Teach Like a Champion Specialist

Use this document to identify the strengths, needs, and areas of support for the teachers you support .

Specialist Name: _____C. McGee________________ Campus: ____Southmayd_____________________

Cohort Members Name: _____J. Martinez and M. Stavrinoe__________________________________

No Opt Out Distinguished Proficient Emerging

At least 50 % of the time, the There is little or no evidence
At least 85 % of the time, the teacher: of the teacher:
teacher:

At least 50 % of the time, the There is little or no evidence

1. Provides the answer; then teacher: of the teacher:
NO OPT OUT: has the student repeat the
A sequence answer. 1. Provides the answer; then 1. Providing the answer;
that begins has the student repeat the then having the student
with a student 2. Has another student provide answer. repeat the answer.
unwilling or the answer; the initial student
unable to repeats the answer. 2. Has another student 2. Having another student
answer a provide the answer; the initial provide the answer; the
question ends 3. Provides a cue; student uses student repeats the answer. initial student repeats the
with that it to find the answer. answer.
student giving 3. Provides a cue; student
the right 4. Has another student provide uses it to find the answer. 3. Providing a cue; student
answer as often a cue; the initial student uses it uses it to find the answer.
as possible to find the answer. 4. Has another student
even if they provide a cue; the initial 4. Having another student
only repeat it. student uses it to find the provide a cue; the initial
answer. student uses it to find the
answer.
1. Score Date: Martinez 3-22-
17
1. Score Date: Martinez 3-6- 1. Score Date: Stavrinoe
2. Score Date: Stavrinoe 3-26- 17 3-3-17
17
2. Score Date: Stavrinoe 3-21- 2. Score Date:
3. Score Date: 17
3. Score Date:
3. Score Date:
 Cold Call Distinguished
At least 85 % of the time, the
teacher:
1. Is Positive: Its not a gotcha
In order to (e.g., What did I just say?) but a
make engaged real question. You want students
participation to get it right. A smile always
the helps to increase positivity.
expectation,
call on students 2. Is Systematic: Show that its
regardless of not personal; Cold Calls come to
whether they everyone. Call on multiple
have raised students, all around the room.
their hands. Avoid making Cold Call
consistently connected to student
actions or affect. This helps Cold
Call support CFU.
3. Is Predictable: Let students
know its coming, either right
now or eventually.
4. Unbundles: Break big complex
questions apart into smaller
connected ones. This will
increase pacing and energy and
cause students to listen to one
another.
1. Score Date: Martinez 3-6-17
2. Score Date: Stavrinoe 3-21-
17
3. Score Date:
Proficient
At least 50 % of the time, the
teacher:
1. Is Positive: Its not a 1. Being Positive: Its not a
gotcha (e.g., What did I just gotcha (e.g., What did I just
say?) but a real question. You
want students to get it right. A
smile always helps to increase
positivity.
2. Is Systematic: Show that its
not personal; Cold Calls come
to everyone. Call on multiple
students, all around the room.
Avoid making Cold Call
consistently connected to
student actions or affect. This
helps Cold Call support CFU.
3. Is Predictable: Let students
know its coming, either right
now or eventually.
4. Unbundles: Break big
complex questions apart into
smaller connected ones. This
will increase pacing and energy
and cause students to listen to
one another.
1. Score Date: Stavrinoe 3-3-
17
2. Score Date:
3. Score Date:
Emerging
There is little or no evidence
of the teacher:
say?) but a real question. You
want students to get it right. A
smile always helps to increase
positivity.
2. Being Systematic: Show
that its not personal; Cold
Calls come to everyone. Call
on multiple students, all around
the room. Avoid making Cold
Call consistently connected to
student actions or affect. This
helps Cold Call support CFU.
3. Being Predictable: Let
students know its coming,
either right now or eventually.
4. Unbundling: Break big
complex questions apart into
smaller connected ones. This
will increase pacing and energy
and cause students to listen to
one another.
1. Score Date:
2. Score Date:
3. Score Date:
Strong Voice: Distinguished Proficient Emerging
Going Formal At least 50 % of the time, the There is little or no evidence
N/A At least 85 % of the time, the teacher: of the teacher:
teacher:

1. Uses Economy of Language ) 1. Uses Economy of Language ) 1. Uses Economy of Language

focus on what is most important
and nothing more)
Establish 2. Does not take over ( waits
control, until there is no other talking or
command and rustling)
benign 3. Does not engage (avoids
authority that engaging in other topics until
make the use they have satisfactorily resolved
of excessive the topic you initiated?
consequences 4. Squares up, stands still ( turns,
unnecessary. with two feet and two shoulders
to face the object of your words
directly)
5. Teacher uses quiet power
(when you get nervous, anxious
and upset, drop your voice and
make students strain to listen.
Exude poise and clam even if
you arent feeling it.
1. Score Date:
2. Score Date:
focus on what is most important
and nothing more)
2. Does not take over ( waits until
there is no other talking or
rustling)
3. Does not engage (avoids
engaging in other topics until
they have satisfactorily resolved
the topic you initiated?
4. Squares up, stands still ( turns,
with two feet and two shoulders
to face the object of your words
directly)
5. Teacher uses quiet power
(when you get nervous, anxious
and upset, drop your voice and
make students strain to listen.
Exude poise and clam even if you
arent feeling it.
1. Score Date:
2. Score Date:
) focus on what is most
important and nothing more)
2. Does not take over ( waits
until there is no other talking
or rustling)
3. Does not engage (avoids
engaging in other topics until
they have satisfactorily
resolved the topic you
initiated?
4. Squares up, stands still
( turns, with two feet and two
shoulders to face the object of
your words directly)
5. Teacher uses quiet power
(when you get nervous,
anxious and upset, drop your
voice and make students strain
to listen. Exude poise and
clam even if you arent feeling
it.
1. Score Date:

3. Score Date: 3. Score Date: 2. Score Date:

3. Score Date:

Distinguished Proficient Emerging

Positive At least 50 % of the time, the There is little or no evidence of
Framing At least 85 % of the time, teacher: the teacher:
N/A the teacher:
 1. Lives in now. Avoids
Make harping on what they can no
corrections longer fix. (Say show me slant
consistently; instead of you arent slanting)
but make 2. Assumes the best. (Say
them some people seem to have
positively. forgotten to push in their chairs
or whoops)
Narrate the 3. Allows plausible anonymity.
world you want (Some people didnt manage to
your follow directions the whole
students to see way so lets try it again.)
even while you 4. Builds momentum, and
are relentlessly narrates the positive. (I see
improving it. pencils moving. I see ideas
. rolling out.) Narrating your
weakness only makes your
weakness seem normal. If you
say, Some students didnt do
what I asked, you made that
situation public.
5. Challenges students as
individuals or groups.
6. Talks expectations and
aspirations. Keep their eyes on
the prize by constantly
referring to it. Dont ask
rhetorical questions. Thank
you for joining us Pat instead
of Would you like to join us
Pat?
1. Score Date:
2. Score Date:
3. Score Date:
Habits of Distinguished
Discussion
N/A At least 85 % of the time, the
teacher:
1. Lives in now. Avoids harping
on what they can no longer fix.
(Say show me slant instead of
you arent slanting)
2. Assumes the best. (Say some
people seem to have forgotten to
push in their chairs or whoops)
3. Allows plausible anonymity.
(Some people didnt manage to
follow directions the whole way
so lets try it again.)
4. Builds momentum, and
narrates the positive. (I see
pencils moving. I see ideas
rolling out.) Narrating your
weakness only makes your
weakness seem normal. If you
say, Some students didnt do
what I asked, you made that
situation public.
5. Challenges students as
individuals or groups.
6. Talks expectations and
aspirations. Keep their eyes on
the prize by constantly referring
to it. Dont ask rhetorical
questions.
1. Score Date:
2. Score Date:
3. Score Date:
Proficient
At least 50 % of the time,
the teacher:
1. Lives in now. Avoids harping
on what they can no longer fix.
(Say show me slant instead of you
arent slanting)
2. Assumes the best. (Say some
people seem to have forgotten to
push in their chairs or whoops)
3. Allows plausible anonymity.
(Some people didnt manage to
follow directions the whole way
so lets try it again.)
4. Builds momentum, and
narrates the positive. (I see
pencils moving. I see ideas rolling
out.) Narrating your weakness
only makes your weakness seem
normal. If you say, Some
students didnt do what I asked,
you made that situation public.
5. Challenges students as
individuals or groups.
6. Talks expectations and
aspirations. Keep their eyes on
the prize by constantly referring
to it.
1. Score Date:
2. Score Date:
3. Score Date:
Emerging
There is little or no evidence of
the teacher:
 Make your
discussions 1. Requires students to validate 1. Requires students to 1. Requires students to validate
more and build off of preceding validate and build off of and build off of preceding
productive and statements made by classmates, preceding statements made statements made by classmates,
enjoyable by using the names of and making eye by classmates, using the using the names of and making
normalizing a contact with classmates, speaking names of and making eye eye contact with classmates,
set of ground loudly enough to be heard well, contact with classmates, speaking loudly enough to be
rules or and framing comments articulately. speaking loudly enough to heard well, and framing
habits that be heard well, and framing comments articulately.
allow 2. Provides sentence starter when comments articulately.
discussion to needed. 2. Provides sentence starter when
be more 2. Provides sentence starter needed.
efficiently when needed.
cohesive and 3. Manages the meta. 3. Manages the meta.
connected. 3. Manages the meta.

1. Score Date: 1. Score Date:

1. Score Date:
2. Score Date: 2. Score Date:
2. Score Date:
3. Score Date: 3. Score Date:
3. Score Date:

Precise Praise Distinguished Proficient Emerging

At least 50 % of the time, the There is little or no evidence
At least 85 % of the time, the teacher: of the teacher:
teacher:

Precise praise 1. Differentiates between 1. Differentiates between 1. Differentiates between

is a strategy acknowledgment and praise acknowledgment and praise acknowledgment and praise
that uses (acknowledges when (acknowledges when (acknowledges when
precise and expectations have been met and expectations have been met and expectations have been met
justified praise praises when the exceptional has praises when the exceptional has and praises when the
for students. been achieved); been achieved); exceptional has been
2. Praises and acknowledges 2. Praises and acknowledges achieved);
loud fixs soft; loud fixs soft; 2. Praises and acknowledges
3. Provides praise which is 3. Provides praise which is loud fixs soft;
genuine (address praise and genuine (address praise and 3. Provides praise which is
 correction specifically to those
who need to receive it dont
use the praise of one student to
serve as the correction of
another).
1. Score Date: Martinez 12-15
2. Score Date:
3. Score Date:
correction specifically to those
who need to receive it dont use
the praise of one student to serve
as the correction of another).
1. Score Date: Stavrinoe 11-29
2. Score Date: Martinez 12-2
3. Score Date:
genuine (address praise and
correction specifically to those
who need to receive it dont
use the praise of one student to
serve as the correction of
another).
1. Score Date: Stavrinoe
11/4
2. Score Date:

3. Score Date:

Private Distinguished Proficient Emerging

Individual At least 50 % of the time, There is little or no evidence
Correction At least 85 % of the time, the the teacher: of the teacher:
N/A teacher:

1. Keeps their one on-one 1. Keeps their one on-one 1. Keeps their one on-one
redirections as private as possible. redirections as private as redirections as private as
Private Lowers their voice to preserve as possible. Lowers their voice to possible. Lowers their voice to
Individual much privacy as possible. preserve as much privacy as preserve as much privacy as
Correction allows 2. Asks the class to work possible. possible.
a teacher to independently when needing 2. Asks the class to work 2. Asks the class to work
individually more time with a student, making independently when needing independently when needing
reinforce a the intervention as offstage as more time with a student, more time with a student,
student without possible. making the intervention as making the intervention as
any other 3. Matches their redirection to offstage as possible. offstage as possible.
students noticing. the student, the behavior, and the 3. Matches their redirection to 3. Matches their redirection to
context. the student, the behavior, and the student, the behavior, and
When you have 4. Redirects with simple non- the context. the context.
to name names, verbal interventions or whole 4. Redirects with simple non- 4. Redirects with simple non-
 class reminders of class
you can still expectations.
make use of
privacy. 5. Is careful to describe the
solution, not the problem ( Using
technique WHAT TO DO)
6. Emphasizes purpose ( this is
important for you to learn. over
power ( when I ask someone to
sit up, I expect to see them do it.
1. Score Date:
2. Score Date:
3. Score Date:
verbal interventions or whole
class reminders of class
expectations.
5. Is careful to describe the
solution, not the problem
( Using technique WHAT TO
DO)
6. Emphasizes purpose (
this is important for you to
learn. over power ( when I
ask someone to sit up, I expect
to see them do it.
1. Score Date:
2. Score Date:
verbal interventions or whole
class reminders of class
expectations.
5. Is careful to describe the
solution, not the problem
( Using technique WHAT TO
DO)
6. Emphasizes purpose ( this
is important for you to learn.
over power ( when I ask
someone to sit up, I expect to
see them do it.
1. Score Date:
2. Score Date:

3. Score Date: 3. Score Date:

CFU Distinguished Proficient Emerging

At least 50 % of the time, There is little or no evidence
At least 85 % of the time, the the teacher: of the teacher:
teacher:

Check for 1. Adeptly, efficiently and

Understanding frequently uses a variety of
equals 1. Adeptly, efficiently and frequently 1. Adeptly, efficiently checking for understanding
gathering data uses a variety of checking for and frequently uses a techniques to constantly
constantly and understanding techniques to variety of checking for monitor student learning.
in real-time, constantly monitor student learning. understanding techniques
then acting on to constantly monitor 2. Frequently and
it promptly. 2. Frequently and consistently uses student learning. consistently uses higher
higher order thinking questions to order thinking questions to
push student thinking 2. Frequently and push student thinking
consistently uses higher
3. Always uses real-time data to order thinking questions 3. Always uses real-time data
adjust instruction. to push student thinking to adjust instruction.

4. Unrelentingly focuses on student 3. Always uses real-time 4. Unrelentingly focuses on

mastery of specific objectives.
5. Takes action quickly & effectively
in response to failed mastery
6 Normalizes error (Getting it
wrong is a normal part of getting it
right)
data to adjust instruction.
4. Unrelentingly focuses
on student mastery of
specific objectives.
5. Takes action quickly &
effectively in response to
student mastery of specific
objectives.
5. Takes action quickly &
effectively in response to
failed mastery
6 Normalizes error (Getting
 failed mastery it wrong is a normal part of
getting it right)
1. Score Date: Stavrinoe 1-25 6 Normalizes error
(Getting it wrong is a
2. Score Date: Martinez 2-23 normal part of getting it 1. Score Date:
right)
3. Score Date: 2. Score Date:

1. Score Date: Stavrinoe 3. Score Date:

1-10

2. Score Date: Martinez

2-7

3. Score Date:

Joy Factor Distinguished Proficient Emerging

N/A At least 50 % of the time, There is little or no evidence
At least 85 % of the time, the the teacher: of the teacher:
teacher:

1. Uses fun and games to draw on a 1. Uses fun and games to 1. Uses fun and games to draw
kids love for challenges, competition draw on a kids love for on a kids love for challenges,
Celebrate the and play. challenges, competition and competition and play.
work of 2. Makes kids feel they belong and are play. 2. Makes kids feel they belong
learning as you a part of us. 2. Makes kids feel they and are a part of us.
go. 3. Uses drama, song and dance to raise belong and are a part of 3. Uses drama, song and dance
spirits and establish collective identity us. to raise spirits and establish
4. Invokes humor to make happy and 3. Uses drama, song and collective identity
fulfilled students. dance to raise spirits and 4. Invokes humor to make
5. Uses suspense and surprise to make establish collective identity happy and fulfilled students.
the classroom an adventure. 4. Invokes humor to make 5. Uses suspense and surprise
1. Score Date: happy and fulfilled to make the classroom an
students. adventure.
2. Score Date: 5. Uses suspense and 1. Score Date:
surprise to make the
3. Score Date: classroom an adventure. 2. Score Date:
1. Score Date:
3. Score Date:
2. Score Date:
 3. Score Date:
:

Discussion Fundamentals: Voice, Tracking, Names

The simple and yes, fundamental, skill of speaking loudly, I feel, is an essential skill that all

students should be encouraged to develop. Time and time again, in the video clips available to view
through the Teach Like a Champion website, teachers consistently and unemotionally ask students to
speak up; of import, they do NOT say speak up. Simply by stating Voice or So we can hear
you; the practice is unapologetic and in my opinion a critical life skill.
Through the consistent use of Habits of Discussion, students are redirected to look at the

student they are responding or reacting to; again, in the sample video clips, the teacher consistently say,
Tracking and or use the hand signal of using the fore finger and the second finger to point to the eyes
and out toward the person to whom the speaker should make eye contact.
Encourage students, not only to pick up on the trail of the student that spoke before them, but also

to use their name. I like this; is gives discussion more eloquence, its very Socratic, and it disciplines the
students to lock in on the people they should be listening to and acknowledging. an often overlooked
detail that improves discussions is the practice of of expecting (and reminding) students to use one
anothers names. Subtle interruptions, steering students toward this habit, Great; turn to Michael
or OK, turn to Susan and repeat.
Follow-on, and Follow-on Prompting
Follow-on prompting is a means to train students in discussions to listen and pick up on the

previous speakers statements. Habits of Discussion asks the teacher to use simple phrases before
calling on the next student, such as: Develop, Evidence, please Add on, Michelle or even
Follow-on are effective and, after a while, about as directive as you need to be; the goal is to
eventually move toward an discussion un-narrated by the teacher. Promotion of peer-to-peer listening is a
key component when the expectation is that the students respond and build upon each others comments.
This critical habit, Always listeningteachers promote to help build a culture of peer listening and
discussion. ,(p.319).
Sentence Starters
Encourage students to begin their reflections in a discussion, agreeing or disagreeing with the

previous speaker by framing or linking their comment with the following Habits of
Discussion example sentence starters:
I understand why you say that, Julia, but
I was thinking so something similar, Mike
There was another example of that Susan
I want to add to what you just said John
That makes sense Lily, however
These opening phrases lets the students classmates know that the speaker was listening, validates
previous comments and establishes a linked discussion, creates flow. The text suggests that teachers
post these example discussion sentence starters on the wall or board at the beginning of planned
discussion activities.

Managing the Meta

Habits of Discussion is really designed to emulate the principals of Socratic discussion.

developing and expanding ideas through a series of connected commentssometimes requires

keeping a discussion inside the box.We tend to valorize thinking outside the box: it smacks of
creativity, cognitive leaps, and the raw stuff of insight. In classroom discussion, however, keeping it inside
the box-staying focused on a specific topic; maintaining steady, deep reflection on one idea-is often more
valuable.,(p.321). The teachers goal is to frame the expectations of the discussion and set brief, strong
parameters within which the students elaborate.