1. Scripting a Lesson Scoring a Lesson Lesson Evidence
Pre-Assessment
Scripting a Lesson
Scoring a Lesson
Lesson Evidence

2. Assessment
Please sit quietly and answer the questions independently. Do not use notes.
You have 5 minutes.
What is TAP?
What is the purpose of TAP?
Name and describe the parts of the rubric(s).
Why is it important to know what tap is and the rubrics?
Give additional to share with a partner.

3. How well did you do?
Cluster to class

4. TAP: A New Direction for Success

5. Identify Need TTWBAT explain the TAP Rubrics
TTWBAT make connections from a lesson to the rubrics and from the rubrics to the lesson.

6. On-Going Professional Development and Growth
New Learning
On-Going Professional Development and Growth
In TAP, the teacher rubric is used in two ways:
as a summative measure in determining pay for performance
as a formative measure which identifies instructional areas where master and mentor teachers can provide support to career teachers to increase student achievement

7. What does the Research say?
Student achievement and teacher learning increases when professional development is teacher-led, ongoing and collaborative. (Desimone, Porter, Garet, Yoon, & Birman, 2002; Smylie, Allensworth, Greenberg, Harris, & Luppescu, 2001).
Schools that regularly link teachers to other teachers to form a supportive community are capable of successfully reforming teaching and learning. (Fullan 2001)

8. Rubrics and Scoring
TAP Rubrics
Goal for Scoring Each Domain

9. Instruction Standards & Objectives Motivating Students
Exemplary (5)*
Proficient (3)*
Unsatisfactory (1)*
Standards & Objectives
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 lesson’s major objective.
Learning objectives are connected to what students have previously learned.
Expectations for student performance are clear.
State standards are displayed.
Few learning objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he lesson’s major objective.
Learning objectives are rarely connected to what students have previously learned.
Expectations for student performance are vague.
There is evidence that few students demonstrate mastery of the objective.
Motivating Students
The teacher consistently organizes the content so that it is personally meaningful and relevant to students.
The teacher consistently develops learning experiences where inquiry, curiosity and exploration are valued.
The teacher regularly reinforces and rewards effort.
The teacher sometimes organizes the content so that it is personally meaningful and relevant to students.
The teacher sometimes develops learning experiences where inquiry, curiosity and exploration are valued.
The teacher sometimes reinforces and rewards effort.
The teacher rarely organizes the content so that it is personally meaningful and relevant to students.
The teacher rarely develops learning experiences where inquiry, curiosity and exploration are valued.
The teacher rarely reinforces and rewards effort.
Presenting Instructional Content
Presentation of content always includes:
visuals that establish: the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson.
examples, illustrations, analogies, and labels for new concepts and ideas.
modeling by the teacher to demonstrate his or her performance expectations.
concise communication.
logical sequencing and segmenting.
all essential information.
no irrelevant, confusing, or non-essential information.
Presentation of content most of the time includes:
visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson.
examples, illustrations, analogies, and labels for new concepts and ideas.
modeling by the teacher to demonstrate his or her performance expectations.
Presentation of content rarely includes:
visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson.
examples, illustrations, analogies, and labels for new concepts and ideas.
modeling by the teacher to demonstrate his or her performance expectations.
Lesson Structure & Pacing
All lessons start promptly.
The lesson's structure is coherent, with a beginning, middle, end, and time for reflection.
Pacing is brisk, and provides many opportunities for individual students who progress at different learning rates.
Routines for distributing materials are seamless.
No instructional time is lost during transitions.
Most lessons start promptly.
The lesson's structure is coherent, with a beginning, middle, and end.
Pacing is appropriate, and sometimes provides opportunities for students who progress at different learning rates.
Routines for distributing materials are efficient.
Little instructional time is lost during transitions.
Lessons are not started promptly.
The lesson has a structure, but may be missing closure or introductory elements.
Pacing is appropriate for less than half of the students, and rarely provides opportunities for students who progress at different learning rates.
Routines for distributing materials are inefficient.
Considerable time is lost during transitions.

10. The Parts of the Rubric Domains Instruction Instruction Exemplary (5)*
Proficient (3)*
Unsatisfactory (1)*
Standards and Objectives
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 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.
Few learning objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he 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 demonstrate mastery of the objective.

11. The Parts of the Rubric Domains Indicators Instruction Exemplary (5)*
Proficient (3)*
Unsatisfactory (1)*
Standards and Objectives
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 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.
Few learning objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he 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 demonstrate mastery of the objective.
Standards and Objectives

12. The Parts of the Rubric Domains Indicators Descriptors Instruction
Exemplary (5)*
Proficient (3)*
Unsatisfactory (1)*
Standards and Objectives
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 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.
Few learning objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he 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 demonstrate mastery of the objective.
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 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.
Few learning objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he 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 demonstrate mastery of the objective.

13. The Parts of the Rubric Domains Indicators Descriptors
Performance Levels
Instruction
Exemplary (5)*
Proficient (3)*
Unsatisfactory (1)*
Standards and Objectives
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 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.
Few learning objectives and state content standards are communicated.
Sub-objectives are inconsistently aligned to he 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 demonstrate mastery of the objective.
Exemplary (5)*
Proficient (3)*
Unsatisfactory (1)*

14. Develop New Learning
The M/M and Career Teachers will discuss as many indicators as possible; sharing scores and evidence that supports the scores.
Standards and Objectives
Motivating Students
Lesson Structure and Pacing
Questioning
Academic Feedback
Teacher Knowledge of Students

15. 37c Lesson Evidence Ms. Paul
37c Lesson Scores Ms. Paul
37c Lesson Scores and Evidence

16. Apply New Learning TW video a lesson (one class period).
TW score own lesson using Evaluator Template.
TW complete an Evidence Template to support the lesson’s score.
TW plan a conference with Mrs. Wideman-TBD
(to discuss lesson and the lesson’s scores)

17. Graffiti Walls
You will be divided individually or pairs to answer the questions on the wall.
You will rotate( to the right) from one question to the next until activity is completed.
Questions
Rate your overall performance of scripting lesson, scoring lesson and providing evidence of the indicators. Fist (0) to Five. Explain why.
Why do you think it’s important to be able to score a lesson and be able to provide evidence for indicators?
How has scripting a lesson, scoring a lesson and providing evidence for indicators informed your own instructional practices?

18. You will have the opportunity for to change any responses on the Graffiti Walls.
*Please do not scratch out answer. Strike through it and note any changes.
Why do you think we allowed you to change your self-evaluation? Is that ok? When can you do this with your students?

19. ~Please initial your sticky note.~
Reflection
How has being able to engage in discourse about watching a lesson, scoring the lesson and being able to make connections from the lesson to the rubric and vice-versa been informative? Please be specific.
~Please initial your sticky note.~