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    22 views9 pages

    Opa 2

    Uploaded by

    api-353546151

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    © All Rights Reserved
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    Teach Like a Champion Specialist Use this document to deni the strengths, needs, nd ares of support forthe teachers you support ; Specialist Name: Sasha l rahe Campus: Cull Muddle Sch Cohort Members Name: [eo onroa] Distinguished Proficient ‘Emerging ‘There is little or no evidence of the teacher: At least 85% of the time, the | At least 50.% of the time, the teacher: teacher: There is little or no evidence of the teacher: © Atleast 50% of the time, the teacher: 1. Provides the answer; then has the student repeat the answer. 1, Provides the answer; then No opr OUT: has the student repeat the Assequence | 2. Has another student provide | answer. that begins | the answer, the initial student ‘withastudent } repeats the answer. 2. Has another student is provide the answer; the initial 3. Provides a cue; student uses | student repeats the answer. itto find the answer. 1. Providing the answer; then having the student repeat the answer. 2. Having another student provide the answer; the initial student repeats the answer. 3. Provides a cue; student uses 4, Has another student provide | it to find the answer. a cue; the initial student uses it to find the answer. 4, Has another student provide a cue; the initial student uses it to find the 3. Providing a cue; student uses it to find the answer. 4, Having another student provide a cue; the initial answer. student uses it to find the answer. 1, Score Date: 2. Seore Date: 1, Score Date: 1. Score Date: 2, Score Date: : 3, Score Date: 2. Score Date: 3. Score Date: 3. Score Date: HOUSTON INDEPENDENT SCHOOL D Distinguished Proficient ‘Emerging, At least 85 % of the time, the | At least 50% of the time, the ] There is little or no evidence teacher: teacher: of the teacher: 1, Is Positive: It’s not a “gotcha” | 1. Is Positive: It's not a 1. Being Positive: It’s not a (eg, “What did I just say?”) but a | “gotcha” (e.g, “What did I just} “gotcha” (e.g., “What did I just real question. You want students | say?”) but a real question. You | say?”) but a real question. You Inorderto | togetit right. Asmile always | want students to get itright. A | want students to get itright. A make engaged | helps to increase positivity. smile always helps to inerease | smile always helps to increase participation positivity. positivity the 2. Is Systematic: Show that it's expectation, | not personal; Cold Calls come to. | 2. Is Systematic: Show that} 2. Being Systematic: Show call on students | everyone. Call on multiple it’s not personal; Cold Calls | that it’s not personal; Cold regardless of | students, all around the room. come to everyone. Callon "| Calls come to everyone. Call whether they | Avoid making Cold Call ‘multiple students, all around the | on multiple students, all around hhaye raised | consistently connected to student room. Avoid making Cold Call | the room. Avoid making Cold theirhands. | actions or affect. This helps Cold | consistently connected to Call consistently connected to Call support CFU. student actions or affect. This} student actions or affect. ‘This helps Cold Call support CFU. | helps Cold Call support CFU. 3. Is Predictable: Let students know it’s coming, either right | 3. Is Predictable: Let students | 3. Being Predictable: Let now or eventually. ‘know it’s coming, either right _| students know i's coming, now or eventually either right now or eventually 4. Unbundles: Break big complex questions apart into smaller 4, Unbundles: Break big 4, Unbundling: Break big connected ones. ‘This will complex questions apart into | complex questions apart into increase pacing and energy and | smaller connected ones. This | smaller connected ones. This cause students to listen to one _| will inerease pacing and energy | will increase pacing and energy another. and cause students to listen to | and cause students to listen to cone another. ‘one another. 1. Score Date: Wy 1. Score Date 11 [2G 1. Score Date lig i 2, Score Date: 2. Score Date: /20 2, Score Date: In: 5 3. Score Date: 3. ont a pt : 3. Score se stot ot | Mea HOUSTON DEPENDENT SCHOOL DISTRICT Establish control, command and benign authority that make the use of excessive ‘consequences ‘unnecessary. Ls Distinguished At least 85 % of the time, the teacher: 1, Uses Economy of Language ) 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 you aren’t feeling it. 1. Score Date: 2. Score Date: 3. Score Date: Profi f At least 50 % of the time, the teacher: 1. Uses Economy of Language ) 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 aren’t feeling it. 1. Score Date: | {i q 2 Score Date: } Rs 3, Score Date: ‘Emerging ‘There is little or no evidence of the teacher: 1. Uses Economy of Language ) 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 topies until they have satisfactorily resolved the topic you initiated? 4, Squates up, stands still ( ‘tums, with two feet and two shoulders to face the object of your words directly) 5. Teacher uses quiet power (ovhen you get nervous, anxious and upset, drop your voice and make students strain to listen, Exude poise and ‘clam even if you aren’t feeling it, * seman 218 2, Score Date: 2h 2D 3. Soore Date HOUSTON INDEPENDENT SCHOOL DISTRICT improving it. even while you are relentlessly Distinguished At least 85% of the time, the teacher: I. Lives in now. Avoids harping on what they can no longer fix. (Say show me slant instead of you aren’t slanting) 2. Assumes the best. (Say some people seem to have ‘or whoops) 3. Allows plausible anonymity. follow directions the whole way so let’s try it again.) 4, Builds momentum, and narrates the positive. (Isee pencils moving. I see ideas rolling out.) Narrating your weakness only makes your ‘weakness seem normal. If you say, “Some students didn’t 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. Don’t ask thetorical questions. Thank you for joining us Pat instead of Would you like to join us Pat? 1. Seore Date: || hs 2. Score Date: 3. Score Date: ow Qorer forgotten to push in their chairs (Some people didn’t manage to 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 aren’t 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 didn’t manage to follow directions the whole way so let’s 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 didn’t do what | 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 10 it. Don’t ask rhetorical questions. 1, Seore Date: | 'Bo 2. Score Date: | Ag 3. Score Date: Emerging ‘There is little or no evidence of the teacher: 1. Lives in now. Avoids harping ‘on what they can no longer fix. (Say show me slant instead of you aren’t 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 didn’t manage to follow directions the whole way so let’s 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 didn’t do what I aske you made that situation public. 5. Challenges students as individuals or groups. 6. Talks expectations and aspirations. Kegp their eyes on the prize by constantly refering twit 1. Score Date: (25 2. Score Date: 3. Score Date: 7 ‘Habits of Discussion Make your discussions more “normalizing a niles or | habits” that allow discussion © bemore efficiently cohesive and ‘connected, At least 85 % of the time, the teacher: 1. Requires students to validate productive and | and build off of preceding ‘enjoyable by | statements made by classmates, using the names of and making eye ‘set of ground | contact with classmates, speaking ~ | loudly enough to be heard well, and framing comments articulately. 2. Provides sentence starter when needed. 3, Manages the meta, 1. Score Date: 2. Score Date: 3. Score Date: Proficient At least 50 % of the time, the teacher: 1. Requires students to validate and build off of preceding statements made by classmates, using the names of and making eye contact with classmates, speaking loudly enough to be heard well, and framing comments articulately. 2. Provides sentence starter when needed. 3. Manages the meta. 1. Score Date: 2. Score Date: 3. Score Date: Emerging ‘There is little or no evidence of the teacher: 1, Requires students to validate and build off of preceding statements made by classmates, using the names of and making eye contact with classmates, speaking loudly enough to be heard well, and framing comments articulately, 2. Provides sentence starter when needed. 3. Manages the meta. 1. Score Date: 2. Score Date: 3. Score Date: HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient Emerging At least 85% of the time, the | Atleast 50% of the time, the] ‘There is little or no evidence teacher: teacher: of the teacher: 1. Differentiates between 1. Differentiates between acknowledgment and praise acknowledgment and praise (acknowledges when (acknowledges when expectations have been met and | expectations have been met praises when the exceptional has | and praises when the been achieved); exceptional has been achieved); 1. Differentiates between isastrategy | acknowledgment and praise thatuses | (acknowledges when precise and | expectations have been met and ‘justified praise | praises when the exceptional has been achieved); 2. Praises and acknowledges oud — fixs soft; 2. Praises and acknowledges loud — fixs soft; 2. Praises and acknowledges loud — fixs soft; 3. Provides praise which is ‘genuine (address praise and 3. Provides praise which is correction specifically to those | genuine (address praise and who need to receive it don’t use | correction specifically to those the praise of one student to serve | who need to receive it ~ don’t, as the correction of another). use the praise of one student to 3. Provides praise which is genuine (address praise and correction specifically to those who need to receive it — don’t use the praise of one student to serve as the correction of another). serve as the correction of 1. Score Date: another). 1. Score Date: ; 2. Score Date: 1. Score Date: aly 2. Score Date: : 3. Score Date: 2. Score Date 2/7 (> 3. Score Date: 3. Score Date: 0 Uors ) —-- 4 ab GR INDEPENDENT SCHOOL DisTRI Private Distinguished Proficient ‘Emerging Individual Correction At least 85% of the time, the | At least 50% of the time, ‘There is little or no evides teacher: the teacher: of the teacher: Private Individual Correction allows a teacher‘ individually reinforce a student without any other students noticing. ‘When you have toname names, ‘you can stil ‘make use of privacy, 1. Keeps their one-on-one redirections as private as poss Lowers theit voice to preserve as ‘much privacy as possible. 2. Asks the class to work independently when needing more time with a student, making the intervention as “offstage” as possible. 3. Matches their redirection to the student, the behavior, and the context, 4. Redirects with simple non- ‘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 fo learn.” over power (“ when I ask someone to up, | expect to see them do it.” 1, Score Date: 2. Score Date: le. T. Keeps their one-on-one: redirections as private as possible. Lowers their voice to preserve as much privacy as possible. 2. Asks the class to work independently when needing more time with a student, ‘making the intervention as “offstage” as possible. 3. Matches their redirection to the student, the behavior, and the context 4. Redirects with simple non- 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 doit.” 1, Seore Date: 2. Score Date: 3. Score Date: T. Keeps their one-on-one redirections as private as possible, Lowers their voice to preserve as much privacy as possible, 2. Asks the class to work independently when needing more time with a student, making the intervention as “offstage” as possible 3. Matches their redirection to the student, the behavior, and the context. 4, Redirects with simple non- 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 them do it.” 1. Score Date: 2. Score Date: 3. 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