Any content area – student engagement. For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment ... goal(s) and T-TESS Rubric domains, dimensions, and descriptors. • Discuss progress toward the goals with the appraiser. • Modify your goals, if necessary, based on appraiser approval. • Obtain additional supports from the appraiser and/or colleague(s), if needed. Formative Reviews (Throughout the School Year) To periodically assess how theDomain 4 - Professional Practices and Responsibilities > 4.1 Professional Demeanor and Ethics Professional Demeanor and Ethics (Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. Dimension 1.4 or 2.4 are easy to implement. Teacher goal for teachers can mask significant gains the current study team used as examples. Source: issuu.com. Your goals for ability challenging repertoire development as they relate among the timing of your observation. Dimension 1.4 or 2.4 are easy to implement. 6th grade math ipg lesson plan.T-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps ... 4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3proficiency levels in all domains 3. Use activities that address all language domains 4. ALWAYS provide wait time, then follow with necessary support 5. Lowering of the affective filter Dimension: 2.4 Differentiation Teacher differentiates instruction, aligning methods and techniques to diverse student needs. 1. Individualized lessons 2.These standards helped mold the domains for the rubric used in the new Texas Teacher Evaluation Support System. Rubric: The T-TESS rubric consists of four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. The rubric is a tool that should motivate discussions about intentional support for ...professional practices and responsibilities teacher self-assessment and goal setting guidance and sample document part i: data analysis and goal settingThe T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.Sep 18, 2018 · 4. PERIODICALLY follow up to discuss how you are doing/progressing and if any goal changing is needed. Review/Check for prior knowledge *Direct instruction *Guided practice *Independent practice *Oral drill and practice Provide information (in a variety of forms) Model desired skills and outcomes Provide examples to help transfer learning The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction. The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.evident in her ability to provide examples during the lesson and make connections between mathematical definitions and some real life concepts. (i.e., the shopping example, classifications with eye glasses, hair color, the architectural reference, etc.) The teacher uses a few subject specific instructional strategies to enhance student contentDomain 1: Planning. Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase. T-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps ...Prior to each observation, the T-TESS appraiser will conduct a pre-conference meeting with the teacher to ask background questions about the lesson plan, the learning outcomes and the students in the class in order to provide context. It is also appropriate for the appraiser to share expectations in T-TESS Domains 2 and 3 and assist teachersThe T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. T-TESS Flip Chart-Full Domains (Region 17) T-TESS Flip Chart-Full Domains- [Assembled for Purchase] (Region 13) T-TESS Look For Cards (Region 17) T-TESS Scripting Form (Region 9) T-TESS Post-Conference Planning Template (Region 9) Elementary Orientation Materials (Full Day) Teacher Handout 1- T-TESS Rubric; Teacher Handout 2- Elementary T-TESS is a continuous improvement evaluation system, focused on teacher growth and development. True, because teachers are expected to continually improve in their craft and practice. An effective teacher knows that they need strong understanding about which of the following as they plan their lessons. the students background, learning gaps ... Description. Here is an editable T-TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T-TESS End of Year Summative/Teacher Evaluation.Dimension 4.3: Professional Development Working on an English II PLC has created a cohesive structure to my student teaching. The professional community at Bowie HS is enhanced by team collaboration where students benefit as a result. The PLC constantly sets new expectations and there is a degree of improvement each six-weeks. T‐TESS Required for All Teachers New to T‐TESS to Develop an Ini al GSPD Plan Recommended for Formal Observa ons Required for the First 45‐Minute Formal Observa on Recommended for Oth‐ er Observa ons Required for All Teachers New to T‐TESS Teacher’s Second Year and Beyond with T‐TESS (Only Required re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m ent T-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...annually on Domain IV of T-TESS All teachers not meeting the criteria for a “Full T-TESS Observation and Evaluation” are eligible for a biennial, less-than-annual formal observation All teachers will be evaluated annually on Domain IV of T-TESS Domain IV-only teachers may waive the 45 minute observationproficiency levels in all domains 3. Use activities that address all language domains 4. ALWAYS provide wait time, then follow with necessary support 5. Lowering of the affective filter Dimension: 2.4 Differentiation Teacher differentiates instruction, aligning methods and techniques to diverse student needs. 1. Individualized lessons 2. • Allows principals to get at the essence of the T-TESS domains instead of overwhelming teachers with too many components, elements, and attributes. • Enables principals to stretch themselves in order to have honest and honorable conversations about teacher practices out of their own color/ comfort zone. (See page 8 for color descriptors.)Domain 1: Planning. Dimension. Evidence. Rating. 1.1 Standards and Alignment. 1.2 Data and Assessments. 1.3 Knowledge of Students . ... T-TESS Observation Evidence SheetThe premium Pro 50 GB plan gives you the option to download a copy of your binder to your local machine.Learn MoreHit the Get Form button to begin editing and enhancing. Switch on the Wizard mode on the top toolbar to have more recommendations. Complete each fillable field. Ensure the info you add to the T Tess Observation Evidence Sheet is up-to-date and accurate. Include the date to the form using the Date option. Click the Sign tool and create a signature.Hit the Get Form button to begin editing and enhancing. Switch on the Wizard mode on the top toolbar to have more recommendations. Complete each fillable field. Ensure the info you add to the T Tess Observation Evidence Sheet is up-to-date and accurate. Include the date to the form using the Date option. Click the Sign tool and create a signature.Adapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ... Domain 1: Planning. Dimension. Evidence. Rating. 1.1 Standards and Alignment. 1.2 Data and Assessments. 1.3 Knowledge of Students . ... T-TESS Observation Evidence Sheet The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.annually on Domain IV of T-TESS All teachers not meeting the criteria for a “Full T-TESS Observation and Evaluation” are eligible for a biennial, less-than-annual formal observation All teachers will be evaluated annually on Domain IV of T-TESS Domain IV-only teachers may waive the 45 minute observationevident in her ability to provide examples during the lesson and make connections between mathematical definitions and some real life concepts. (i.e., the shopping example, classifications with eye glasses, hair color, the architectural reference, etc.) The teacher uses a few subject specific instructional strategies to enhance student contentThe following shows the minimum average scores across T-TESS domains 2 and 3 to achieve each level of designation (Recognized, Exemplary, and Master). The minimum average scores were derived from a statewide analysis of T-TESS observations with scores on a 1 to 5 scale.Donna ISD / Homepage4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3 Hit the Get Form button to begin editing and enhancing. Switch on the Wizard mode on the top toolbar to have more recommendations. Complete each fillable field. Ensure the info you add to the T Tess Observation Evidence Sheet is up-to-date and accurate. Include the date to the form using the Date option. Click the Sign tool and create a signature.End-of-Year (EOY) Conferences should occur from mid-April through May, 2016 with all educators evaluated with the T-TESS system by May 16. This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T-TESS Rubric, and to discuss ...from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance levelat which initial consideration begins until evidence is substantiated to score at another level.Domain 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting on teaching • Accurate based on instructional outcomes • Specific examples from lesson Weighs lesson strengths •Offers viable alternatives for improvement 4b Managing Relevant Gifted and Talented Program Documentation and Evaluation4a: Reflecting on Teaching Aligned to T-TESS indicator 4.2 4b: Maintaining Accurate Records No link to T-TESS 4c: Communicating with Families Aligned to T-TESS indicator 4.4 4d: Participating in the Professional Community. Aligned to T-TESS indicator 4.3 4e: Growing and Developing Professionally Aligned to T-TESS indicator 4.3articulated in Domain 4. End-of-Year Conference (Domain 4 Aspect) This EOY Conference provides an opportunity for the appraiser and the teacher to summarize the year, to collect information that will provide evidence to score Domain 4 of the T- TESS Rubric, and to discuss next year’s goal(s) and professional development plan.Any content area – student engagement. For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment ... Adapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ...cdn.ymaws.com Sep 18, 2018 · 4. PERIODICALLY follow up to discuss how you are doing/progressing and if any goal changing is needed. Review/Check for prior knowledge *Direct instruction *Guided practice *Independent practice *Oral drill and practice Provide information (in a variety of forms) Model desired skills and outcomes Provide examples to help transfer learning Dimension 4.2: Goal Setting Professional goals set for the year Evidence of goal completion Student work showing improvement based on goal Student growth and/or achievement data Examples of teacher self-reflection Documentation of implemented changes made based on constructive feedback from conferences and observations 3. Read the first Domain carefully. 4. For each indicator, begin with the “Developing” performance descriptors and move left towards the “Distinguished” column. The performance demands and essential actions grow increasingly complex as you move to the left of the rubric. 5.Domain 4 - Professional Practices and Responsibilities > 4.1 Professional Demeanor and Ethics Professional Demeanor and Ethics (Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities.We would like to show you a description here but the site won’t allow us. • Allows principals to get at the essence of the T-TESS domains instead of overwhelming teachers with too many components, elements, and attributes. • Enables principals to stretch themselves in order to have honest and honorable conversations about teacher practices out of their own color/ comfort zone. (See page 8 for color descriptors.)UEA T-TESS Tip. Take evidence of successful completion of your Professional Development Plan to the end-of-year conference. Domain IV also relates to professional demeanor and school/community involvement. Keep any of those nice notes from parents, students, or colleagues and bring them to your meeting. This is evidence that can be used to ... Communication The teacher balances teacher directed and student directed communication. The teacher asked some procedural and clarifying questions throughout the lesson but seldom usesAdapts lessons to address individual needs of all students. Regularly monitors the quality of student participation and performance. Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught. Recognizes when students become confused or disengaged and responds to student ... Fort Worth ISD / HomepageContact Info. Four Capitol Mall Little Rock, AR 72201 Map & Directions. Hours: 8am - 4:30pm M-F Phone: 501-682-4475Here is an editable T - TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T - TESS End of Year Summative/Teacher Evaluation. EXAMPLES of ARTIFACTS Note: This is a brainstormed list of possible artifacts. Teachers should use artifacts that are reflective of their own work. The following are examples ONLY and not meant to provide an exhaustive list. TESS Examples of ARTIFACTS 1 Revised 3/1/2021 Domain 1: Planning and Preparations. a. Knowledge of Content and Pedagogyaspects of T-TESS, district policy considerations for implementing T-TESS, and the purpose and goals for those implementing T-TESS. Included are comments and suggestions that reflect the best practices and insights collected from the practical experiences of district personnel who were integral to the implementation of T-TESS during the pilot year.We would like to show you a description here but the site won’t allow us.re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m ent T-TESS is the Texas recommended appraisal process designed to evaluate teachers and establish a system of support. During the spring of 2014, a steering committee finalized the development ofthis new evaluation system whichdirectly correlatesto the new Texas Teacher Standards outlined in Texas Administrative Code, Chapter 149. T-TESS Rubric 1. PLANNING DIMENSION 1.1. Standards and Alignment. The teacher designs clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners. Standards Basis: 1A, 1B, 3A, 3B, 3C. Distinguished. STUDENT-CENTERED ACTIONS TEACHER-CENTERED ACTIONS. Instructional Planning ... Evidence and data for the planning domain and dimensions are collected over the course of the year during individual and team planning meetings, through the review of lesson plans and artifacts, with student data management systems, pre-conferences and other applicable means. Effective planning is Amanda Waggoner TESS Portfolio 2013-2014. Amanda Waggoner. Views: 312. Useful: 0. Copy of NCSLMC Artifacts Evidence Binder. Lucrece Medlicott. Views: 105. Useful: 1. Fugate TESS Artifacts Evidence Binder 2013-2... Continue T-tess domain 4.1 examples Created OnDecember 28, 2019Last Updated OnDecember 28, 2019 Print Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw Amanda Waggoner TESS Portfolio 2013-2014. Amanda Waggoner. Views: 312. Useful: 0. Copy of NCSLMC Artifacts Evidence Binder. Lucrece Medlicott. Views: 105. Useful: 1. Fugate TESS Artifacts Evidence Binder 2013-2... Domain 4 - Professional Practices and Responsibilities > 4.1 Professional Demeanor and Ethics Professional Demeanor and Ethics (Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities. T‐TESS Required for All Teachers New to T‐TESS to Develop an Ini al GSPD Plan Recommended for Formal Observa ons Required for the First 45‐Minute Formal Observa on Recommended for Oth‐ er Observa ons Required for All Teachers New to T‐TESS Teacher’s Second Year and Beyond with T‐TESS (Only Required Communication The teacher balances teacher directed and student directed communication. The teacher asked some procedural and clarifying questions throughout the lesson but seldom uses cdn.ymaws.comEXAMPLES of ARTIFACTS Note: This is a brainstormed list of possible artifacts. Teachers should use artifacts that are reflective of their own work. The following are examples ONLY and not meant to provide an exhaustive list. TESS Examples of ARTIFACTS 1 Revised 3/1/2021 Domain 1: Planning and Preparations. a. Knowledge of Content and PedagogyDomain 4 - Professional Practices and Responsibilities > 4.1 Professional Demeanor and Ethics Professional Demeanor and Ethics (Dimension 4.1) The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities.Here is an editable T-TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T-TESS End of Year Summative/Teacher Evaluation. re le va n t a n d m e a nin g fu l le a rn in g - P os it ive ra pp ort a m o n g stu de nts Professional Practices and Responsibilities 4 . 1 : P r o f e s s i o n a l D e m e a n o r & E t h i c s 4 .2 : G o a l S e t tin g 4 .3 : P r o f e ss io n a l D e ve lo pm e n t 4 .4 : S ch o ol C o m m unit y I n vol ve m entannually on Domain IV of T-TESS All teachers not meeting the criteria for a “Full T-TESS Observation and Evaluation” are eligible for a biennial, less-than-annual formal observation All teachers will be evaluated annually on Domain IV of T-TESS Domain IV-only teachers may waive the 45 minute observationUEA T-TESS Tip. Take evidence of successful completion of your Professional Development Plan to the end-of-year conference. Domain IV also relates to professional demeanor and school/community involvement. Keep any of those nice notes from parents, students, or colleagues and bring them to your meeting. This is evidence that can be used to ...Fort Worth ISD / HomepageT-TESS DIMENSION: 4.4. Professional Practices and Responsibilities: School Community Involvement. The teacher demonstrates leadership with students, colleagues, and community members in the school, district, and community through effective communication and outreach. As a teacher, establishing an effective means of communication between myself ...Here is an editable T - TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T - TESS End of Year Summative/Teacher Evaluation. The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. This document has domain headers for each of the 4 domains and their dimensions with explanation as provided on the T-TESS rubric. It also includes blank pages to upload picture documentation to provide proof without the bulk of a box or expandable file folder.4. Student choice 5. Higher order thinking activities Unit plans and/or lesson plans showing progression of conceptual complexity Curriculum map Teacher and student reflection of lessons, learning, or feedback (written or oral) Intellectually challenging tasks Concept Map – Advanced Organizer
Any content area – student engagement. For the 2012 – 13 school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment ... . Lil gerardo
or 4 groups at the beginning of the lesson and students then used manipulatives to demonstrate the groups with that incorrect information. Questions that were asked were remember/understand level. Examples include: “Can you show me with manipulatives how you would solve that?” Why would you make 4 groups of 6? “Drawprofessional practices and responsibilities teacher self-assessment and goal setting guidance and sample document part i: data analysis and goal settingDistinguished. Behaves in accordance with the Code of Ethics and Standard Practices for Texas Educators. Models all professional standards (e.g., attendance, professional appearance and behaviors) across the campus and district for educators and students. Advocates for the needs of all students in the classroom and campus. Description. Here is an editable T-TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T-TESS End of Year Summative/Teacher Evaluation.The T - TESS Evidence Tracker is a comprehensive tool designed for Texas teachers to monitor and track all the evidence they need to boost their T - TESS score for their summative evaluation each year. This tool allows teachers to hyperlink evidence to each individual domain, making it easy to access and organize evidence for each area of ...Description. Here is an editable T-TESS Domain IV template of Evidence and Artifact Submission to be used by Teachers to submit to their Administrators. It will aid, both Teachers and Administrators in documenting all the evidence that Teachers may be required to submit for the T-TESS End of Year Summative/Teacher Evaluation.Activities (Dimension 1.4) • The teacher plans engaging, flexible lessons that encourage higher –order thinking, persistence and achievement. INSTRUCTION (Domain 2) Achieving Expectations(Dimension 2.1) • The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.from another supervisor, in addition to the teacher, to score this domain. Evidence for Scoring: Please remember that you are anchoring the scoring of Domain 4 in the T-TESS Rubric based on the evidence provided. “Proficient” is the performance level at which initial consideration begins until evidence is substantiated to score at another ... Aug 4, 2013 · Critical Attributes of Level 4 •The teacher’s assessment of the lesson is thoughtful and includes specific indicators of effectiveness. Example: The teacher says, “I think that lesson worked pretty well , although I was disappointed in how the group at the back table performed.” •The teacher’s suggestions for improvement draw About Press Copyright Contact us Creators Advertise Developers Terms Privacy Policy & Safety How YouTube works Test new features NFL Sunday Ticket Press Copyright ... The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed. Fort Worth ISD / HomepageT-TESS Post-Conference Self-Reflection Form. Teacher Name:Date of Observation: Reflect on your lesson and provide the rating and evidence for each dimension. The T-TESS Rubric. The T-TESS Rubric includes 4 Domains and 16 Dimensions. T-TESS domain and dimension rubrics include specific descriptors of practices and 5 performance levels; Distinguished, Accomplished, Proficient, Developing, and Improvement Needed.4. PERIODICALLY follow up to discuss how you are doing/progressing and if any goal changing is needed. Review/Check for prior knowledge *Direct instruction *Guided practice *Independent practice *Oral drill and practice Provide information (in a variety of forms) Model desired skills and outcomes Provide examples to help transfer learningDomain 1: Planning. Effective planning begins with measurable and explicit learning outcomes aligned to the TEKS and other relevant standards for learning. It is evident that the four planning dimensions are directly embedded in these questions to provoke rich discussions during team planning meetings and clarify the planning phase..