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: Heily Rangel
Cold Call 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:
1. Is Positive: Its not a gotcha 1. Is Positive: Its not a 1. Being Positive: Its not a
In order to (e.g., What did I just say?) but a gotcha (e.g., What did I just gotcha (e.g., What did I just
make engaged real question. You want students say?) but a real question. You say?) but a real question. You
participation to get it right. A smile always want students to get it right. A want students to get it right. A
the helps to increase positivity. smile always helps to increase smile always helps to increase
expectation, positivity. positivity.
call on students 2. Is Systematic: Show that its
regardless of not personal; Cold Calls come to 2. Is Systematic: Show that its 2. Being Systematic: Show
whether they everyone. Call on multiple not personal; Cold Calls come that its not personal; Cold
have raised students, all around the room. to everyone. Call on multiple Calls come to everyone. Call
their hands. Avoid making Cold Call students, all around the room. on multiple students, all around
consistently connected to student Avoid making Cold Call the room. Avoid making Cold
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 its coming, either right 3. Is Predictable: Let students 3. Being Predictable: Let
now or eventually. know its coming, either right students know its coming,
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. Score Date: 1. Score Date: 1. Score Date: 09/14/16
2. Score Date: 2. Score Date: 10/06/16 2. Score Date:
3. Score Date: 3. Score Date: 3. Score Date:
Strong Voice: Distinguished Proficient Emerging
Going Formal 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:
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)
Establish 2. Does not take over ( waits 2. Does not take over ( waits until 2. Does not take over ( waits
control, until there is no other talking or there is no other talking or until there is no other talking
command and rustling) rustling) or rustling)
benign 3. Does not engage (avoids 3. Does not engage (avoids 3. Does not engage (avoids
authority that engaging in other topics until engaging in other topics until engaging in other topics until
make the use they have satisfactorily resolved they have satisfactorily resolved they have satisfactorily
of excessive the topic you initiated? the topic you initiated? resolved the topic you
consequences 4. Squares up, stands still ( turns, 4. Squares up, stands still ( turns, initiated?
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
5. Teacher uses quiet power 5. Teacher uses quiet power your words directly)
(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 arent feeling it. arent feeling it. to listen. Exude poise and
1. Score Date: 1. Score Date: 09/14/16 clam even if you arent feeling
it.
2. Score Date:10/06/16 2. Score Date: 1. Score Date:
3. Score Date: 3. Score Date: 2. Score Date:
3. Score Date:
