"You cannot teach a man anything; you can help him to find it within himself. "
Galileo
Objective of Teacher Effectiveness Session
 Teachers will compare and contrast their own effective
teaching traits with that of the TAP’s characteristics for
effective teaching in a discussion.
 Teachers will create a list of attributes that an effective
teacher uses in a classroom on a post-it note to model
the use of the card sort activity.
Reflection time:
Think for a moment…
1. Who was your favorite teacher as a child?
2. What three characteristics did the teacher have that
made the teacher effective?
3. What teacher from your past do you teach like?
4. What teachers, like Calvin, did you ignore?
Card Sort Activity:
 Question: What does an effective teacher look like in
terms of the teacher’s instruction, planning and the
learning environment?
(5 minutes)
• Individually, record each idea on a
post-it note. Make sure to use only
one idea per card. Write so the
others can read them.
Card Sort Continued...
 As a table, share your thoughts as a collaborative group. (3-5
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minutes)
Place ideas together that are similar. Keep the ideas that are
different in front of you. You will be creating a poster of your
ideas.
Decide as a group if you are going to add the cards that are
different to the poster.
Next, as a group, label and categorize your cards into three
areas- instruction, planning and the learning environment?
Make a display on poster paper.
Identify ideas that might be overgeneralizations or
misunderstandings. Sort these cards out.
Museum Tour
 As a group, you will have 30 seconds to – 1
minute at each poster to look at other’s
ideas.
 Write an exclamation point next to ideas
that you find interesting or agree with.
 Write a question mark and a question next
to ideas that need more clarification.
 Return to your home base and as a table
group, add to your collection ideas and
categories.
Compare and Contrast
 Compare and contrast your ideas with those on the
TAP rubric.
TAP
Your
Ideas
“Good teaching is one-fourth preparation and three-fourths theatre.”
Gail Godwin
Cluster Meeting
 Schedule Agendas
 Index Card:
 Name
 Favorite Snack
 A hobby you have…
What you will need to know for the TAP
Rubric
“The lasting measure of good teaching
is what the individual student learns and carries away.”
Barbara Harrell Carson, 1996, Thiry Years of Stories
Objectives for Session:
 The learner will be able to accurately identify the
effectiveness levels of an objective using the TAP
rubric.
 The learner will create 3 objectives in an appropriate
content area scoring on the exemplary or proficient
level on the TAP rubric.
The learner will turn in one objective!
Domain: Instruction
Indicator: Standards and Objectives
Performance Level:
Exemplary
Performance Level:
Proficient
Performance Level:
Unsatisfactory
•
•
•
•
•
•
•
•
All learning objectives and
state content standards are
explicitly communicated.
Sub-objectives are aligned and
logically sequenced to the
lesson’s major objective.
Learning objectives are: (a)
consistently connected to
what students have previously
learned, (b) know from life
experiences , and (c)
integrated with other
disciplines.
Expectations for student
performance are clear,
demanding, and high.
State Standards are displayed
and referenced throughout
the lesson.
There is evidence that most
students demonstrate mastery
of the objective.
•
•
•
•
•
Most learning objectives and
state content standards are
communicated.
Sub-objectives are mostly
aligned to the lessons 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.
•
•
•
•
Few learning objectives and
state content standards are
communicated.
Sub-objectives are
inconsistently aligned to the
lesson’s major objective.
Learning objectives are rarely
connected to what students
have previously learned.
Expectations for student
performance are vague.
State standards are displayed.
There is evidence that few
students demonstrated
mastery of the objective.
TAP Rubric on Standards and Objectives:
 Activity: Compare and
contrast the differences
between the three
performance levels on
the rubric with a
partner.
 Highlight only the key
words that are
different.
SMART Objectives vs. TAP Rubric:
•
All learning objectives and state content
standards are explicitly communicated.

Specific --- Bowl, Cone, Carton
•
Sub-objectives are aligned and logically
sequenced to the lesson’s major objective.

Timely --- The syrup- chocolate or strawberry
•
Learning objectives are: (a) consistently
connected to what students have previously
learned, (b) know from life experiences ,
and (c) integrated with other disciplines.

Realistic and Attainable --- Whipped Crème
and a Cherry
•
Expectations for student performance are
clear, demanding, and high.

Specific --- Bowl, Cone, Carton
•
State Standards are displayed and
referenced throughout the lesson.

Stated --- Eating the Ice Cream
•
There is evidence that most students
demonstrate mastery of the objective.

Measurable ---Spoonful
SMART Objective Parts
vs.
The Ice Cream Sundae
Measureable
Realistic
Attainable
Timely
Specific
TLW create a
thumbnail
sketch of a 3-D
artwork labeling
three elements
of art with 100%
accuracy.
SMART Objective Parts
vs.
The Ice Cream Sundae
Measureable
Realistic
Attainable
Timely
Specific
After reviewing maps,
TLW compare and
contrast on a T- chart
the geography of
Morocco and
Colorado using 5
accurate examples.
Getting rigorous and motivating
objectives.
 The key to writing motivating and higher level
objectives starts with the verb! What type of thinking
you want the students to engage in is determined by
the verb. Look towards Bloom’s Taxonomy.
• Expectations for student performance are
clear, demanding, and high.
Bloom’s Taxonomy According to
Captain Jack Sparrow
 http://youtu.be/qjhKmh
KjzsQ
A look at some objectives:
Modeled Process (we do together)
 Given four works of short fiction of contrasting genres,
the student will analyze and match each work with its
correct genre.
 Using the washingtonpost.com Web site, the student
will correctly identify and print out two examples each
of a news article and an editorial regarding a topical
new item.
 Given twenty examples of incorrect verb tense usage,
the student will identify and correct a minimum of
sixteen instances.
Objective Analysis: Where would you
rate these objectives? (With a Partner)
 Choose two objectives to analyze within your content
area and two objectives not in your content area.
 Use the TAP rubric to determine the effectiveness of
the objective.
Time to write your own objectives.
 Write three objectives by
yourself in your own content
area.
 When finished, partner with
another teacher and
determine whether or not
your objective is well written
based upon the SMART rules.
 Evaluate the objective using
the TAP rubric.
Points to remember...
 Focus on one or two skills for the day.
 A new objective might be needed every two days to be
effective in the classroom.
 Week long objectives are not effective for students to
be able to measure if they have learned something new
for the day. Even reflective thinking can be a measure
for success.
Time to Write
 Write three objectives
 Turn one objective in on an index card with your name
on it.
P D Q Chart
(Plus/Delta/Question)
P (+)
D (∆)
Q (?)
“To raise new questions, new possibilities, to regard old problems
from a new angle, requires creative imagination and marks real
advance in science.”
Albert Einstein
Room Assignments for Cluster
Meeting
 6th grade/SPED with Mykel Donnelly – Room 122
 7th grade/Exploratory with Michele Arthur – Room 142
 8th grade/ELL with Chris Hawkinson – Room 120
 Rotate Mykel’s group goes to Michele
 Michele’s group goes to Chris
 Chris’ group goes to Mykel