Since the pandemic, the United States has faced tremendous teacher shortages (Riser-Kositsky, 2021) and national organizations have called for measures to address barriers related to teacher hiring and retention (NEA, 2022a., b; White House, 2022). Many states -- including California -- require pre-service teachers to pass state performance assessments to demonstrate professional competencies for certification. Unfortunately, scores on the California Teaching Performance Assessment (CalTPA) have steadily declined from 2018-2022 resulting in a high failure rate. In effort to improve pre-service teachers' CalTPA scores at our diverse Hispanic-serving state-university, I closely analyzed the competencies assessed in our lowest performing rubric and realized students need to better understand the concept of evidence to effectively annotate videos of classroom instruction. After recognizing the promise of Robert Moses' framework (Ahn et al., 2018; Ahn, I, & Wilson, 2011), I decided to replace my traditional direct teaching approach with Robert Moses' framework to teach the concept of evidence. Students in my fall 2021 seminar and my colleague's comparison fall 2021 and spring 2022 sections were prepared to demonstrate competencies measured by the low-performing rubric using traditional teacher directed presentations and teacher generated examples; whereas, students in my spring 2022 seminar were prepared using Moses' framework. This pilot study examined the impact of Moses' framework on students' state performance assessment scores to inform program improvement. While both instructors' fall 2021 to spring 2022 course improvement efforts resulted in 24.8% and 8.2% CalTPA score improvements, only my course with the Moses' framework intervention reached statistical significance. The study highlights important differences between traditional teacher-centered approaches and student-centered approaches using Moses' framework and calls for further research to support the efficacy of the framework.