TPA Objectives
TPA Expectation
 The candidate develops
learning objectives that
logically lead to the goals
of the sequence. These
objectives are clearly
written, appropriate for
the developmental level
of the students, and are
aligned with content area
standards.
The Task
Complete the tables that explain your . . .
 Learner Goals. What are your goals for this sequence
(the big ideas, essential questions)?
 Objectives. What are your lesson objectives that will
fulfill your learner goals and how do these objectives
align with state standards and Bloom’s Taxonomy?
 Implications of Contextual Factors. Discuss how the
contextual factors, previously identified, impact your
learning objectives.
 Resources: Identify resources used in the instructional
sequence (in APA format).
Deciding on Goals and Objectives
Things to Keep in Mind
 Pick something that naturally fits into the
students’ course of study but can be
flexible as to when it is taught.

 Because of the progressive nature of the
assignments, the sequence will occur several
weeks after you have started your initial
development of objectives, developed an
assessment plan, given a pre-test, and
planned the instruction. Try to pick a topic
that can fit flexibly in the schedule so you are
not forced to teach it before all components
are in place and approved.
 Be realistic in what can actually be
accomplished in three days. Pick
reasonable, achievable objectives
 This is NOT a Unit—just a three to five
lesson sequence. Rely on your cooperating
teacher’s judgment. Your cooperating
teacher may have a lesson sequence topic
and resources which you can use. This is
ok, as you will still be responsible for
developing all of the components.
Make sure your objectives align with state
standards.
 The Kentucky Core Academic Standards
(PDF) were adopted by the Kentucky State Board
of Education in June 2010. The KCAS contains
content formerly in the Program of Studies (2006)
for all content areas, except in English Language
Arts and Mathematics. The ELA and Mathematics
standards in KCAS are now the Common Core
State Standards.*
 You can find the Kentucky Core Academic
Standards at:
http://education.ky.gov/curriculum/docs/Documents/POS%20
with%20CCS%20for%20public%20review.pdf
*http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspx
Establishing the Goals:
Remember that your TPA sequence is only 35 lessons and may be part of a larger unit
with a larger set of goals. This is
understandable and acceptable. Make sure
you make this clear to the reader. It is
possible that your goals can also be
expressed as “essential questions.”
Essential questions, like goals, are
questions that frame larger ideas,
or a pulling together of concepts
measured in objectives.
Select objectives that have a varied
level of cognitive or skill difficulty.
A single concept might have several objectives
at progressively more difficult levels of complexity.
 Blooms Taxonomy
 Knowledge Level—simple memorization of facts
 Comprehension level: summarizing, getting the




basic meaning, explaining
Application level: applying a concept properly to
a situation, perform a rhythm pattern, apply a
formula
Analysis level: being able to break apart and
examine the specific qualities
Synthesis level: putting concepts together to
create something new, building, constructing
Evaluation level: being able to just quality of
efficacy of a concept, act, or performance
ABC’s of Good Objectives:
A: Audience
This seems like a given, because most the
time it is a single student. However it
could be a small group, large group, a
team, a musical ensemble, etc.
The student will . . .
The chorus section will . . .
A team of four students will . . .
 B: The Behavior
Clearly state what you expect the
student to do.
 What overt and measurable action will
students perform? This component requires a
verb that is outwardly observable, such as
sing, play, label, identify, or describe. The
observable behavior might be students
carrying out a task or verbally (or in writing)
solving problems or musical questions.
 Verbs that are not observable include know,
understand, appreciate, and value. Avoid these.
”The student will label the parts of a leaf”
Note: Some US prefer you begin your objective with the verb
and leave off “The Student will.” Some prefer “I Can”
statements instead of “The Student will.” Check with your
US.
C: The Conditions
Under what conditions will the
students demonstrate the behavior?
 What materials will students be provided
with?
 Indicating conditions means starting
statements with phrases such as “Provided
with…” or “Without the use of…”
“Given a list of Presidents, I can arrange
them in chronological order of their
presidency. “
D: Degree
 What performance standard are
students expected to meet? How
accurately must students perform?
 You must set this benchmark in
order to determine if students
meet the objective.
 “Provided with aural examples of
Latin American and non-Latin
American music A, the student willB
identify (on a written test)C Latin
American examplesD correctly on 4
out of 5 itemsE.”
Putting it all together . . .
 Once you have determined the Goals,
Objectives, appropriate state standard
alignments, and Bloom’s level of cognitive
understanding, it is time to fill in the tables
in the assignment.
 After you have established the information
on the objectives table, then review your
contextual factors and consider and discuss
how those factors will impact the way you
deliver your lesson.
 As always, remember to cite any resources.
Summary Thoughts
 Remember as you work through the TPA that
these statements of objectives and alignments
must remain consistent throughout the
document with the exception that they may
require some revision due to your findings on
the pre-test.
 Remember that it is far better to develop
objectives that work toward “depth” of
understanding rather than “breadth.” Surface
learning is not deep and lasting. Objectives
that work toward depth will automatically
require increased levels of thinking.
 For addition explanation see the following:
 TPA Objectives Assignment Sample-
handout
 Bloom’s verbs-handout
TPA Objectives Presentation prepared for the Morehead State University ESU by
Tanya Bromley, Adjunct
University Supervisor
2013
Resources:
Dr. Dale Bazaan “Writing Objectives”
Sample TPA Objectives Assignment MSU/ESU resource page
Bloom’s Verbs and Assessment: St. Edwards University for Teaching Excellence
2001
Kentucky Core Content Standards: Kentucky Department of Education