This document discusses using Bloom's revised taxonomy to examine how teachers instruct students. It encourages shifting professional development from focusing on what teachers teach to how they teach. Teachers are guided to first apply the taxonomy to assessments to determine what knowledge and cognitive skills are assessed, then examine how instruction can prepare students. The goal is to stretch every student every day by providing differentiated, rigorous learning opportunities across the taxonomy. Teachers will analyze their own assessments and instruction through department meetings and evaluations.