Teach Like a Champion Specialist Cohort Members Name: ‘NO OPT OUT; A sequence that Heng with a student ‘unwilling or unable to answer a question ends with that student giving the right, fae ate 1s possible even if they only repeat it. Distinguished At least 85 % 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 itto find the answer. 4, Has another student provide cue; the initial student uses it to find the answer. 1, Score Date: 2, Score Date: 3. Score Date: Campus:_UL chad Proficient At least 50 % of the teacher: e, the 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-seoredae: 21 2, Score Date: Emerging ‘There is little or no evidence of the teacher: ‘ 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 tial student repeats the answer. 3. Providing a cue; 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 Date: Ww 2, seoreDate: Alp 3. Score Date:HOUSTON INDEPENDENT SCHOOL DISTRICT Proficient Distinguished Emerging, At least 85 % of the time, the teacher: At least 50 % of the time, the teacher: ‘There is little or no evidence of the teacher: 1. Is Positive: It’s not a “gotcha” | 1. Is Positive: It’s nota 1. Being Positive: It’s not a (e.g, “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 areal question. You | say?") but areal question. You Inorderto 0 getitright. Asmile always | want stadens to gotitright, A want students to get itright. A make engaged | helps to increase positivity. smile always helps to increase} smile always helps to increase participation positivity. positivity. the 2. Ts 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. Call on Calls come to everyone. Call whether they | Avoid making Cold Call multiple students, all around the | on multiple students, all around have 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 it’s comi 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 increase pacing and energy | will increase pacing and energy another. and cause students to listen to} and cause students to listen to one another. one another. 1.Seore Date: U2. 1. Score Date: Vg 0 1. Seore Date: Ves UW 2, Score Date: 3. Score Date: 3. Score Date: 3. Score Date: pe WO UMNoe atc > Ay ma yor’ 2, Score Date: 2, Score DatHOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient Emerging Atleast 85% of the time, the } Atleast 50% of the time, the | There is little or no evidence teacher teacher: of 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 most 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) or 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 topic 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 still ( 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 feeling it. aren’t feeling it. to listen, Exude poise and clam even if you aren't feeling 1. Score Date: hy 1, Score Date: ay it 2. seore Date: US 2. Score Date: 1. Score Date: “2/2¢) 3. Score Date: 3. Score Date: 2. Score Date: 3. Score Date:HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished ‘At least 85 % of the time, the teacher: Make corrections consistently; but make them positively. ‘Narrate the ‘world you want your Students to see even while you are relentlessly improving it, 1. Lives in now. Avoids harping on what they can no longer fix. (Say show me stant 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 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 2. Score Date: 3, Score Date: Proficient At least 50 % of the time, the teacher: 1. Lives in now. Avoids harping con 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 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. uf 1. sear baw: 1/7 2. Score Date: ! vi q 3, Score Date: Emerging a ‘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 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 toit 1. score Date: 1/1. 2. Score Date: | | Pv 3. Score Date: : \ Consist a NotavontesHabits of _ Discussion Cree Distinguished At least 85.% of the time, the teacher: INDEPENDENT SCHOOL Proficient Atleast 50% of the time, the teacher: ean Emerging ‘There is the teacher: le or no evidence of 3, Manages the meta, 1. Score Date: 2. Score Date: 3. Score Date: when needed. 3, Manages the meta, 1. Score Date: 2, Score Date: 3. Score Date: Make your discussions 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 | 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, rules or | loudly enough to be heard well, | contact with classmates, | speaking loudly enough to be - habits” that | and framing comments articulately. } speaking loudly enough to} heard well, and framing, allow be heard well, and framing | comments articulately, discussion to comments articulately. be more efficiently | 2. Provides sentence starter when ‘cohesive and | needed. 2. Provides sentence starter when connected. 2. Provides sentence starter | needed, 3. Manages the meta. 1. Score Date: Score Date: 3. Score Date:HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient ‘Emerging At least 85 % of the time, the teacher: Atleast 50 % of the time, the teacher: ‘There is little or no evidence of the teacher: Precise praise | 1. Differentiates between isastrategy | acknowledgment and praise that uses | (acknowledges when precise and | expectations have been met and Justified praise | praises when the exceptional has for students, | been achieved); 1. Differentiates between acknowledgment and praise (acknowledges when expectations have been met and praises when the exceptional has bbeen achieved); 1. Differentiates between acknowledgment and praise (acknowledges when expectations have been met and praises when the exceptional has been achieved); 2, Praises and acknowledges 2, Praises and acknowledges loud —fixs soft; loud —fixs soft; 2. Praises and acknowledges loud —fixs soft; 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 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). 3. Provides praise which ‘genuine (address praise and correction specifically to those who need to receive it~ don’t use the praise of one student to another). serve as the correction of 1. Score Date: | ips another). 1. Score Date: 2. Score Date: 1 Sore Date’ 2B 2. Score Date: 3. Score Date: 2, Seore Date: 2/2 3. Score Date 3. Score Date:HOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient Emerging Individual Correction At least 85.% of the time, the | At least 50.% of the time, ‘Thete is little or no evidence teacher: the teacher: of the teacher: [T. Keeps their one-on-one T. Keeps their one—on-one | 1 : | redirections as private as possible. | redirections as private as redireetions as private as Private Individual | Lowers their voice to preserve as | possible. Lowers their voice to | possible. Lowers their voice to Correction allows | much privacy as possible. preserve as much privacy as | preserve as much privacy as teacher to possible, possible, individually | 2, Asks the class to work reinforeea | independently when needing 2, Asks the class to work | 2. Asks the class to work student without | more time with a student, making | independently when needing | independently when needing ‘any other | the intervention as “offstage” as | more time with a student, more time with a student, students noticing, | possible. making the intervention as | making the intervention as “offstage” as possible. “offstage” as possible. 3. Matches their redirection to the student, the behavior, and the | 3. Matches their redirection to | 3. Matches their redirection to ‘When you lave | context. the student, the behavior, and | the student, the behavior, and to name names, | the context, the context. youcan still | 4, Redirects with simple non- make use of | verbal interventions or whole 4. Redirects with simple non- | 4, Redirects with simple non- privacy. | class reminders of class verbal interventions or whole | verbal interventions or whole i | expectations class reminders of class class reminders of class ce expectations. expectations. & _| 5. Is careful to describe the solution, not the problem ( Using technique WHAT TO DO) 5. Iscareful to describe the | 5. Is careful to deseribe the solution, not the problem ( | solution, not the problem ( _ | 6. Emphasizes purpose (“ this is | Using technique WHAT TO | Using technique WHAT TO | important for you to learn.” over | DO) DO) : power ( “ when I ask someone to : _| situp, Lexpect to see them do it” | 6. Emphasizes purpose (“ | 6. Emphasizes purpose (“ this, ‘ this is important for you to | is important for you to learn.” learn.” over power (“when |_| over power (‘* when [ask ask someone to sit up, I expect } someone to sit up, I expect to 1. Score Date: to see them do it.” see them do it.” 2. Score Date: ae. 3. Score Date: 1, Score Date: 1, Score Date: Z 2. Score Date: 2, Score Date: - 3, Score Date: 3. Score Date: : L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: ——, 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 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. Seore Date: "1/29 2. score Date: |/30) 3. 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: Jj & 2. 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 t0 failed mastery 6 Normalizes error (“Getting it wrong is a normal part of getting it right”) 1 score date: ALS, 2, Score Date: 3. Score Date: Gal? U UPHOUSTON INDEPENDENT SCHOOL DISTRICT Distinguished Proficient ‘Emerging At least 85 % of the time, the At least 50% of the time, | ‘There is little or no evidence teacher: the teacher: of the teacher: ~~ [T, Uses fun and games to draw ona | 1. Uses fan-and games to | 1. Uses fim and games to draw kid's love for challenges, competition | draw on a kid’s love for _} on a kid’s love for challenges, and play. challenges, competition and | competition and play. a Celebrate the | 2, Makes kids feel they belong andare | 2. Makes kids fee! they belong work of | a part of “us” 2. Makes kids feel they | and are a part of “us learning as you | belong and are a part of £0. 3. Uses drama, song and dance to raise | “us”. 3. Uses drama, song and dance spirits and establish collective identity to raise spirits and establish 3. Uses drama, song and _| collective identity _| 4. Invokes humor to make happy and | dance to raise spirits and _ | fulfilled students. establish collective identity | 4. Invokes humor to make happy and fulfilled students. 5. Uses suspense and surprise to make | 4, Invokes humor to make the classroom an adventure, happy and fulfilled 5. Uses suspense and surprise students, ‘to make the classroom an 1. Score Date: adventure. 5. Uses suspense and 2. Score Date: ‘surprise to make the 1. Score Date: ce classroom an adventure, | 3. Score Date: 2. Score Date: 1. Score Date: : 3, Score Date: 2. Score Date: 3. Score Date: