Texas Lesson Study (TXLS) is inquiry-based, systematic professional development. Our program is
- closely connected to classroom practice,
- focused on student learning,
- directed toward the teaching of specific curriculum content, and
- complementary to Professional Learning Communities (PLCs).
Lesson Study is a framework for collaborative instructional research and lesson design that can be implemented by all campuses. The construct of the Lesson Study groups can vary based on the campus size and needs.
The purpose of Lesson Study is to help teachers improve their effectiveness, share best practices with other teachers, improve student outcomes, and provide a platform to demonstrate mastery within the teaching profession.
Benefits of Texas Lesson Study
- Places the team in charge of its learning through the identification of student outcomes, research, implementation, and reflection
- Provides the time and space for a team of teachers to conduct research and develop high-quality lessons
- Provides CPE credit (number of hours depends on personalized plan)
- Improves teacher effectiveness through self-reflective, outcome-oriented, research-based learning communities
- Increases self-mastery and public perception of the teaching profession by producing high-quality research-based documents (similar to the medical and legal professions)
- Leverages Region 4 and TEA resources so that teams may participate at little to no cost to the campus.
The TXLS Cycle
— TXLS teams meet weekly over the course of several months to complete the TXLS cycle.
— Training and meeting schedules are tailored to fit the campus needs.
— ESCs, in collaboration with TEA, support districts and campuses with implementation.
How does TXLS Connect to T-TESS?
Each T-TESS domain directly aligns with the phases of the Lesson Study Cycle. Below is a snapshot of the alignment. View the entire T-TESS and T-PESS Lesson Study alignment here.
1.2 Analysis of student data connected to specific instructional strategies and use of results to reflect on his or her teaching and to monitor teaching strategies and behaviors in relation to student success
- Determines “Points of Evaluation” in the lesson which connect to specific instructional strategies
- Reviews collected data to reflect and critically examines his or her practice
2.2 Displays extensive content knowledge of all the subjects she or he teaches and closely related subjects
- Researches key concepts underlying the topic and considers content connections
2.2 Consistently anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns
- Identifies anticipated student responses and misunderstandings, and proactively plans the research lesson to mitigate concerns
2.4 Consistently monitors the quality of student participation and performance
- Observes students during live teaching
- Collects qualitative data on the learning process