Teach Like a Champion Specialist Use this document to identify the strengths, needs, and areas of support for the teachers you suppor. peiute nce Sisha Prato camper CULGn Wide Schwol Cohort Members Name: “Tar a ules No Opt Out Distinguished At least 85 % of the time, the teacher: Proficient Atleast 50% of th teacher: Emerging ‘There is little or no evidence of the teacher: 1, Provides the answer; then has the student repeat the answer. ‘NO OPT OUT: A-sequence | 2, Has another student provide that begins | the answer, the initial student ‘with astudent | repeats the answer. ‘unwilling or “unable to | 3. Provides a cue; student uses answer a question ends © with that student giving the right angweras often, ‘as possible even if they only repeat it. itto find the answer. 4, Has another student provide ‘a cue; the initial student uses it to find the answer. 1. Score Date: 2. Score Date: 3. Score Date: ‘At least 50% of the time, the teacher: 1, Provides the answer; then has the student repeat the answer. 2. Has another student provide the answer; the initial student repeats the answer. 3. Provides a cue; student uses it to find the answer. 4, Has another student provide a cue; the initial student uses it to find the answer. 1. Score Date: 2. Score Date: 3. Score Date: There is little or no evidence of the teacher: 1. Providing the answer; then having the student repeat the answer. 2. Having another student provide the answer; the initial studerit repeats the answer. 3. Providing a eue; student uses it to find the answer. 4, Having another student provide a cue; the initial student uses it to find the answer. 1, Score Dat 2, Score Date: 3. Score Date:eee INDEPENDENT SCHOOL DISTRICT Distinguished At least 85 % of the time, the teacher: Proficient At least 50 % of the time, the teacher: Emerging ‘There is little or no evidence of the teacher: 1, Is Positive: It’s not a “gotcha” (e.g, “What did I just say?”) but a real question. You want students Inorderto | to get it right. A smile always make engaged | helps to increase positivity. participation the 2. Is Systematic: Show that it's expectation, | not personal; Cold Calls come to call on students | everyone. Call on multiple regardless of | students, all around the room. whether they | Avoid making Cold Call hhave raised | consistently connected to student theirhands. | _| actions or affect. This helps Cold Call support CFU. 3, Is Predictable: Let students know it’s 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. 2. Score Date: 1. Is Positive: It’s not a “gotcha” (e.g,, “What did I just say?”) but a real question. You ‘want students to get it right. A simile always helps to increase positivity. 2. Is Systematic: Show that it’s 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 it’s 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 cone another. 1, Being Positive: It’s not a “gotcha” (¢.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. Being Systematic: Show that it’s 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 it’s 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: hg sso Dae: | hes hea iret ' os WJ ® en er)HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient Emerging ‘There is little or no evidence of the teacher: At least 85 % of the time, the teacher: At least 50 % of the time, the teacher: 1, Uses Economy of Language ) | 1. Uses Economy of Language) | 1. Uses Economy of Language focus on what is most important ] focus on what is most important | ) focus on what is and nothing more) ‘and nothing more) important and nothing more) 2. Does not take over (waits _| 2, Does not take over ( waits until | 2. Does not take over ( waits until there is no other talking or | there is no other talking or until there is no other talking Establish | rustling) rustling) control, command and | 3. Does not engage (avoids 3. Does not engage (avoids 3. Does not engage (avoids benign | engaging in other topics until} engaging in other topics until _} engaging in other topics until authority that | they have satisfactorily resolved | they have satisfactorily resolved | they have satisfactorily ‘make the use of | the topic you initiated? the topic you initiated? resolved the topie you excessive initiated? consequences | 4. Squares up, stands still (turns, } 4. Squares up, stands still (turns, unnecessary, | with two feet and two shoulders | with two feet and two shoulders | 4, Squares up, stands stil ( : to face the object of your words | to face the object of your words | turns, with two feet and two directly) directly) shoulders to face the object of your words directly) 5. Teacher uses quiet power _| 5. Teacher uses quiet power (when you get nervous, anxious | (when you get nervous, anxious | 5. Teacher uses quiet power and upset, drop your voice and | and upset, drop your voice and | (when you get nervous, make students strain to listen. | make students strain to listen. | anxious and upset, drop your Exude poise and clam even if | Exude poise and clam even if you | voice and make students strain ‘you aren't feelin, aren’t feeling it, to listen, Exude poise and clam even ifyou aren't feling 1. Score Date: \ /i% 1.Score Date: “2/% it 2. Score Date: | [2S 3, Score Date: Score Date: eh 1. Score Date: 2. Score Date: 3. Score Date:HOUSTON PEE EEE nee ke CYR Proficient Distinguished At least 85 % of the time, Atleast 50 % of the time, the LL ‘on what they (Say show me slant instead of ‘you aren’t slanting) longer fix. (Say show me slant instead of you aren't slanting) 2. Assumes the best. (Say 2. Assumes the best. (Say some sem to have forgotten to their chairs or whoops) follow directions the whole way so let's try it again.) ing 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. 1g out.) Narrating your ‘weakness only makes your weakness seem normal. If you 5. Challenges students as individuals or groups. 5. Challenges students as duals or groups 6. Talks expectations and 2. Score Date: 3. Score Date: 2. Score Date: n/4 Emerging, 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 have forgotten to see ideas rolling out.) Narrating your weakness only makes your weakness seem If you say, “Some asked,” 5. Challenges students as individuals or groups. 6. Talks expectations and 1. Score Date: lng 2. Score Date: sp ec tuys? cy 3. Score Date:HOUSTON INDEPENDENT SCHOOL DisTRICT Distinguished Proficient Emerging Atleast 85% of the time, the | Atleast $0% of the time, ] There is little or no evidence of teacher: the teacher: the teacher: Make your: iseussions ‘more 1. Requires students to validate | 1, Requires students to 1. Requires students to validate productive and | and build off of preceding validate and build off of and build off of preceding enjoyable by | statements made by classmates, —_| preceding statements made _| statements made by classmates, normalizing a | using the names of and making eye | by classmates, using the using the names of and making set of ground } contact with classmates, speaking | names of and making eye _| eye contact with classmates, loudly enough to be heard well, | contact with classmates, speaking loudly enough to be and framing comments articulately. | speaking loudly enough to | heard well, and framing be heard well, and framing | comments articulately. comments articulately, 2. Provides sentence starter when cohesive and | needed. 2. Provides sentence starter when ‘connected. 2. Provides sentence starter} needed. when needed. 3. Manages the meta. 3. Manages the meta, 3. Manages the meta, 1. Score Date: I. Score Date: 1, Score Date: 2. Score Date: 2, Score Date: 3. Seore Date: 3. Score Date:HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient Emerging At least 85% of the time, the | At least 50% ofthe time, the } There is little or no evidence teacher: teacher: of the teacher: Precise praise | 1. Differentiates between |. Differentiates between 1. Differentiates between isastrategy | 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 forstudents, | been achioved); been achieved); ‘exceptional has been achieved); 2, Praises and acknowledges} 2. Praises and acknowledges loud — fixs soft; loud = fxs soft; 2, Praises and acknowledges loud —fixs soft; 3. Provides praise which is 3. Provides praise which is genuine (address praise and} genuine (address praise and 3. Provides praise which is correction specifically to those} correction specifically to those} genuine (address praise and who need to receive it~don't _} who need to receive it ~ don’t use | correction specifically to those use the praise of one student to | the praise of one student to serve | who need to receive it don't serve as the correction of as the correction of another), | use the praise of one student 10 another). serve as the correetion of 1, Seore Date: 2] another). 1. Score Date: 2, Score Date: 1. Seore Date: 2/10 2. Score Date: 3. Score Date: 2, Score Date: 3/(p 3. Score Date: 3. Score Date: studer Fadl wher: iS rch oop CentPrivate Individual Correction HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished At least 85% of the time, the teacher: Proficient At least 50% of the time, the teacher: Emerging There is little or no evidence of the teacher: Private Individual ‘Correction allows teacher to individually reinforce a student without any other students noticing, ‘When you have toname names, ‘you can still make use of privacy. T. Keeps their one-on-one reditections as private as possible. Lowers their voice to preserve as 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, Lexpect to see them do it.” 1. Score Date: . Score Date: 3. Score Date: T. Keeps their one—on-one redirections as private as possible. Lowers their voi preserve as much privacy as possible. to 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. 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: 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 do it” 1. Score Date: 2, Score Date: 3. Score Date:HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient At least 85 % of the time, the At least 50% of the time, teacher: the teacher: Emerging ‘There is little or no evidence of the teacher: Check for Understanding equals gathering data constantly and in real-time, then acting on ‘it promptly. 1. Adeptly, efficiently and frequently uses a variety of checking for understanding techniques to constantly monitor student learning. 2. Frequently and consistently uses her order thinking questions to push student thinking, 3. Always uses real-time data to adjust instruction, 4, Unrelentingly focuses on student 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 a”) 1. Score Date: tl hg 2, Score Date: 3. Score Date: > 1. Adeptly, efficiently ‘and frequently uses a variety of checking for understanding techniques to constantly monitor student learning, 2. Frequently and consistently uses higher order thinking questions +o push student thinking 3. Always uses real-time data to adjust instruction, 4, Unrelentingly focuses on student 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") 1. scare Datel || 3 () 2, Score Date: 3. Score Date: 1. Adeptly, efficiently and frequently uses a variety of checking for understanding techniques to constantly monitor student learning, 2. Frequently and consistently uses higher order thinking questions to push student thinking, 3. Always uses real-time data to adjust instruction, 4. Unrelentingly focuses on student 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”) 1. Score Date: "6 2. score Dae: (25 3. Score Date: peHOUSTON INDEPENDENT SCHOOL DISTRICT Toy Factor Celebrate the work of Jeaming as you 0. Distinguished At least 85 % of the time, the teacher: T. Uses fun and games to draw on a ' love for challenges, competition and play. 2. Makes kids fee! they belong and are a part of “us”. 3. Uses drama, song and dance to raise spirits and establish collective identity 4, Invokes humor to make happy and fulfilled students. 5. Uses suspense and surprise to make the classroom an adventure. 1. Score Date: 2, Score Date: 3. Score Date: Proficient At least 50% of the time, the teacher: 1. Uses fim and games to draw on a kid’s love for challenges, competition and play. 2, Makes kids feel they belong and are a part of “us”, 3. Uses drama, song and dance to raise spirits and establish collective identity 4. Invokes humor to make happy and fulfilled students, 5, Uses suspense and surprise to make the classroom an adventure. 1. Score Date: 2 ky 2. Score Date: 3. Score Date: ‘Emerging ‘There is little or no evidence of the teacher: T. Uses fin and games to draw on a kid’s love for challenges, competition and play. 2. Makes kids feel they belong and are a part of “us”. 3. Uses drama, song and dance to raise spirits and esta collective identity 4. Invokes humor to make happy and fulfilled students. 5. Uses suspense and surprise to make the classroom an adventure, 1. Score Date: 2/5 2, Score Date: 3, Score Date: