field. The authors conclude that offering evaluators opportunities to deepen their understanding of the fine arts, as well as enhancing communication between fine arts educators and their evaluators, would enable evaluators to deliver more relevant, meaningful feedback to fine arts teachers.