How to pass all 10 TAPS in One Lesson

Refer to this link on my website and view the "GC-Demonstrating all 10 TAPS.pdf" handbook.  It is a summary of the ideas written in this blog dated 11-16-14.

The handbook could be titled: How to demonstrate all 10 TAPS in a single lesson without using further evidence.  See what you think....

Effective teachers, effective strategies, and effective assessments may not get noticed through TKES/TAPS evaluation

There are 2 elements to this post: actual effective teaching through effective instructional strategies and assessments, and documenting effective teaching through effective instructional strategies and assessments for TKES/TAPS.

Actual Effective Teaching: The result of my doctoral study was a research based lesson plan design that was flexible for all subjects, all grade levels, and would help the teacher offset some of the effects of low-socioeconomic situations on middle school students’ learning.  It is a very simple design, and it works.  You can view it here: https://sites.google.com/site/gcason123/lesson-plan-design   Briefly:

Relevant Literature:  As the research base increases, there is an emerging picture suggesting that low-SES factors do affect student achievement, students from low-SES environments are likely to have less prior knowledge than their higher-SES peers do, and prior knowledge is a critical variable for learning new content (Barton & Coley, 2009; Planty et al., 2009; Stewart, 2008; Wyner et al., 2008) .  Past researchers have shown that an effective classroom teacher can offset some of the low-SES effects [emphasis added] (American Psychological Association, 2008; Brown, Anfara, & Roney, 2004; Marzano, 2000, 2003; Marzano et al., 2000; Williams, Kirst, & Haertel, 2005). As Marzano (1998) pointed out, there is a relationship between APK and increasing student achievement for low-SES students [emphasis added]. Marzano (2003) also noted that effective teachers increase student achievement approximately 50 percentage points in 1 school year….  Goodwin (2010) noted that the difference in student achievement in a single school year from a highly effective teacher could be a gain as much as a year and a half  [emphasis added] versus a highly ineffective teacher who could increase student achievement a little as one half year—a potential difference in student achievement of an entire school year.

Results:  (Simply put, the students in the classroom whose teacher APK scored 5 points higher than the other classes with a 99.99% certainty.)  The classes where teachers APK had a statistically significant greater increase in achievement, controlling for the pretest and grade-level effect as indicated by their standardized posttest scores, F(1, 863) = 35.398, p < .000, than the students whose teachers did not APK and only used LFS.  The critical region for the F ratio was 3.86, α = 0.05.

Here are the elements that need to be in the lesson (note that every element is the summation of high quality research findings): 

Assumptions: Expectations must be clear to the teacher and clearly and directly communicated to the students.  Learning goals (concepts, skills, and/or relationships) must be specific and directly linked to prior knowledge.  Students’ prior knowledge must be activated before proceeding with the instructional component.  Explicit classroom behavior, participation, and outcome results must be clear to the teacher, and explicitly and directly communicated to the students.  Identifying similarities, differences, and relationships for new content and as they relate to prior knowledge is the strongest instructional strategy.  Practice/homework provides self-pacing and exploring required concepts and skills.

Components: specific curriculum standard, specific learning goal, specific learning activities, general and specific prior standards, specifically activating prior knowledge, essential question, specific explicit directions, specific learning activity structure (beginning, middle, end), specifically identify similarities, differences, and relationships; specific practice opportunities; specific directions for orderly classroom.

Why do I bring that to your attention?  To demonstrate the absurdity of what a teacher might have to do to document effective teaching for Evaluators, Observers, and Teachers in the TKES/TAPS walkthroughs.

Our school had a district walkthrough this past week.  Principals, TKES Evaluators, Assistant Principals, and the like, walked our hallways, went into classrooms with their clip boards, took notes, and had meetings to provide a “snap shot” of the quality and effectiveness of our school.  In the end, they provided a list of areas that were “glow” and areas of “grow.”

Documenting Effective Teaching: The following sample is what I wrote on the board for the day’s lesson.  I literally read every Standard and Element and typed out how/if it applied to the lesson that day.  Simply put, the students had their weekly Thursday playing test.  Because the students know how the procedure works, I normally would write on the board, “TEST: #49.”  But for those who are not familiar with my procedures, subject matter, and instructional techniques, I wrote it all out so that I would get “credit” for meeting the Standards, Elements, and being a good teacher for our school (obviously, there is more to being a good teacher than just this….)

Go straight to your instrument, straight to you chair, and prepare for your playing test.  You may warm up on your own.

1.      Today you will be demonstrating your prior knowledge of Standards 2 and 7 through individual playing in a formal summative test.  Sixth grade will play the first four measures of #49 (you want to demonstrate mastery of notes), and the seventh and eighth graders will play #82 without the repeat (you want to demonstrate mastery of rhythm).
2.      You all need to have a pencil and paper.  You will grade each other, make a brief note as to what needs improvement, and compare your grade with what I give them.  You may not talk during the test.
3.      Grade yourself as well; if you do not like your grade, practice at home some more, and you play it again for a higher score.
4.      To give the best, accurate grade, identify similarities and differences in what you see on the page and what you hear.  Ask, “How does what I hear compare with what I see?”

Prior knowledge to be graded:
Posture, embouchure, tonguing, fingerings, rhythmic understanding, articulation, tone, air speed, rhythmic accuracy, key signatures, steady beat, counting, time signature, evaluating musical performances, listing strength and weakness of performances, and effectiveness of performances

These exercises will be used to develop your skill for the concert December 18 in the gym at 7pm.  We’ve prepared for this test through a series of similar exercises in the book, so I expect you all to make at least an A—probably a 100.  If you want to take a risk, you can play the exercise (correctly) from memory, I can give you 5 points extra credit.  If we have time, we will work on concert music.

If you are familiar with the TAPS standards, you probably see the Standards and Elements in the lesson; you may have seen how I incorporated findings from my doctoral study.  However, to itemize, here is what each statement addresses—in my estimation:

Go straight to your instrument, straight to you chair, and prepare for your playing test [2.6, 7.2, 8.1, 10.4, 10.5, explicit behavior expectations and orderly classroom].  You may warm up on your own [10.5, specific opening of class, activating prior knowledge; differentiation of process, specific practice opportunities].

1.      Today you will be demonstrating your prior knowledge [specific learning goal] of Standards 2 and 7 [1.1, 2.5, explicit curriculum standard] through individual playing [3.4, 5.6, specific learning activity] in a formal summative test [5.1, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 7.2, 9.1, 10.5, learning goal is clear to the teacher; explicit directions communicated to students].  Sixth grade will play the first four measures of #49 [5.1, 5.3, 10.5] (you want to demonstrate mastery of notes) [explicit outcome], and the seventh and eighth graders will play #82 without the repeat [5.1, 5.3, 10.5] (you want to demonstrate mastery of rhythm) [1.4, 1.5, explicit outcome].

2.      You all need to have a pencil and paper [7.2, 10.5].  You will grade each other [explicit participation], make a brief note as to what needs improvement [8.2, 10.1, explicit participation], and compare your grade with what I give them [1.7, 3.1, 6.5, 6.6, 7.2, 7.4, 8.3, 10.1, 10.5, explicit participation, specific learning activity].  You may not talk during the test [7.2, 10.5, explicit participation and orderly classroom].

3.      Grade yourself as well [5.2, 6.7, 7.2, 10.5, explicit participation]; if you do not like your grade, practice at home some more [practice/homework], and you play it again for a higher score [6.7, 8.2, 10.5].

4.      To give the best, accurate grade [6.7], identify similarities and differences in what you see on the page and what you hear [10.5, 6.7].  Ask, “How does what I hear compare with what I see?”  [1.2, 4.5, 6.5, 6.7, identify similarities and differences, specific learning activity]

Prior knowledge to be graded: [2.2, 2.3, 3.2, 6.7, 8.6, learning goal specifically and directly linked to prior knowledge]

Posture, embouchure, tonguing, fingerings, rhythmic understanding, articulation, tone, air speed, rhythmic accuracy, key signatures, steady beat, counting, time signature, evaluating musical performances, listing strength and weakness of performances, and effectiveness of performances

These exercises will be used to develop your skill [1.4, 2.3] for the concert December 18 in the gym at 7pm [1.3, 3.8, 6.4].  We’ve prepared for this test through a series of similar exercises in the book [2.2, 2.3, 3.2, learning goal specifically and directly linked to prior knowledge, general prior standards], so I expect you all to make at least an A—probably a 100 [1.6, 4.6, 5.5, 8.5].  If you want to take a risk, you can play the exercise (correctly) from memory [10.5], I can give you 5 points extra credit [1.6, 2.1, 4.1, 4.2, 4.6, 5.2, 5.6, 7.2, 8.5, 8.6, 8.7].  If we have time, we will work on concert music [2.3].

The point?  I make an effort to be a highly effective teacher through research based instructional strategies, techniques, lesson plan design, assessments, paying close attention to the engagement and understanding of my students (formative assessments) etc. on a daily basis,  But, if I were to put “TEST: #49” on the board and proceeded with the test in the manner I did, I would probably have failed the observation walkthrough for that day (and received a “grow”) because the Evaluator/Observers did not understand the depth of what was actually going on.  My attention to detail is driven by the number of 2s given out to teachers, and the vast differences in Observer's and Evaluator’s recording of minutia (to the teacher’s detriment) or omission of details (also to the teacher’s detriment).  It appears that if the teacher does not make everything explicit, it may get overlooked.

I am planning on creating a detailed description (such as the first example above) to go on the board for each walkthrough and observation—especially when the Evaluator is looking for all 10 Standards in a single lesson.  I probably will label the statements with each Standard and Element (such as the second example) and give a copy to the Evaluator when they enter the room.

2s, 2s, 2s....

Please pardon the informality, but in my neck of the woods, they are passing out 2s like candy at Halloween.  I am under the impression that I am to be observed again soon, this time with the emphasis on Section 10: Communication.  I looked through my book to see what I had, when it was used, and the current relevance of my material.  I decided to keep what I had, but  update several areas.  I now have 51 pieces of evidence for Standard 10.  The type of evidence varies based on the Element.

I believe that there are administrators who are judging the teachers without ever asking for, or searching for, evidence; it appears some administrators are going to only judge what they see in the classroom.  I decided to update the material for Section 10 this week, update my table of contents, print out the new TOC, add it to the notebook, and upload it into the TLE Platform.  In addition, I e-mailed my evaluator to let him/her know that I had new evidence located in my notebook and s/he could review the summarized TOC when they came in.  I received a reply of, "Thank you."

It is my understanding that some evaluators will never ask for evidence and never look into the Documentation section of the TLE Platform.  This willful omission and oversight could cause a problem for teachers.

I believe that many of the teachers who received 2s probably did not have evidence/documentation ready or nearby or did not notify their administrator, but I do not know that for a fact.  Perhaps teachers are taking this lightly and thinking that they are "highly qualified" and will do just fine.  It is my recommendation that you keep your evidence current, applicable, and uploaded into The Platform.  If nothing else, it will serve as dated and timed evidence if you ever have to rebut a low score.

In my current estimation (and the way I feel), it is not about highly qualified or even highly effective anymore; it's about highly documented.

Effectively Organizing the TLE Platform

I am very good at doing things twice: first the cumbersome way and then a better way; I've discovered that long-term "learning style" again through uploading documents into The Platform.  My initial uploads seemed precise to me, and then after reviewing them, they were overly complicated and unclear (and probably would irritate the Evaluator).  I offer this procedure:

1.  When you upload a document, you have to specify which Performance Standard with which it will be associated before you are allowed to upload the document.  In the description section on the left, I put the section and element number and the descriptor, "Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions."  Under that, I put the exact titles from my table of contents from my notebook (copy and paste).  It looks like this:

Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions.

Lesson Plans (dated 8/30/13) showing sequential process for section assessment

Lesson Plans (dated 9/9/13) showing integration of curriculum to long-term goals

Example of all Essential Questions for the year for each lesson with mastery items underlined

Essay: §3.4.2 Understanding the Content and Mastering the Skills Through Research-Based Instructional Strategies

Then, click the check box for Standard 2 from the right side of the window, and then click, "Done."  This will create a section on the right that has a tab, "Attach File."  Like other "attach" tabs, it will open a "choose file" where you can select the document, then click, "OK" and it uploads.  You can upload electronic documents from your computer or scanned files.  Use electronic documents if you have them.  I had many samples of handouts I created for class as well as TKES essays - that had identifying titles - and loaded those into The Platform.  The titles of the documents load into The Platform.  

This is where it gets a little odd: I have scanned many documents (300+) into my computer to upload into The Platform.  Each scan automatically gave it a scan number (Scan0235).  I did not rename each file - that would take too long.  To help organize The Platform, I attached the scanned documents in scanned order with the associated Element descriptor in order of the scanned documents.  Meaning: if the Evaluator wanted to see the, "Example of all Essential Questions for the year for each lesson with mastery items underlined," s/he would look at the third scanned document under Section 2.3.

I have documents in my computer in folders such as, "Teaching Techniques," "Handouts," "GC-Publications," and "GC-TKES."

2.  What do you do with all of those scanned documents?  I occurred to me that I file them somewhere for safe keeping.  So, I created a folder, "GC-TKES/TLE Upload Documents/TO DO."  These files were scanned in order from my notebook, so as I use my table of contents from my Word document, I can put them in the right section of The Platform.  I did not scan all of my documents; only the clear, precise ones that showed excellent evidence.

3.  What do you do with the scanned files after you upload them?  They are still located in your, "TO DO" subfolder.  I decided to create a subfolder entitled: "GC-TKES/TLE Upload Documents/Section 1" then one labeled, "Section 2," etc.  That way, if I need to go back and double check a scan/file, I can find it easily.  I know now which scans have been uploaded into what section and what scans I still have to upload.  It looks like this:

GC-TKES

TLE Upload Documents

Section 1

Section 2

etc...

TO DO

Table of Contents

You may recall that I decided to enter my entire table of contents (TOC) into each Standard to show the totality of my evidence.  (You would be correct in inferring that I have a, "preponderance of the evidence" philosophy with this new system.)  I will reload the TOC as my evidence notebook changes.