You are on page 1of 6

Classroom Culture Specialist

Campus Metric Form


Throughout the year, you will be responsible for measuring the growth and effectiveness of the teachers
on your campus. Use the form below and the attached Implementation Rubric to measure the impact you
are having with the teachers you serve. Complete each box with the Teachers served, date of the activity
and summary of activity. Estimate the number of students impacted by teachers served.

Teacher Leader: Alicia Lopez

Campus: Law Elementary School

CCS Goal #1: Support teachers assigned in the different aspects they are struggling with special focus on
I-7, I-8, I-9 and I-10.

CCS Goal #2: Share useful resources and guide towards implementation regarding communicate content
and concept to students (I-1, I-6, I-8) and student behavior intervention strategies and methods to employ
them for teachers ( I-9, I-10).

CCS Goal #3: Collaborate with the school leadership team to determine a team of educators to lead
interventions.

CCS Goal #4: Contribute to create a cohesive campus culture in the campus.

Teacher(s) (Initials or number Prepare, Date and Activity


only), Grade Level, Campus Inform, Aug. 10th
H.H.,R.D. Leader team Law ES. Model, Train, 2 hours of meeting with the purpose of designing an
Collaborate, effective plan to address misbehavior and how to lead
Law Teachers. Practice interventions.
# students: 800 Collaborate I-7, I-9, I-10

J.H., F.B. New teacher and All. September 14th September 19th September 22nd
teacher. Kindergarten. Law ES. September 29th -
4 meetings of 1 hours each. Introduced and guide
2 teachers (1 teachers towards the implementation of different
new)# students: behavior intervention strategies and methods
44 (CHAMPS, Class Dojo, Star of the week, emotional
and social learning).
I-7, I-9, I-10.
J.H., F.B. New teacher and Model, Train October 04th - October 06th October 20th
teacher. Kindergarten. Law ES. and October 27th
Collaborate. 4 meetings of 1hour each regarding Project
Based Learning and integrated curriculum
and how to successfully implement these
methodologies in the classroom. Share
useful resources and guide towards
implementation regarding communicate

Modified from Paul Bambrick-Santoyo & New Leaders for New Schools
Classroom Culture Specialist
content and concept to students (PL-3, I-3,
I-1, I-6, I-8).

F.B. New teacher. Kindergarten. Observe, October 13th, October 25th


Law ES. Model, Train Observe and provide feedback on classroom
and Practice. management. Support a new teacher in one of the
1 new teacher aspects she is having difficulties with (classroom
# students: 22 management: implementation on CHAMPS and Class
Dojo). (I-8, I-9, I-10).
J.H, F.B New and regular teacher. Model, Train, November 3rd November 10th November 17th
Collaborate November 22nd.
and Practice. 4 meetings of 1hour each regarding Project
1 new teacher, 1
Based Learning and integrated curriculum
regular teacher.
and how to design lesson plans and
# students: 44
activities that promotes high academic
Kindergarten. Law ES. expectations for students, while
differentiating instruction for students
needs by employing a variety of
instructional strategies and having them
actively participating in lesson activities. (I-
3, I-7, I-8).
J.H, F.B New and regular teacher. Model and December 1st - December 8th - December 15th
Kindergarten. Law ES. Train. December 16th.
4 sessions of one hour each regarding teachers needs
in relation to how to communicate content and
concepts to students and have them participating
1 new teacher, 1 actively and engaged. We focused on integrated
regular teacher. curriculum and PBL, the CHAMPS acronym, the Star
# students: 44 of the week strategy and Class Dojo. (I-4, I-6, I-7, I-8,
I-10).
J.H, F.B, E.C. 2 new and regular All. January 3rd January 5th January 11th January
teacher. Kindergarten. Law ES. 12th January 13th - January 14th
Different sessions reviewing CHAMPS and Class
Dojo implementation and the impact these tools have
in our students. ( I-9, I-10).
2 new teachers, 1
J.H, F.B, E.C. 2 new and regular Model, Train January 23rd January 26th.
regular teacher.
teacher. Kindergarten. Law ES. and Practice. Two sessions working on Workstations expectations
# students: 69
and how to manage fast finishers having them engaged
and motivated. (I-3, I-4, I-5, I-7, I-8, I-10).
J.H, F.B, E.C. 2 new and regular Observe, February 6th February 15th - February 22nd
2 new teachers, 1
teacher. Kindergarten. Law ES. Model and February 27th
regular teacher.
Train. Observe and provide feedback on classroom
# students: 69
management. Support a new teacher in one of the
aspects she is having difficulties with (classroom
2 new teachers, management: implementation of CHAMPS and PBL).
# students: 47 (I-6, I-8, I-9, I-10).

Modified from Paul Bambrick-Santoyo & New Leaders for New Schools
Classroom Culture Specialist

*Due to the lack of time, I have had meetings with my team in different days to discuss about the same
concepts (as it has not been possible to cover everything in one single session). Therefore, I have joined
different dates in this rubric to show that we have been working on the same content during several days.
There are more activities listed in the Time Tracking tool.

Modified from Paul Bambrick-Santoyo & New Leaders for New Schools
Classroom Culture Specialist
IMPLEMENTATION RUBRIC
The rubric is intended to be used to assess the present state of classroom
culture across your campus. The rubric specifically targets classroom culture
and discipline systems, which are the key drivers leading to increased
student achievement.

10 = Exemplary Implementation 5 = Proficient Implementation 3 = Beginning Implementation 0= No


Implementation

Modified from Paul Bambrick-Santoyo & New Leaders for New Schools
PREPARE SEPTEMBER DECEMBER MARCH
1. Administer teacher skills
assessments to identify classroom ____3____/10 ___6_____/10 ___10_____/10
management and culture needs.
Classroom Culture
___8_____/10
Specialist
___9_____/10
2. Identify and/or create resources
and strategies that build teachers
___9_____/10

___0_____/10 ____7____/10 __9______/10


skills in developing and fostering
positive classroom environments
for all students
3. Develop, implement, and monitor
a detailed action plan that
addresses teacher needs and
campus goals.
INFORM
1. Inform teachers about classroom
management resources (i.e., ___10_____/10 ___10_____/10 ___10_____/10
HISD Effective Practices,
CHAMPS, Conscious Classroom
Management, UDL, etc.)
MODEL
1. Model classroom management ____10____/10 ____10____/10 ____10____/10
practices to enhance teachers
capacities to meet or exceed the
HISD IPR Criteria indicators,
level 3 and 4, for I-7, I-9, and I-
10
TRAIN
1. Facilitate evidence-based
professional learning ___8_____/10 ____8____/10 ___9_____/10
opportunities, both individualized
and in groups (i.e., co-teaching
online module on individual
student behavior management
contracts facilitating a PLC,
observing a teachers interaction
with a student) to enhance
teachers capacities to impact
student behavior outcomes
COLLABORATE
1. Leverage the strength of ____3____/10 ____3____/10 ____3____/10
colleagues by building
collaborative teams to address ___5_____/10 ___5_____/10 ___5_____/10
instructional need
____8____/10 ____8____/10 ____8____/10
2. Collect and examine evidence to
measure the ongoing progress
made to meet or exceed the action
plan goals
3. Work collaboratively with
teachers and campus leadership to
guide and refine strategies in
order to ensure the campus meets
the goal of improving student
outcomes.
PRACTICE
Modified from Paul Bambrick-Santoyo & New Leaders for New Schools
1. Facilitate opportunities for
teachers who are learning a ____10____/10 ____10____/10 ____10____/10
Classroom Culture Specialist
My Implementation plan shows my support efforts were strong in the fall and I kept them strong
throughout the school year. In addition, as the year goes by, I focused more on creating and developing
resources and model the different strategies my teachers needed to implement. I think I have been useful
for my teachers as I have been able to anticipate their needs and listen to their concerns regarding
classroom management and content instruction. If I continue in this role for the 2017-2018 academic year,
I would like to focus more on supporting my team to use data effectively to address their students needs.
My work as a CCS with teachers and students has been consistent and I have been able to see an impact
in both, teachers and students as my teachers started to implement the different management strategies
and instruction methodologies we were working on. However, if I continue in this role, I will have to
focus a little bit more on working these strategies and methodologies campus wide.

Modified from Paul Bambrick-Santoyo & New Leaders for New Schools

You might also like