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______________________

Cohort Members Name: ___________Brenda Morales_______________________________________________

Precise Praise 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:

Precise praise 1. Differentiates between 1. Differentiates between 1. Differentiates between

is a strategy 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
for students. been achieved); been achieved); exceptional has been
2. Praises and acknowledges 2. Praises and acknowledges achieved);
loud fixs soft; loud fixs soft; 2. Praises and acknowledges
3. Provides praise which is 3. Provides praise which is loud fixs soft;
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 dont who need to receive it dont use correction specifically to those
use the praise of one student to the praise of one student to serve who need to receive it dont
serve as the correction of as the correction of another). use the praise of one student to
another). 1. Score Date: 2/23/2017 serve as the correction of
1. Score Date: another).
2. Score Date: 1. Score Date:
2. Score Date: 3/8/2017
3. Score Date: 2. Score Date:
3. Score Date:
3. Score Date:
 Private Distinguished Proficient Emerging
Individual At least 50 % of the time, There is little or no evidence
Correction At least 85 % of the time, the the teacher: of the teacher:
teacher:

1. Keeps their one on-one 1. Keeps their one on-one 1. Keeps their one on-one
redirections as private as possible. redirections as private as redirections as private as
Private Lowers their voice to preserve as possible. Lowers their voice to possible. Lowers their voice to
Individual much privacy as possible. preserve as much privacy as preserve as much privacy as
Correction allows 2. Asks the class to work possible. possible.
a teacher to independently when needing 2. Asks the class to work 2. Asks the class to work
individually more time with a student, making independently when needing independently when needing
reinforce a the intervention as offstage as more time with a student, more time with a student,
student without possible. making the intervention as making the intervention as
any other 3. Matches their redirection to offstage as possible. offstage as possible.
students noticing. the student, the behavior, and the 3. Matches their redirection to 3. Matches their redirection to
context. the student, the behavior, and the student, the behavior, and
When you have 4. Redirects with simple non- the context. the context.
to name names, verbal interventions or whole 4. Redirects with simple non- 4. Redirects with simple non-
you can still class reminders of class verbal interventions or whole verbal interventions or whole
make use of expectations. class reminders of class class reminders of class
privacy. expectations. expectations.
5. Is careful to describe the
solution, not the problem ( Using 5. Is careful to describe the 5. Is careful to describe the
technique WHAT TO DO) 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 6. Emphasizes purpose ( 6. Emphasizes purpose ( this
sit up, I expect to see them do it. this is important for you to is important for you to learn.
learn. over power ( when I over power ( when I ask
1. Score Date: ask someone to sit up, I expect someone to sit up, I expect to
to see them do it. see them do it.
2. Score Date:
1. Score Date: 1. Score Date:
3. Score Date:
2. Score Date: 2. Score Date:

3. Score Date: 3. Score Date:

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

Check for 1. Adeptly, efficiently and

Understanding frequently uses a variety of
equals 1. Adeptly, efficiently and frequently 1. Adeptly, efficiently checking for understanding
gathering data uses a variety of checking for and frequently uses a techniques to constantly
constantly and understanding techniques to variety of checking for monitor student learning.
in real-time, constantly monitor student learning. understanding techniques
then acting on to constantly monitor 2. Frequently and
it promptly. 2. Frequently and consistently uses student learning. consistently uses higher
higher order thinking questions to order thinking questions to
push student thinking 2. Frequently and push student thinking
consistently uses higher
3. Always uses real-time data to order thinking questions 3. Always uses real-time data
adjust instruction. to push student thinking to adjust instruction.

4. Unrelentingly focuses on student 3. Always uses real-time 4. Unrelentingly focuses on

mastery of specific objectives. data to adjust instruction. student mastery of specific
objectives.
5. Takes action quickly & effectively 4. Unrelentingly focuses
in response to failed mastery on student mastery of 5. Takes action quickly &
specific objectives. effectively in response to
6 Normalizes error (Getting it failed mastery
wrong is a normal part of getting it 5. Takes action quickly &
right) effectively in response to 6 Normalizes error (Getting
failed mastery it wrong is a normal part of
getting it right)
1. Score Date: 6 Normalizes error
(Getting it wrong is a
2. Score Date: normal part of getting it 1. Score Date:
right)
3. Score Date: 2. Score Date:

1. Score Date: 3. Score Date:

2. Score Date:

3. Score Date:
 Joy Factor Distinguished Proficient Emerging
At least 50 % of the time, There is little or no evidence
At least 85 % of the time, the the teacher: of the teacher:
teacher:

1. Uses fun and games to draw on a 1. Uses fun and games to 1. Uses fun and games to draw
kids love for challenges, competition draw on a kids love for on a kids love for challenges,
Celebrate the and play. challenges, competition and competition and play.
work of 2. Makes kids feel they belong and are play. 2. Makes kids feel they belong
learning as you a part of us. 2. Makes kids feel they and are a part of us.
go. 3. Uses drama, song and dance to raise belong and are a part of 3. Uses drama, song and dance
spirits and establish collective identity us. to raise spirits and establish
4. Invokes humor to make happy and 3. Uses drama, song and collective identity
fulfilled students. dance to raise spirits and 4. Invokes humor to make
5. Uses suspense and surprise to make establish collective identity happy and fulfilled students.
the classroom an adventure. 4. Invokes humor to make 5. Uses suspense and surprise
1. Score Date: happy and fulfilled to make the classroom an
students. adventure.
2. Score Date: 5. Uses suspense and 1. Score Date:
surprise to make the
3. Score Date: classroom an adventure. 2. Score Date:
1. 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.