Teach Like a Champion Specialist

Use this document to identify the strengths, needs, and areas of support for the teachers you support .
Specialist Name: __Carolina Moore______________________ Campus: ____DeChaumes Elementary_____________
Cohort Members Name: _____Karen Ortega____________________________________
Strong Voice:
Going Formal

Distinguished
At least 85 % of the time, the
teacher:

Establish
control,
command and
benign
authority that
make the use
of excessive
consequences
unnecessary.

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 arent feeling it.
1. Score Date:

Proficient
At least 50 % of the time, the
teacher:

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 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: 9/15/16

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 arent feeling
it.
1. Score Date:

2. Score Date:9/22/16

2. Score Date:

3. Score Date:

3. Score Date:

2. Score Date:
3. Score Date:

Cold Call

Distinguished

Proficient
At least 50 % of the time, the

Emerging
There is little or no evidence

At least 85 % of the time, the

teacher:

In order to
make engaged
participation
the
expectation,
call on students
regardless of
whether they
have raised
their hands.

teacher:

1. Is Positive: Its not a 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.

Make
corrections
consistently;

1. Is Positive: Its not a

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.

1. Being Positive: Its not a

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.

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. Is Predictable: Let students

know its coming, either right
now or eventually.

3. Being 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.

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:

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3. Score Date:

Distinguished
Positive
Framing
Show Call

of the teacher:

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)

Proficient
At least 50 % of the time, the
teacher:

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 arent slanting)

1. Lives in now. Avoids harping

on what they can no longer fix.
(Say show me slant instead of you
arent slanting)

but make
them
positively.
Narrate the
world you want
your
students to see
even while you
are relentlessly
improving it.
.

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. Thank
you for joining us Pat instead
of Would you like to join us
Pat?
1. Score Date:

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: 10/26/16
2. Score Date:

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: 10/7/16
2. Score Date:
3. Score Date:

3. Score Date:

2. Score Date:
3. Score Date:
Habits of
Discussion

Distinguished
At least 85 % of the time, the
teacher:

Make your
discussions
more
productive and
enjoyable by
normalizing a
set of ground
rules or
habits that
allow
discussion to
be more
efficiently
cohesive and

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.

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.

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.

connected.

3. Manages the meta.

1. Score Date:

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3. Score Date:

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Precise Praise

Distinguished
At least 85 % of the time, the
teacher:

Precise praise
is a strategy
that uses
precise and
justified praise
for students.

1. Differentiates between
acknowledgment and praise
(acknowledges when
expectations have been met and
praises when the exceptional has
been achieved);
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 dont
use the praise of one student to
serve as the correction of
another).
1. Score Date: 11/30/16

Proficient
At least 50 % of the time, the
teacher:

Emerging
There is little or no evidence
of the teacher:

1. Differentiates between
acknowledgment and praise
(acknowledges when
expectations have been met and
praises when the exceptional has
been achieved);
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 dont use
the praise of one student to serve
as the correction of another).
1. Score Date:

1. Differentiates between
acknowledgment and praise
(acknowledges when
expectations have been met
and praises when the
exceptional has been
achieved);
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 dont
use the praise of one student to
serve as the correction of
another).
1. Score Date: 11/4/16

2. Score Date:
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3. Score Date:

2. Score Date:

3. Score Date:
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Private
Individual
Correction

Private
Individual
Correction allows
a teacher to
individually
reinforce a
student without
any other
students noticing.
When you have
to name names,
you can still
make use of
privacy.

Distinguished
At least 85 % of the time, the
teacher:
1. 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 nonverbal 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:

Proficient
At least 50 % of the time,
the teacher:

Emerging
There is little or no evidence
of the teacher:

1. 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 nonverbal interventions or whole
class reminders of class
expectations.

1. 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 nonverbal 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.

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.

2. Score Date:
1. Score Date:

1. Score Date:

3. Score Date:

CFU

Distinguished
At least 85 % of the time, 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

2. Score Date:

2. Score Date:

3. Score Date:

3. Score Date:

Proficient
At least 50 % of the time,
the teacher:

1. Adeptly, efficiently
and frequently uses a
variety of checking for
understanding techniques
to constantly monitor
student learning.

3. Always uses real-time data to

adjust instruction.

2. Frequently and
consistently uses higher
order thinking questions
to push student thinking

4. Unrelentingly focuses on student

mastery of specific objectives.

3. Always uses real-time

data to adjust instruction.

5. Takes action quickly & effectively

in response to failed mastery

4. Unrelentingly focuses
on student mastery of
specific objectives.

6 Normalizes error (Getting it

wrong is a normal part of getting it
right)
1. Score Date:
2. Score Date:

5. Takes action quickly &

effectively in response to
failed mastery
6 Normalizes error
(Getting it wrong is a
normal part of getting it
right)

3. Score Date:

Emerging
There is little or no evidence
of the teacher:

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:
2. Score Date:

1. Score Date:

3. Score Date:

2. Score Date:
3. Score Date:

Joy Factor

Distinguished

Proficient
At least 50 % of the time,
the teacher:

Emerging
There is little or no evidence
of the teacher:

1. Uses fun and games to

draw on a kids 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:

1. Uses fun and games to draw

on a kids 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:

At least 85 % of the time, the

teacher:

Celebrate the
work of
learning as you
go.

1. Uses fun and games to draw on a

kids 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. Score Date:
3. Score Date:

2. 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.