Teach Like a Champion Specialist

Use this document to identify the strengths, needs, and areas of support for the teachers you support .

Specialist Name: Ana Martinez Campus: DeChaumes Elementery School

Cohort Members Name: Alexandra Kazmierczak

No Opt Out Distinguished Proficient Emerging

At least 50 % of the time, the There is little or no evidence
At least 85 % of the time, the teacher: of the teacher:
teacher:

At least 50 % of the time, the There is little or no evidence

1. Provides the answer; then teacher: of the teacher:
NO OPT OUT: has the student repeat the
A sequence answer. 1. Provides the answer; then 1. Providing the answer;
that begins has the student repeat the then having the student
with a student 2. Has another student provide answer. repeat the answer.
unwilling or the answer; the initial student
unable to repeats the answer. 2. Has another student 2. Having another student
answer a provide the answer; the initial provide the answer; the
question ends 3. Provides a cue; student uses student repeats the answer. initial student repeats the
with that it to find the answer. answer.
student giving 3. Provides a cue; student
the right 4. Has another student provide uses it to find the answer. 3. Providing a cue; student
answer as often a cue; the initial student uses it uses it to find the answer.
as possible to find the answer. 4. Has another student
even if they provide a cue; the initial 4. Having another student
only repeat it. student uses it to find the provide a cue; the initial
answer. student uses it to find the
answer.
1. Score Date:

2. Score Date: 1. Score Date: 1. Score Date: 09/14/16

3. Score Date: 2. Score Date: 10/06/16 2. Score Date:

3. Score Date: 3. Score Date:

 Cold Call Distinguished
At least 85 % of the time, the
teacher:
1. Is Positive: Its not a gotcha
In order to (e.g., What did I just say?) but a
make engaged real question. You want students
participation to get it right. A smile always
the helps to increase positivity.
expectation,
call on students 2. Is Systematic: Show that its
regardless of not personal; Cold Calls come to
whether they everyone. Call on multiple
have raised students, all around the room.
their hands. 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.
1. Score Date:
2. Score Date:
3. Score Date:
Proficient
At least 50 % of the time, the
teacher:
1. Is Positive: Its not a 1. Being Positive: Its not a
gotcha (e.g., What did I just 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.
1. Score Date:
2. Score Date: 10/06/16
3. Score Date:
Emerging
There is little or no evidence
of the teacher:
say?) but a real question. You
want students to get it right. A
smile always helps to increase
positivity.
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. Being Predictable: Let
students know its 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: 09/14/16
2. Score Date:
3. Score Date:
Strong Voice: Distinguished
Going Formal
At least 85 % of the time, the
teacher:
1. Uses Economy of Language )
focus on what is most important
and nothing more)
Establish 2. Does not take over ( waits
control, until there is no other talking or
command and rustling)
benign 3. Does not engage (avoids
authority that engaging in other topics until
make the use they have satisfactorily resolved
of excessive the topic you initiated?
consequences 4. Squares up, stands still ( turns,
unnecessary. 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:10/06/16
3. Score Date:
Proficient
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
arent feeling it.
1. Score Date: 09/14/16
2. Score Date:
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 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:
3. Score Date: