Here are the key points about buy-in from the training: - Buy-in from teachers is an outcome of effective training and supervision, not a pre-condition. - In traditional districts, buy-in is often assumed up front which can undermine the training process. - Charter schools don't have to get buy-in first since they select teachers who are open to being trained effectively. - The goal of training is to build mastery of techniques, not immediate comfort or agreement. Mastery leads to buy-in. - An effective trainer focuses on the work, not feelings, and addresses resistance respectfully without being derailed. - Over time, as teachers see results from techniques,

1. Small Changes. Big Difference.
Applying the Techniques of Champion Teachers
The Techniques:
100% Positive Framing
What To Do Cold Call
Strong Voice No Opt Out
A presentation for New Leaders for New Schools by Doug Lemov
True North Public Schools/Uncommon Schools
1

2. A Scene from the Life of a Teacher
Clip #1 Doug McCurry: How do Doug’s actions create value in his classroom and in the school?
What surprises you about the clip, particularly about the students in the clip?
2

3. The Five Principles of Classroom Culture, Defined:
Discipline
Management
Control
Engagement
Influence
3

4. 100% Technique Notes
Key Idea: Teachers should get 100% of students to follow their direction 100% of the way 100% of the time.
Preview Clip: What makes this teacher effective at getting full compliance?
Three Principles of 100% compliance
 Use the least invasive form of intervention
1.
2.
3.
4.
5.
6.
 Rely on firm, calm finesse
o
o
o
 Emphasize compliance you can see
o
o
4

5. o
5

6. 100% Videos
Teacher Inquiry Question? Observations and Takeaways
How many non-verbal
Colleen Driggs interventions does Colleen make in
the course of this clip? What Rules
of Thumb can you infer about
effective interventions from
watching her?
What does Patrick add to our
Patrick Pastore understanding of non-verbal
interventions? What evidence do
you see of the second and third
principles of 100%?
What two levels of intervention
George Davis does George use? How is this an
example of catching it early?
Which of the six levels is this? What
Jaimie Brillante makes it an effective intervention?
How does Lisa demonstrate the
Lisa Tirums second two principles of 100%
6

7. “The Quiz”
Type of Intervention Used? Description/Evidence/Evaluation
P #1 Least Invasive Intervention
• Non-verbal Correction
• Positive Group
Correction
• Anonymous Individual
Correction
• Private Individual
Correction
• Lightning-quick Public
Correction
• Consequence
P#2: Firm Calm Finesse
P#3: Compliance You Can See
7

8. Activity: Using Non-Verbal Interventions While You Teach
For each behavior, describe an effective non-verbal intervention you might use.
Behavior: Student slouching in his chair
Intervention:
Behavior: Student with her head down on her desk (eyes up)
Intervention:
Behavior: Student with her head down on her desk (eyes hidden)
Intervention:
Behavior: Student gazing out window while peer is talking.
Intervention:
Behavior: Student engaged in sustained looking under desk for “something”
Intervention:
Behavior: Frequent struggler doing well and working hard today.
Intervention:
Behavior: Student writing when it’s “pencils down”
Intervention:
8

9. Consider for a moment the difference between a non-verbal intervention and one of the two next interventions
available to you on the scale we discussed. In the space below discuss some reasons why you might elect to use a
Positive Group Correction or Anonymous Individual Correction instead of a non-verbal intervention?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Now, returning to the list of behaviors you planned to encounter in the previous activity, script an
effective Positive Group Correction or Anonymous Individual Correction for each. Label your
intervention according to what type it is. The first example is done for you.
Behavior: Student slouching in his chair
Intervention: Just a minute. Fifth grade, show me your best SLANT. (Positive Group
Correction)
Behavior: Student with her head down on her desk (eyes up)
Intervention:
Behavior: Student with her head down on her desk (eyes hidden)
Intervention:
9

10. Behavior: Student gazing out window while peer is talking.
Intervention:
Behavior: Student engaged in sustained looking under desk for “something”
Intervention:
Behavior: Student persistently raising hand (for reasons unrelated to your questions)
Intervention:
Behavior: Student writing when it’s “pencils down”
Intervention:
Behavior: Student sending the bathroom signal at critical time during lesson
Intervention:
Behavior: Frequent struggler doing well and working hard today.
Intervention:
10

11. Principles of Training and Supervision I:
“Practice Doesn’t Make Perfect; Perfect Practice Makes Perfect”
Teaching adults to master new skills is both similar to and different from teaching students new skills. What are some of
the important similarities and what are some of the key differences?
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Thoughts on Practice
• Adults need practice on multiple occasions to get to mastery. They need class work, home work and a quiz
• Set a scope and sequence: choose the most important teaching skills and teach them multiple times
• When teachers practice, make sure they practice succeeding: (Much role playing rehearses failure.)
• Let teachers plan first; start simple and get complex slowly
• Safe practice is important
• Practice with feedback is critical.
11

12. What To Do Warm Up
Clip #2: Heather Bowman, Milwaukee College Prep
Watch the first half of the clip. What would a typical teacher say to the student in this situation?
Watch the whole clip: What do you notice about what Heather says and/or about how the student reacts?
12

13. 13

14. What To Do Technique Notes
Key Idea: Give directions that tell students What To Do, as opposed to what NOT to do.
Three types of misbehavior:
• Incompetence
• Defiance
• Opportunistic misbehavior
Teacher: “I thought I told you to pay attention.”
Student: ______________________________
When they want ‘control,’ champion teachers give directions that are:
• Specific
• Concrete
• Sequential
• Observable
The benefits:
•
•
•
14

15. •
What happens if you confuse incompetence and defiance?
•
•
15

16. What to Do Videos
Teacher Observations My Biggest Takeaway
Buroff
Hanus
Peterson
Insufficient What To Do Directions
16

17. Direction: You should be writing this down.
Revised with What To Do:
Direction: I’d like to begin. Please get ready for class.
Revised with What To Do:
Direction: Stop fooling around.
Revised with What To Do:
Dction: Shhhhhh
Revised with What To Do:
17

18. Principles of Training and Supervision II:
“Buy-In is an Outcome, not a pre-condition.”
Most of these videos were shot in charter schools. Sure they’re similar in student population but they get to hire their
people in a different way and they can make them use techniques. How can you address the challenge of changing the
way people teach in an environment where you will be faced with potentially entrenched resistance?
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Thoughts on Buy-In
• Consider letting staff “opt in.” If a few key people are successful others will want to be a part of it too. And the
initial participants can evangelize.
• Ensure the success of your first initiative by shooting for fewer things and doing them very well.
• Start with a technique that will be simple and straight-forward to implement and will result in instant, visible
results.
• Can you make it an honor and a reward? “Master teacher training”? With Perks?
18

19. Strong Voice
Key Idea: Having a firm and clear “teacher voice” that signals confidence puts teachers in control. Much of it can’t be
bottled. But there are five things all of your teachers can do to achieve that goal.
1. Do Not Talk Over
2. Economy of Language
3. Square Up/Stand Still
4. Do Not Engage
5. Quiet Power
19

20. Characteristics of Three Classroom Registers:
Casual:
Formal:
Urgent:
Which of the registers do you think would be most powerful in asserting control? Why?
20

21. Clip
McCue
Brillante
Peterson
Williams
Noormuhammad
Do Not Talk Over
Economy of
Language
Square Up/Stand
Still
21
Strong Voice
Do Not Engage
Quiet Power
Register?

22. Do Not Engage, Part 1: Comparing Responses
Below you’ll find several interactions between students and their teachers. Discuss the teachers’ responses in
terms of their effectiveness, their tone, and their riskiness.
Setting: Peter and Marnie sitting next to each other. Peter trying to wrench Marnie’s book out of her hands.
Teacher: Peter, please let go of Marnie’s book.
Student: But she’s always got her stuff on my desk.
Teacher: I understand. Please let go of Marnie’s book.
Teacher: Peter, please let go of Marnie’s book.
Student: But she’s always got her stuff on my desk.
Teacher: I asked you to let go of Marnie’s book. Do that now.
Teacher: Peter, please let go of Marnie’s book.
Student: But she’s always got her stuff on my desk.
Teacher: We can discuss that later. Right now I need you to let go of her book.
Notes:
22

23. Setting: Early afternoon in March. 10th grade English class. A smart but mercurial bunch.
Teacher: The book we’re going to begin today, 1984, is a 20th century classic. You will discuss it and probably
read it again in college. Does anyone know the name of the author?
Student: Did you read 1984 in college?
Teacher: That is not the name of the author. Who else would like to try?
Teacher: The book we’re going to begin today, 1984, is a 20th century classic. You will discuss it and probably
read it again in college. Does anyone know the name of the author?
Student: Did you read 1984 in college?
Teacher: The question, again, was, Does anyone know the name of the author? Would you like to try again?
Teacher: The book we’re going to begin today, 1984, is a 20th century classic. You will discuss it and probably
read it again in college. Does anyone know the name of the author?
Student: Did you read 1984 in college?
Teacher: [Ignoring student] Does anyone know the name of the author?
Teacher: The book we’re going to begin today, 1984, is a 20th century classic. You will discuss it and probably
read it again in college. Does anyone know the name of the author?
Student: Did you read 1984 in college?
Teacher: I did. Now, does anyone know the name of the author?
Notes:
23

24. Do Not Engage, Part 2: Revising Mistakes
Review the teachers’ responses to their students in the scenarios below and revise using Do Not Engage and
Economy of Language.
Scenario:
Teacher: You have five minutes to finish your worksheets.
Student: But my stomach hurts. I think I might throw up.
Teacher: Do you want to go to the nurse?
Student: I don’t know. I just really don’t feel well. I think it was the lunch. That pudding stuff is nasty. (Class
laughs)
New Revision:
Teacher: You have five minutes to finish your worksheets.
Student: But my stomach hurts. I think I might throw up.
Teacher:
Scenario:
Teacher: We are starting our essay on Of Mice and Men today. Please get out your novels.
Student: Man, when are we going to do something fun?
Teacher: Stop complaining. Please get out your novel.
Student: I do not complain! When do I complain? Why are you always calling people complainers!?
New Revision:
Teacher: We are starting our essay on Of Mice and Men today. Please get out your novels.
Student: Man, when are we going to do something fun?
Teacher:
Scenario:
24

25. Teacher: We are starting our essay on Of Mice and Men today. Please get out your novels.
Student: I still don’t understand why they had to go and kill Lennie! Everywhere you look, the Man gets you.
Right Mr. P?
Teacher: I’m not sure it’s all that simple, Jason.
Student: Aw, come on, Mr. P. You know what happens if you get out of line. Look at Rodney King!
New Revision:
Teacher: We are starting our essay on Of Mice and Men today. Please get out your novels.
Student: I still don’t understand why they had to go and kill Lennie! Everywhere you look, the Man gets you.
Right Mr. P?
Teacher:
Strong Voice Phrases for Coached Practice:
Practice delivering in formal register, maintaining economy of language and using quiet power and square up/stand still.
1) “Turn your chair around. Put your book in your lap.”
2) Stayvon, that’s the second demerit you’ve received at lunch, you need to have a seat in Mr. Bray’s office.
You need to have a seat in Mr. Bray’s office now.
You need to go back to Mr. Bray’s office.
3) “Please put your hands down. Thank you. I can’t answer all your questions today, I would like to, but we don’t
have a lot of time.”
4) _____________________________________________________________________________________.
25

26. Principles of Training and Supervision III:
“A common language is the most obvious binding element in any society.”- Michael Howard
Once you have a clear vision of what you want instruction to look like at your school, you need to communicate that
vision to your staff, and continually coach teachers toward that vision. How will you develop a common vocabulary for
instruction for/with your staff? What will you do to introduce that vocabulary and reinforce it?
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Thoughts on Common Language
• There is a power in naming. Naming leads to defining and refining, which also leads to more desirable behavior
– people are more likely to do “it” when they know specifically what the “it” is.
• A common language becomes a short-hand for coaching teachers – it makes interactions quick and more
powerful:
Max Koltuv, Co-Director for Curriculum and Instruction at Leadership Preparatory Bedford Stuyvesant
Charter School says, “In two or three words, teachers and leaders can share thoughts and suggestions
about what to do at specific times in the classroom – we don’t have to have a whole conversation about
it, because they immediately know what I am referring to. This allows us to focus on developing
teachers to use the technique, rather than identifying the technique itself.”
26

27. Positive Framing Technique Notes
Key Idea: Make corrections consistently; but make them positively. Narrate the world you want your students to see
even while you are relentlessly improving it. Failure to intervene is not positive framing (or the least invasive
intervention).
• Live in the now:
• Assume the best:
• Allow plausible anonymity:
• Build Momentum/Narrate the Positive:
• Challenge!:
• Talk expectations and aspiration:
Keep positive by avoiding:
• Rhetorical questions:
• Contingencies:
27

28. Positive Framing Videos
Teacher Comments
Zimmerli
Volpe
Austin Austin: ...and now, Emarius, I am on 1. Good afternoon, Harvard.
Class: Good afternoon, Ms. Austin!
Austin: What is our objective for today? Oooo, look at those hands.
Austin: Okay, here we go. Let’s go with A first. What did we do a long time ago when we
first did patterns? It was a while ago, I know. It was a while ago. When we first did
patterns…I love the track that I’m seeing now. I wonder what happens if I move around the
room.
Austin: What is that first step, oh, second step, sorry…that we do after we circle the rule?
We need to draw them. Brooklyn, track her.
Austin: I see hands up there that are ready to read. We only have three choices left, so, let’s
see. Alright! I need someone with voice [looks around the room]. D’Asia, do you have voice
for me?
D’Asia: Yes
Austin: You sure? Alright, hands down, D’Asia’s reading.
D’Asia: ‘August has four more birthdays than June.’
Austin: Alright, don’t say anything because I need to see my fingers. True…for Jasmine…True
or False? Let’s see ‘em. Now you can’t do this, ‘cause I can’t tell. Looks like one big finger.
Austin: True or false? I like how Brooklyn took her time quickly to read and make sure she
knew her answer. She didn’t look around the room to look at anybody else’s fingers; she
wanted to make sure that she knew her answer.
Austin: Oh, boy, we’re down to the last two. I hope one of these works. That wouldn’t be
good if it didn’t. Oh well, we’ll see. Here we go. I need someone to read C. I need voice
though. Kayla, we’re going to work on your voice, okay?
Kayla: Okay
Austin: Oh, yeah, because I know you have it. I want to hear it. C, read it-I really like the
enthusiasm that I’m seeing. This column right here is really grabbing hold to it. Jordan, I
know you’re trying to persevere today; keep on trying, okay? Alright, let’s hear C…Summer,
use your voice!
28

29. Positive Re-Framing Statements
Directions: Discuss each statement in terms of the message it sends to students. How conducive to creating
effective and positive classroom culture is it? Reframe each one as positively as possible.
1. I don’t see everyone slanting.
Discussion Notes:
Reframe:
2. Kea, stop fooling around.
Discussion Notes:
Reframe:
3. Just a minute, Charles, absolutely nobody is tracking right now except Dyonte and Beth.
Discussion Notes:
Reframe:
4. Tyrone, Jamal can’t hear you.
Discussion Notes:
Reframe:
29

30. Principles of Training and Supervision IV:
In your experience as a teacher, what methods of observation and feedback have been the most supportive of your
improvement? What have been least supportive?
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Thoughts on Observation
• Predictable –Use observation to change teacher behavior in advance. Let teachers know you are coming and
what you are looking for.
• Positive – The tone of your observation should be positive – it shouldn’t be a gotcha – you want the teacher to
be successful. Plus you want people to expose, not cover for, their weaknesses. Thus, risk free observation not
tied to evaluation.
• Scaffolded – You may begin the year looking for common behavioral standards in all classrooms, but later in the
year, you can focus teachers to work on the technique that makes the most sense for them, based on their
strengths as a teacher.
• Frequent - You want teachers to use great techniques all the time, not just during two annual formal
observations. If a technique is important enough for you to present to your teachers, “be seen looking” for it on
frequent short visits to their room. These visits will help to normalize the process of observation and feedback
as an everyday process, not a dog and pony show. Keep the feedback loop short as well – some leaders jump-in
on the spot to demonstrate, some send an email, some check-in with teachers within 24 hours.
30

31. Cold Call Technique Notes
Key Idea: Call on students regardless of whether they have raised their hands in order to make engaged participation
the expectation.
3 Purposes for Cold Calling
•
•
•
4 Principles of Cold Calling
• Predictable—
• Systematic—
• Positive—
• Scaffolded—
3 Variations
• Hands Up/”Hands Down”
• Follow-on
• Timing the Name:
31

32. Cold Call Videos
Teacher Examples of Principles Examples of Variations Observations
Williams
Rector
Verilli
Driggs
Payne
32

33. Principles of Training and Supervision V:
“It’s harder to change someone’s mind than get him to accept an idea in the first place.”
The changes brought about by the techniques in this workshop may be very evident to students. They may be resistant.
Colleen Driggs introduced Cold Call to her class with a Roll Out Speech. This allowed her to tell her class why she was
using Cold Call (to anticipate possible misinterpretations), to frame the endeavor positively (“What a great
opportunity!”), and to tell them how it would work and what to expect.
How might a Roll Out Speech about teaching techniques look with teachers? How would it be similar or different?
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Draft a Roll Out Speech for your first training below:
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33

34. No Opt Out Technique Notes
Key Idea: A sequence that begins with a student unable to answer a question should end with the student answering
that question as often as possible.
Important because:
•
•
Four ways to get to an answer:
•
•
•
•
Three particularly useful cues:
•
•
•
The tradeoff:
•
34

35. No Opt Out Videos
Teacher Inquiry Question Observations
Williams
Elfers
Williams
35

36. Principles of Training and Supervision VI:
Read the “Notes from Leaders Panel.” What are your three biggest take-aways from the leaders’ experiences in thinking
about delivering professional development to your staff and coaching them to produce great results?
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What questions do you still have about the elements of instructional leadership presented today?
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36

37. Notes from Leaders Panel - June 26, 2009
At a recent workshop, we asked a panel of school leaders who had used the Taxonomy to drive results in high
performing schools to answer questions from participants about implementing the taxonomy.
Panel:
• Erica Woolway, Staff Developer, Leadership Preparatory Charter School, Brooklyn, NY
• Darryl Williams, Founder and Principal, Brighter Choice Charter School for Boys, Albany , NY
• Ben Marcovitz, Founder and Principal, New Orleans Charter Science and Math Academy
Moderator: How do you decide where to start with the Taxonomy?
Ben Marcovitz:
• At the advice of several school leaders, I decided when presenting this to the staff that I would present the
techniques most tied to culture first, then shift to the academic techniques.
• We had time during the summer – I presented culture techniques in summer workshop.
• I presented the academic techniques in professional development throughout the year
• I also made a point to bring up “cold” material from the summer throughout the year. I would tell the staff,
“We’re looking for this right now…”
Erica Woolway:
• We use a combination of a pre-planned professional development calendar mixed with professional
development that is in response to “what’s going wrong,” or what we see happening in classrooms that we need
to address.
• The DVDs (which have several different video clips of the techniques) help when a specific issue needs to be
addressed. They can be used when working one on one with a teacher as well as with the whole staff.
• We hold a “Master Teacher retreat” for our more experienced teachers, and we use the train-the-trainer model
with Grade Level Chairs so that they can train the teachers in their grade level.
Darryl Williams:
• It is important to keep in mind that you want your teachers to be able to be successful.
• Teachers sometimes suspect they are hand-picked children or teachers in the videos. We always starts with,
“This is something that you CAN do with hard work.”
• We start small:
o I don’t even tell the staff that there is an entire Taxonomy
o We roll-out in increments
o We also start with behavior techniques:
37

38.  100% is huge
• Taxonomy can be tailored throughout the year based on need
Moderator: How did you create “buy-in” with the teachers?
Woolway:
• The techniques are clear and concrete. Teachers like them because they are so helpful and clearly
implemented.
• Each technique has so many small parts (ex: Strong Voice) or subtleties, so you can use it with a master teacher
and a first-year – they can both get something out of it.
• Having and using a common vocabulary helps streamline observations during the school year.
Williams:
• The Taxonomy and videoing of teachers can be used to help excellent teachers improve in specific areas.
• There is no one above and beyond the skills and strategies outlined in the Taxonomy. It can be used across the
board.
Marcovitz:
• It is important as a school leader to be well-versed in the Taxonomy before you present it.
o When teachers offer worst case scenarios while you are presenting techniques to them, if you truly
know the Taxonomy, you can address with a solution to increase confidence.
Moderator: How have you adapted workshop materials for your own use?
Williams:
• Specific example: STAR position is essential for all students. The Taxonomy talks about getting 100% of students
to STAR position using calm finesse, we added calm “confident” success.
• You have to believe that techniques will work in order for them to be successful.
• Ex: A teacher who walks toward a misbehaving student without practicing and being prepared can give the
student the stage “to dance throughout the lesson”
• We play with the language, but leave the techniques intact because they work.
Marcovitz:
• Biggest example: When we implemented 100%, we did it before we had been trained in Joy Factor, but we
unknowingly incorporated Joy Factor into 100%. Our idea was to have the teachers create fun ways to seek
student compliance (like showing they are finished with their Do Now by slamming their pens down, or with a
team clap). We figured it would be easier to practice 100% with things that were fun for the students, and then
practice it with other behavioral standards.
• We reinforce techniques through role plays with teachers. And we do it again and again until teachers feel really
comfortable.
38

39. • As a trainer, have fluency in the techniques and allow teachers to role play. It’s easier to fix bad habits in training
than in the classroom.
Woolway:
• The feedback we give teachers is framed in terms of the Taxonomy.
• We use videos one on one as a follow-up to observations.
Participant Question: How do you keep this language fresh and in front of your teachers all year? Emails? Posted?
Williams:
• We observed at North Star Elementary School that the teachers posted reminders in the classroom to help them
implement techniques – they listed Positive Framing ideas, or What To Do principles.
• We integrate it into feedback language when speaking with or observing teachers.
Participant Question: Any practical lessons from implementation of your training programs? What worked and what
didn’t work in terms of training?
Marcovitz:
• Focus on training as simulation and role play. Practice needs to be established. Practice with other teachers
to help calibrate them.
• When you are introducing a brand new technique and teachers are under stress, expect a reaction.
Williams:
• The facilitator of Taxonomy techniques needs to practice in the mirror with the language and be ready and
willing to act out techniques yourself.
• Make sure that when you roll it out, you can speak as an expert.
39