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
Cohort Members Name: Heily Rangel
Distinguished
Positive
Framing At least 85 % of the time,
the teacher:
1. Lives in now. Avoids
harping on what they can no
Make longer fix. (Say show me slant
corrections instead of you arent slanting)
consistently; 2. Assumes the best. (Say
but make some people seem to have
them forgotten to push in their chairs
positively. or whoops)
3. Allows plausible anonymity.
Narrate the (Some people didnt manage to
world you want follow directions the whole
your way so lets try it again.)
students to see 4. Builds momentum, and
even while you narrates the positive. (I see
are relentlessly pencils moving. I see ideas
improving it. 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:
Campus: DeChaumes Elementery School
Proficient
At least 50 % 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)
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: 10/06/16
2. Score Date:
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)
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:
2. Score Date:
3. Score Date:
2. Score Date: 11/3/16 3. Score Date:

3. Score Date: