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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: ___________Inmaculada Garcia_______________________________________________
Cold Call
Distinguished
At least 85 % of the time, the
teacher:
In order to
make engaged
participation
the
expectation,
call on students
regardless of
whether they
have raised
their hands.
Proficient
At least 50 % of the time, the
teacher:
Emerging
There is little or no evidence
of the teacher:
1. Score Date:
1. Score Date:
2. Score Date:
2. Score Date:9/28/16
2. Score Date:
3. Score Date:
Strong Voice:
Going Formal
Distinguished
At least 85 % of the time, the
teacher:
Establish
control,
command and
benign
authority that
make the use
of excessive
consequences
unnecessary.
3. Score Date:
3. Score Date:
Proficient
At least 50 % of the time, the
teacher:
Emerging
There is little or no evidence
of the teacher:
2. Score Date:
2. Score Date:
3. Score Date:
3. Score Date:
2. Score Date:
3. Score Date:
Distinguished
Positive
Framing
Proficient
At least 50 % of the time, the
teacher:
Emerging
There is little or no evidence of
the teacher:
Make
corrections
consistently;
but make
them
positively.
Narrate the
world you want
your
students to see
even while you
are relentlessly
improving it.
.
3. Score Date:
2. Score Date:
3. Score Date:
Habits of
Discussion
Distinguished
At least 85 % of the time, the
teacher:
Proficient
At least 50 % of the time,
the teacher:
Emerging
There is little or no evidence of
the teacher:
Make your
discussions
more
productive and
enjoyable by
normalizing a
set of ground
rules or
habits that
allow
discussion to
be more
efficiently
cohesive and
connected.
1. Requires students to
validate and build off of
preceding statements made
by classmates, using the
names of and making eye
contact with classmates,
speaking loudly enough to
be heard well, and framing
comments articulately.
2. Provides sentence starter
when needed.
2. Score Date:
2. Score Date:
2. Score Date:11/30/16
3. Score Date:
3. Score Date:
3. Score Date:
Precise Praise
Distinguished
At least 85 % of the time, the
teacher:
Precise praise
is a strategy
that uses
precise and
justified praise
for students.
1. Differentiates between
acknowledgment and praise
(acknowledges when
expectations have been met and
praises when the exceptional has
been achieved);
2. Praises and acknowledges
loud fixs soft;
3. Provides praise which is
genuine (address praise and
Proficient
At least 50 % of the time, the
teacher:
1. Differentiates between
acknowledgment and praise
(acknowledges when
expectations have been met and
praises when the exceptional has
been achieved);
2. Praises and acknowledges
loud fixs soft;
3. Provides praise which is
genuine (address praise and
Emerging
There is little or no evidence
of the teacher:
1. Differentiates between
acknowledgment and praise
(acknowledges when
expectations have been met
and praises when the
exceptional has been
achieved);
2. Praises and acknowledges
loud fixs soft;
3. Provides praise which is
2. Score Date:
3. Score Date:
2. Score Date:
3. Score Date:
3. Score Date:
Private
Individual
Correction
Private
Individual
Correction allows
a teacher to
individually
reinforce a
student without
any other
students noticing.
When you have
to name names,
you can still
Distinguished
At least 85 % of the time, the
teacher:
1. Keeps their one on-one
redirections as private as possible.
Lowers their voice to preserve as
much privacy as possible.
2. Asks the class to work
independently when needing
more time with a student, making
the intervention as offstage as
possible.
3. Matches their redirection to
the student, the behavior, and the
context.
4. Redirects with simple nonverbal interventions or whole
class reminders of class
Proficient
At least 50 % of the time,
the teacher:
1. Keeps their one on-one
redirections as private as
possible. Lowers their voice to
preserve as much privacy as
possible.
2. Asks the class to work
independently when needing
more time with a student,
making the intervention as
offstage as possible.
3. Matches their redirection to
the student, the behavior, and
the context.
4. Redirects with simple nonverbal interventions or whole
Emerging
There is little or no evidence
of the teacher:
1. Keeps their one on-one
redirections as private as
possible. Lowers their voice to
preserve as much privacy as
possible.
2. Asks the class to work
independently when needing
more time with a student,
making the intervention as
offstage as possible.
3. Matches their redirection to
the student, the behavior, and
the context.
4. Redirects with simple nonverbal interventions or whole
expectations.
make use of
privacy.
2. Score Date:
1. Score Date:
1. Score Date:
2. Score Date:
2. Score Date:
3. Score Date:
3. Score Date:
3. Score Date:
CFU
Distinguished
At least 85 % of the time, the
teacher:
Check for
Understanding
equals
gathering data
constantly and
in real-time,
then acting on
it promptly.
Proficient
At least 50 % of the time,
the teacher:
1. Adeptly, efficiently
and frequently uses a
variety of checking for
understanding techniques
to constantly monitor
student learning.
2. Frequently and
consistently uses higher
order thinking questions
to push student thinking
4. Unrelentingly focuses
on student mastery of
specific objectives.
Emerging
There is little or no evidence
of the teacher:
getting it right)
1. Score Date:
6 Normalizes error
(Getting it wrong is a
normal part of getting it
right)
2. Score Date:
3. Score Date:
1. Score Date:
2. Score Date:
1. Score Date:
3. Score Date:
2. Score Date:
3. Score Date:
Joy Factor
Distinguished
Proficient
At least 50 % of the time,
the teacher:
Emerging
There is little or no evidence
of the teacher:
Celebrate the
work of
learning as you
go.
2. Score Date:
3. Score Date:
2. Score Date:
3. Score Date:
:
the
previous speaker by framing or linking their comment with the following Habits of
Discussion example sentence starters: