TAP RUBRIC & STANDARDS AND OBJECTIVES

Why use the TAP rubric to evaluate our teaching?

Standard IV: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession. The beginning knows the importance of participating in professional

development activities to enhance content knowledge and pedagogical skill The beginning teacher is able to enhance content and pedagogical knowledge

through a variety of activities (e.g. reading journals, joining professional associations, attending conferences, engaging in coursework)

The state of Texas requires that Texas Tech University prepares you as a professional. The use of the TAP rubric helps our teacher candidates to further their pedagogical skills and technical expertise. The specific PPR standard below is a basis for this.

What is the TAP Rubric?TAP Indicators Rubric of instructional behaviors Associated with higher student

achievement A little about the rubric – in the middle is

where you want to be Indicator vs. Descriptor

Indicators are the 6 categories on the left side, descriptors are the bullets under the

categories: exemplary, proficient and unsatisfactory.

Remember! In the middle is where you want to be! A

score of proficient (3) is Rock Solid!

How is TAP used in TechTeach Relevance of the curriculum A&E assignments (every semester) Instructors model (or should) Instructors’ development Performance Assessments during

student teaching

Standards and Objectives: Using the HO of the TAP that you printed,

look under the category of 3. Highlight key words.

Remember, we are staying in the middle, so for right now, focus your attention on the 3 category.

Most learning objectives and state content standards are communicated.

Sub-objectives are mostly aligned to the lesson’s major objective.

Learning objectives are connected to what students have previously learned.

Expectations for student performance are clear. State standards are displayed. There is evidence that most students

demonstrate mastery of the objective.

So how do we write the Standards and Objectives in our lessonplans so that it meets at least the proficient level of the TAP rubric?

First, your objective must contain content that is specific.

C Content is Explicit

A Ambitious and Observable Verb

M Measurable

Specific content are ideally based on your state standards. Refer to the TEKS for ELAR for this.http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

Finding StandardsOnce you identify the particular standard (from the TEKS) you would like to address in your lesson, you need to think about how that standard will be taught.

So learn how to unpack a standard.

3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick);

1. Create on a sheet of paper the graphic on the right. Write this example TEK in the standard box.

2. Now let’s decide what the verb or verbs are….for this TEK. Write that under verbs….

Did you write decode?

3. Now we are ready to think about skill words…

Did you write spelling patterns?

3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick);

4. What concepts to students need to know in order to work on this TEK? Let’s write, they need to know what it means to decode and to identify a pattern.

5. What are the students going to do?

Let’s write, “Recognize the pattern/rime being taught. Understand how to add an onset to a rime and read the new word.”

decode

3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick);

Spelling pattern

Understand what it means to decode? Recognize a pattern.

Recognize the rime (pattern) being taught. Understand how to add an onset to a rime and read the new word.

Now we know

what we are

teaching: our

Content is

explicit.

It’s also important that your objective is an ambitious and observable verb.

C Content is Explicit

A Ambitious and Observable Verb

M Measurable

Ambitious and Observable VerbsYour objectives should be written with ambitions and observable verbs!

We cannot PROVE that a student has accomplished covert actions.

Analyze Understand Think about Think critically

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EXAMPLE: Covert Verbs

We cannot PROVE that a student has accomplished covert actions unless we take it a step further and determine a measurable and observable way to prove it.

Analyze then write a summary Understand by completing diagram Think about then solve the problem. Think critically then describe details in an

essay

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YOUR TURN: IDENTIFY verbs that can be difficult to use when formulating observable objectives.

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1. create2. match 3. understand 4. summarize in writing5. review 6. brainstorm 7. talk about

YOUR TURN: IDENTIFY verbs that can be difficult to use when formulating observable objectives.

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1. create2. match 3. understand 4. summarize in writing5. review 6. brainstorm 7. talk about

YOUR TURN: Change the highlighted verbs to be observable

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1. create2. match 3. understand 4. summarize in writing5. review 6. brainstorm 7. talk about

YOUR TURN: Change the highlighted verbs to be observable

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1. create2. match 3. Understand and write 4. summarize in writing5. review by completing chart6. brainstorm and list7. talk about, then match….

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Here is an example, think about these 2 differently-stated objectives:

1. By the end of the lesson, students will understand -at words.

2. By the end of the lesson, students will locate -at words in a book, build -at words with magnetic letters AND write three -at words on their word wall.

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1. By the end of the lesson, students will understand -at words.

2. By the end of the lesson, students will locate -at words in a book, build -at words with magnetic letters AND write three -at words on their word wall.

OR

I can find -at words, build -at words and write -at words.

It’s also important that your objective is measurable.

C Content is Explicit

A Ambitious and Observable Verb

M Measurable

Possible ways to measure?

Game (sort at and not at) OR Write (write 3 at words on my word wall) OR Build (use magnetic letters to build 3 at words)

OR Read (use flipbook to read 3 different at words)

REMEMBER: You have to be able to measure your objective in some way with some type of

formative assessment.

Another Example 1. Look at Sarah’s running record (on

the next slide) and decide on a word pattern.

2. Write an objective. 3. Plan how you can measure that

objective. 4. Write it!

1. Pick pattern

2. Write objective.

3. Plan how to measure.

TRY IT! Did you notice that Sarah missed wake and take? There is a

pattern! The objective might have to do with teaching the –ake family.

Using the TEK: 3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick); the next step is to write your objective. It might look like this:

The student will be able to read and write at least 3 -ake words by the end of this lesson.

Plan a way to measure the objective: Maybe the student is going to locate ake words in his guided reading book, build them with magnetic letters and then to end the lesson, he will write 3 ake words on the white board . Through your measurement, you can determine if your student can indeed write 3 -ake words.

A & E Lesson 3351

• For you to be able to apply what you learned in this module about how to communicate/ state your lesson’s standards and objectives effectively, you will conduct a guided reading lesson with your case study student. This is your A & E Assignment for this course, where you are applying and evaluating what you learned in the previous semester/s by actually teaching a lesson to actual student/s

• Keep in mind CAM as you identify and communicate your lesson’s standards and objectives.

• Refer to the module to find a copy of the Guided Reading Lesson Plan template for this A&E assignment.

• Before teaching the lesson, receive feedback from your instructor regarding the lesson plan you designed.