GAME CHANGERS
AN EDUCATIONAL CONSULTING FIRM
TEAM
LELAN DUNAVANT
STEPHANIE MORRISON
NATE NAPIER
GREG SCHERMBECK
CARLEE SMITH
TABLE OF CONTENTS
EXECUTIVE SUMMARY .......................................................................................................................
Description of the Company ......................................................................................................
Mission Statement .....................................................................................................................
Services ......................................................................................................................................
OVERVIEW..........................................................................................................................................
The Need ....................................................................................................................................
Our Mission ................................................................................................................................
Our Vision ..................................................................................................................................
Our Approach.............................................................................................................................
PLAY BOOK .........................................................................................................................................
Coaching Staff ............................................................................................................................
Game Plan ..................................................................................................................................
Marketing...................................................................................................................................
Market .......................................................................................................................................
Money ........................................................................................................................................
Pro Forma Statement of Activities .............................................................................................
Financial Graphs .................................................................................................................................
Appendix A .........................................................................................................................................
Appendix B .........................................................................................................................................
References
...................................................................................................................................
WILL BE UPDATED TOMORROW AFTER PAGE #s ARE FINALIZED
GAME CHANGERS: An Educational Consulting Firm
2
EXECUTIVE SUMMARY
Effective teachers are leaving classrooms and schools at alarming rates, particularly in schools located in
low income areas. Above all else, effective teachers are critical to the school in which they work but
more importantly to the student’s in which they interact with and lead on a daily basis. Schools are
working hard to address this issue yet are struggling due to financial and human capital contraints. We
propose a disruptive solution.
Game Changers is an educational consulting firm driven to recognize and award top teaching efforts by
retaining effective teachers. We use our G.A.M.E approach to ensure teachers under our consultation
have the ability to Grow, Appraise, Mentor and Excel.
We have structured our organization in a way that allows our coaches to create individual plans for high
performing teachers that not only push teachers to grow but acknowledge them as leaders in the
classroom. Game Changers is not interested in firing teachers, our main concern is shining light on the
top performers within each school and working tirelessly to ensure they are awarded and appreciated.
At Game Changers, we provide two services that are unmatched within the educational consulting
market. First, we offer a comprehensive 10 month consultation package. Game Changers understands
that true coaching and appraising cannot be manufactured within small time frame. We also award top
performers with a $10,000 end of the year award; $5,000 of that total award is earmarked for
professional development. Lastly, teachers who receive this award in excellence sign a one year
contract to ensure they return to their original school.
We are excited to present this game changing idea and look forward to partnering with you in our quest
to retain the most effective teachers in the classroom - in order for them to provide the best educational
opportunities to our students, our future.
GAME CHANGERS: An Educational Consulting Firm
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OVERVIEW
The Need
Public education in America is being attacked from a number of different perspectives. Test
scores, failing schools, poor leadership and a litany of other reasons are being offered in an
attempt to explain America’s educational system in comparison to those of other developed
countries. Realizing all the aforementioned areas are logical, we offer to confront and
overcome what some have pointed to as the crux of our educational system – retaining our
highest performing teachers.
Schools, especially those in low-income areas continually struggle to support, and as a result,
keep high performing teachers. Specifically, a recent student published from The New Teacher
Project estimates that 10,000 “irreplaceable” teachers across the nation’s 50 largest school
districts are leaving the classroom each year effecting 300,000 students (The Irreplaceables,
2012). Beyond the sheer number of highly effective teachers that are leaving, the study also
found for every high performing teacher that leaves, it will take the school 11 teachers to find
one of equivalent effectiveness. A deeper dive reveals that such teachers cite interesting
metrics causing them to leave or conversely stay in a school if these needs were met (Keeping
Irreplaceables in D.C., 2012):
 School Leadership
 Workload
 School Culture
 Career Advancement
 Compensation
 Evaluation System
Our schools face a critical issue that must be solved. Traditional schools often have a ratio of 1
to 15 administrator to teacher ratio – thus proving difficult to provide all teachers, specifically
the highest performers with enough professional guidance and support.
Our Mission
Changing the game of education through retaining and empowering highly effective teachers.
Our Vision
We would like to take this opportunity to introduce Game Changers, a disruptive solution that
addresses keeping high performing teachers where they belong, in the classroom.
GAME CHANGERS: An Educational Consulting Firm
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Game Changers is an educational consulting firm that provides support to schools in retaining
their highest performing educators. Specifically, our service includes a comprehensive and
personal approached to teachers that schools have not provided.
Our Approach
Game Changers differentiates itself from other leading educational consulting firms by working
to bridge accountability and education through our G.A.M.E approach:
Grow and Appraise
 Highlight top performers
 Working with administration to create a culture of gratitude
 Observe all teachers via Game Changers rubric
 Student evaluation of teachers
 Peer evaluation of teachers
 Gap analysis/growth plan
 Allow top talent leadership development opportunities to mentor lower
performing teachers in the school
Mentor
 10-month coaching cycle
 Curriculum coaches
 Weekly feedback meetings
Excel
 Corporate Sponsored Award to Top Talent Teacher
o $10,000 award
 $5,000 personal award
 $5,000 profession development award
 Community acknowledgement
 Appreciation dinner and awards banquet
It is our belief at Game Changers that teachers have market values – and not just in the
teaching profession. Keeping our ears close to educational frontlines and understanding what
highly effective teachers need, we will ensure are most effective educators are valued as they
work to improve educational opportunities for students across the nation.
GAME CHANGERS: An Educational Consulting Firm
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PLAY BOOK
MANAGEMENT
In year one, Game Changers will have one full time employee and three part time coaches. Our
CEO will be Greg Schermbeck, a graduate of the very prestigious Peabody program for
Leadership and Organizational Performance. Mr. Schermbeck has experience and expertise in
creative ways to engage and motivate highly effective teachers. In addition to Mr. Schermbeck’s
leadership, our coaches will be experts in their fields with great insight into teacher talent.
Focusing on the Common Core classes (Math, English & Science), coaches will work part time in
year one at one school and will increase to working full time amongst three schools in year 2.
Specifically, these coaches will be responsible for appraising, coaching, supporting teachers as
well as other related functions in conjunction with the mission and model of Game Changers. In
year 3, Game Changers will hire three additional coaches, with a total of six consultants serving
six schools. Mr. Schermbeck will continue to lead the organization, build relationships with
schools, and work with administration to change the culture in schools of appreciation and
support.
MODEL
Initially, Game Changers will pitch our idea for solving teacher retention to Nashville School’s
and Metro Nashville Public School and eventually sign a formalized agreement to begin our
work. While specifics of our approach can be found in the “Market” section our plan, we will
use this section to explain our consulting model and business processes.
In order to take advantage of our 10-month consultation process schools contracts will begin in
June in order for Game Changers to begin planning for the specifics of each school. As citied by
a study published by The New Teacher Project, effective evaluations include:
1.
2.
3.
4.
5.
6.
Annual process
Clear, rigorous expectations
Multiple measures
Multiple ratings
Regular feedback
Significance (internally & externally from the school
We will conduct an initial meeting with school administration to discuss our plan of attack
(consultation process, evaluating system, feedback process, etc.) and establish professional
relationships as we work together throughout the year. This meeting will also be used to gauge
GAME CHANGERS: An Educational Consulting Firm
6
the administration’s suggestion of high performing teachers and data collection from previous
years for our records.
Game Changers offers a comprehensive package to ensure successful retention of high
performing teachers, thus allowing for continued success in relation to student achievement.
We work in schools for a 36-week coaching cycle. We enter the school in August and meet with
both the administration and related staff. From that point we will work with the administration
to establish diagnostics tests for each of the curriculum departments. These tests will be used
to gauge baseline data from teachers and scholars. Once the data is collected and analyzed,
Game Changers’ coaches will assist each teacher through observations, data analysis (primarily
from the diagnostic) and feedback. This process will proceed through December as school
draws to an end before the Christmas holiday. We anticipate a 1 to 10 coach to teacher ratio at
this point.
As students return from the holiday break teachers will administer a mid-year examination, per
grade level and subject. The data from these exams, as well as mid-year evaluations and
observations (found in Appendix A) will be used to determine the three most effective teachers
within each department.
Once the top three performers are highlighted, Game Changers’ coaches will provide an
individualized and targeted approach based upon the needs and requests of their respected
teachers. Coaches will also observe each teacher three times per week, allowing for more
detailed feedback.
In May, Game Changers will use data from the final assessments to determine the most
effective teacher within each department. All finalists will attend the end-of-the-year
sponsored banquet, where the top performers will be announced. A detailed timeline can be
found in Appendix B.
At this time, the most effective teachers will be awarded $10,000. This will split into one
$5,000 personal award to thank them for their contribution and $5,000 for professional
development or to implement new ideas in the classroom. In order to receive the financial
award, teachers will sign a one-year contract to guarantee their return to their school.
Value Propositions
At Game Changers, we provide 4 value propositions:
•Student Achievement
•Teacher Retention
•Improving Human Capital
•Increasing High School Graduation Rates
GAME CHANGERS: An Educational Consulting Firm
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By retaining the highest performing teachers (and eventually recruiting), Game Changers will
use a coaching and feedback model to support top teachers and provide coaching to ensure
they push their students academically.
Key Resources
Resources will revolve around four areas: human, intellectual, financial, and partnerships.
Human resources will include hiring three part-time coaches that are masters in their particular
content level but also skilled at coaching and working with high performing educators.
Partnering with key organizations will also open doors to building and sustaining valuable
human resources that will allow Game Changers to be successful.
Intellectual resources include the rubrics used to support and rate teachers as well as using
creative means to build relationships and solve complex issues with schools, school districts and
investors.
Financial support will be critical within year one as we will need grant money to get the
organization off the ground. Beyond year one it will be essential to leverage the financial
support of the local private sector and entice development as we accrue larger costs associated
with expansion.
Partnerships will include organizations such as Teach For America and The New Teacher Project.
These organizations place young professionals in the classroom to teach who often come from
varying backgrounds. Multiple sources cite these programs as successful however each face
similar criticisms in that their teachers often leave for more illustrious or higher pay careers
after a short time in the classroom, thus jeopardizing their former schools and more
importantly – students.
Game Changers will work to partner with both programs in a mutually beneficial relationship.
Game Changers will benefit from the national exposure and credentials that can be leveraged
while Teach For America and The New Teacher Project will benefit as Game Changers assist in
retaining their highest performing teachers – positively influencing the organizations and most
importantly, students. In the end, financial support may be a side effect of the partnership –
Game Changers is initially concerned with establishing backing from two successful educational
organizations in the developing years of the firm.
GAME CHANGERS: An Educational Consulting Firm
8
MARKETING
Product
 Game Changers offers a 10-month service aimed at retaining, supporting, and awarding the
school’s highest performing teachers. Further, we work in conjunction with schools to
ensure the needs of teachers are met.
Price
 Our contract fee for each school is $75,000. This package includes our 10-month coach
cycle where we are naming and coaching top performers and providing an end-of-the-year
celebration. During year 1 and 2, we will discount the price to $20,000 and $40,000
respectively.
Place
 Game Changers will open in the summer of 2014 in Nashville, TN. By this juncture, CEO
Greg Schermbeck will have had 6 years of experience in educational management, including
teaching, instructional coaching, founding Dean of Students, and educational consulting.
Game Changers will target McGavock High School, a Title I school comprised of
approximately 150 teachers and 2,500 students.
Promotion
 In the beginning, Game Changers will partner with the Metro Nashville Public Schools and
large educational organizations including Teach For America and The New Teacher Project.
We will use our end of the year ceremony as well as social media and grassroots marketing
to spread the word and importance of valuing our most effective educators. Most
importantly, Game Changers will promote retaining effective teachers in the classroom for
additional years, thus aiding in continued academic achievement for students across
Nashville.
Market
As established previously, Game Changers will target Nashville, Tennessee. Currently,
approximately 62% of Metro Nashville Public School teachers will leave within the first five
years (Garrison, J., 2011). We will target the lowest performing high schools because:
1. Teacher retention rate is lowest amongst the lowest performing schools.
2. Lowest performing schools are traditionally home to students that require Title I
funding from the federal government and, as a result, have more funds earmarked
for teacher development and support.
Competitors
Game Changers will have to convince school districts and officials that our method of evaluating
is more effective than theirs. It is most important to note the differences in our nearly year-long
GAME CHANGERS: An Educational Consulting Firm
9
evaluation of teachers and subsequent coaching. Game Changers will make a strong case for
our model over a value added model that rests mainly on test scores. Teach Plus is a national
non-profit aimed at increasing retention of effective teachers. These great teachers are also
encouraged to participate in national, state, and local policy formation. While their program
lacks the financial incentives of Game Changer, it does provide professional development and
mentoring.
The National Council on Teacher Quality is an organization aimed at lobbying for policies that
increase transparency of the current evaluation system and providing better policies where
ones are ineffective. Other organizations in the market include The Teacher Effectiveness
Initiative and Nashville’s ASSET (Achieving Student Success Through Effective Teaching).
However, these organizations do not provide the highly individualized support and mentoring
to retain high performing teachers. The market seems to be missing a non-profit that combines
thorough evaluation with mentoring and financial incentives.
Competitively, Game Changers separates itself by offering a comprehensive review and
coaching model of targeted academic departments, as well as highly rigorous rubric that
prevents motivating teachers from “teaching to a test”. Further, many programs are geared
towards ridding low performing teachers that are often met with bureaucratic tape within the
district. Game Changers focuses on retaining and empowering the highest performing teachers
within a given school (and eventually school district) through obtaining additional resources,
assigning a personal coach, and financial awards geared towards personal and professional use.
Thus, Game Changers is positioned nicely to enter and experience sustained success within the
educational consulting market as it truly offers services unlike any organization.
MONEY
Start-up Summary
Our start-up costs will mainly include salaries for our CEO and consultants (see Appendix C).
We will also incur additional expenses in the form of administrative, marketing, equipment, and
award costs. First year costs will be covered through grants, donations from friends and family,
sponsorship fees, and contracted fees from schools. We will provide a significantly discounted
contract fee in year one, a less discounted contract fee in year two and will charge schools our
full contract fee in year three.
Pro Forma Statement of Activities
The following shows our anticipated statement of activities for the first three years of Game
Changers. See Appendix D for assumptions.
GAME CHANGERS: An Educational Consulting Firm
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Game Changers Pro Forma Statement of Activities
(Fiscal Year June -May)
Year 1
Year 2
Year 3
(2014-2015) (2015-2016) (2016-2017)
Income
Contracted Fees
Grants
Sponsors
Donations
Speaker fees
Total Income
$20,000
$50,000
$33,000
$31,000
$0
$134,000
$120,000
$75,000
$96,000
$0
$0
$291,000
$450,000
$0
$187,500
$0
$0
$637,500
Expenses
Salaries
Payroll taxes
Administrative
Marketing
General
Rent
Insurance
Furniture
Award
Award Celebration
Total Expenses
$83,200
$6,366
$1,000
$5,000
$4,500
$0
$750
$0
$30,000
$3,000
$133,816
$168,800
$12,912
$2,000
$6,500
$0
$0
$750
$0
$90,000
$6,000
$286,962
$327,200
$25,029
$3,000
$7,000
$4,500
$29,412
$1,350
$13,500
$180,000
$7,500
$598,491
Excess of income over expenses
$184
$4,038
$39,009
Net assets beginning of the year
Net assets end of the year
$0
$184
$184
$4,222
$4,222
$43,231
Projected Revenue
Our projected revenue includes contract fees and sponsorships:
GAME CHANGERS: An Educational Consulting Firm
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The following pie charts show the growth from dependence on grants and donations from
friends and family to being a self-sustaining organization:
Source of Funds as % of Revenue
Year 1
Sponsors
25%
Speaker
Fees
0%
Contracts
15%
Grants
37%
Friends &
Family
23%
Source of Funds as % of Revenue
Year 2
Sponsors
33%
Grants
26%
Friends &
Family
0%
Contracts
41%
Speaker
Fees
0%
Source of Funds as % of Revenue
Friends &
Year 3
Family
0%
Sponsors
29%
Speaker
Fees
0%
Grants
0%
Contracts
71%
GAME CHANGERS: An Educational Consulting Firm
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Expense Analysis
Our main expenses are comprised of salaries, payroll taxes, and expenses related to the award.
Key Expenditures as % of Total Expenses
Salaries
Expense Percentage
100%
80%
Award
Payroll Taxes
4%
4%
5%
22%
31%
30%
62%
59%
55%
Year 1
Year 2
Year 3
60%
40%
20%
0%
Breakeven Year
We will be financially self-sustaining at the beginning of our third year. We will use grant
money and donations from friends and families to build our brand and build relationships with
school and school districts. Our discounted contract fee will make us an attractive company for
schools to work with as we build our reputation.
Year 3
Contracted Fees
and Sponsors
Year 2
Net Expenses
Year 1
$-
$100,000 $200,000 $300,000 $400,000 $500,000 $600,000 $700,000
GAME CHANGERS: An Educational Consulting Firm
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MOMENTUM
Game Changers is planning on building our reputation as an effective and innovative retention
strategy for highly effective teachers. As we prove our success among schools, we will continue
to expand to different schools in the area of Nashville and ultimately into the region and nation
at large. We will also expand our services to include webinars and speaking engagements. Our
ultimate goal is to create, share, and expand the culture of valuing, engaging, and appreciating
highly effective teachers. We want to spread this culture so that teachers are motivated to
strive for excellence, which will ultimately spill over onto their students. By sharing our mission
in additional ways, beside our direct contracts with schools, we will not only build our brand
and reputation but also hopefully affect lives of teachers and students across the country.
These additional fees will allow us to offset contract fees for schools who may not be able to
afford our full rate.
GAME CHANGERS: An Educational Consulting Firm
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APPENDIX A
Observation and Evaluation Rubrics
GAME CHANGERS
TEACHER EVAULATION RUBRIC1
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
INSTRUCTION
Advanced (4)
Proficient (3)
Working Towards (2)
Needs Improvement (1)
Establishing
Learning
Expectations
and Student
Engagement
· Serves as a model in establishing,
demands high expectations for student
learning, behavior, and quality of work in
a variety of ways, including: Right is
Right, No Opt Out and Cold Call
· Has developed a classroom culture where
95-100% of the students are engaged in
the learning activity, as demonstrated by
their attentiveness and participation.
· 85%-90% of student hands are raised or
students are ready to answer immediately
when cold called when reviewing taught
material. More than 50% of hands are
raised during new material.
· Establishes, communicates, and
demands high expectations for student
learning, behavior, and quality of work
in a variety of ways, including: Right
is Right, No Opt Out and Cold Call
· Has developed a classroom culture
where 95-100% of the students are
engaged in the learning activity, as
demonstrated by their attentiveness
and participation.
· 75-85% of hands are raised when
reviewing taught material.
Approximately 50% of hands are
raised during new material.
· Inconsistently establishes,
communicates, and demands high
expectations for student learning,
behavior, and quality of work and
inconsistently uses Right is Right, No
Opt Out and Cold Call
· Has developed a classroom culture
where 80% of the students are
engaged in the learning activity.
· 65-75% of hands are raised when
reviewing taught material.
Approximately 35-45% of hands are
raised during new material.
· Does not succeed in establishing,
communicating, and/or demanding
high expectations for student learning,
behavior, and quality of work and does
not use Right is Right, No Opt Out, or
Cold Call to establish expectations.
· Less than 80% of the students are
engaged in the learning activity.
· Less than 65% of hands are raised
when reviewing taught material. Less
than 35% of hands are raised during
new material.
Use of
Instructional
Strategies
· Uses a sufficient variety of instructional
strategies and activities that are
academically rigorous and highly
engaging.
· Consistently ensures student learning
through modeling, guided practice, and
independent practice.
· Actively seeks and implements new
instructional strategies.
· Uses a variety of instructional
strategies and activities that are
academically rigorous and highly
engaging.
· Consistently ensures student learning
through modeling, guided practice, and
independent practice.
· Actively seeks and implements new
instructional strategies.
· Limited in the variety of instructional
strategies and/or not all activities are
academically rigorous and highly
engaging.
· Inconsistently uses modeling, guided
practice, and independent practice.
· May inappropriately rely on only one
or two instructional strategies and
activities, which are either not
academically rigorous or engaging for
students.
· Does not use modeling, guided
practice, and independent practice with
any regularity.
Reaching the
Range of
Learners in a
Classroom
· Has established a consistent system of
classroom procedures and assignments to
reach a range of learners. These
assignments are attainable to students with
difficulties in the subject area and are
challenging to students who excel in the
subject area.
· Constantly reflects on student learning to
seek new ways to support students on both
ends of the learning spectrum.
· Pace of instruction is always highly
efficient, engaging and urgent.
· Adjusts the pace of instruction according
to the needs of the activity, appropriately
varying the pace throughout the lesson.
· Regularly uses classroom assignments
to reach a range of learners. These
assignments are accommodating to
those who have difficulty in the subject
and those who excel in the subject
area.
· Reflects on student learning to support
students who have difficulties in the
subject area.
· Occasionally has individual
assignments geared towards students
with difficulties in the subject area
and towards students who excel in the
subject area, but most of the time, the
teacher targets the average learned in
the classroom.
· Rarely reflects on student learning
and something’s supports students on
either end of the learning spectrum.
· Pace of instruction is inconsistently
efficient, engaging and urgent.
· Only occasionally adjusts the pace of
the instruction and does not
appropriately vary the pace
throughout the lesson.
· Does not use assignments to target
different learners, and the teacher only
targets the average learned in the
classroom
· Does not reflect on student learning
and does not support students on either
end of the learning spectrum.
Pace of
Instruction
· Pace of instruction is usually efficient,
engaging and urgent.
· Usually adjusts the pace of instruction
according to the needs of the activity,
appropriately varying the pace
throughout the lesson.
· Pace of instruction is not efficient,
engaging and urgent.
· Does not adjust the pace of the
instruction according to the needs of
the activity and does not vary the pace
throughout the lesson.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1!This!document!pulls!heavily!from!North!Star!Academy!Charter!School’s!evaluation!rubric.!!We!thank!them!for!their!generosity!throughout!this!process.!!!
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
INSTRUCTION
Urgency
Classroom
Environment
Advanced (4)
Proficient (3)
Working Towards (2)
Needs Improvement (1)
· Always communicates in a tangible sense
of urgency in tone, movement, intensity,
enthusiasm and preparation.
· Classroom time is considered sacred and
is used in a highly efficient manner.
· Mostly communicates in a sense of
urgency.
· Classroom time is clearly for teaching
and learning.
· Inconsistently communicates a sense
of urgency.
· Most classroom time is for teaching
and learning, but some time is lost in
casual behavior.
· Fails to communicate a sense of
urgency.
· Classroom time is not always used for
teaching and learning. Explanation:
· Creates and frequently updates attractive
bulletin boards and instructional and
inspirational signage that supports student
learning, including the Blackboard
Configuration.
· Quality and updated student work is
posted inside/The classroom is well
organized, neat and free of clutter.
Classroom Binders and consistently well
maintained.
· Creates and regularly updates bulletin
boards and visual displays to support
student learning, including the
Blackboard Configuration.
· The classroom is organized and free of
clutter.
· Has bulletin boards and visual
displays that may be out of date or
simply decorative, but the Blackboard
Configuration is present.
· The classroom is somewhat
disorganized or cluttered.
· Does not use bulletin boards and visual
displays to support student learning,
and/or the Blackboard Configuration is
inadequate.
· The classroom is disorganized and/or
cluttered.
· Not a positive learning environment.
COMMENTS ON INSTRUCTION:
Strengths:
Areas for Growth and Action Plans:
GAME CHANGERS: An Educational Consulting Firm
15
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
ASSESSMENT
Advanced (4)
Proficient (3)
· Classroom assessments are models for
measuring student learning.
· Classroom assessments cover all skill
and content material as outlined in the
curriculum.
· Classroom assessments are aligned with
classroom activities and school
assessments.
· Assessments are given at least every
other week.
· Classroom assessments cover all
skill and content material as outlined
in the curriculum.
· Classroom assessments are aligned
with classroom activities and school
assessments.
· Assessments are given with enough
frequency to monitor student
learning.
· Classroom assessments
inconsistently cover the skill and
content material as outlined in the
curriculum.
· Classroom assessments may be
inconsistently aligned with
classroom activities and school
assessments.
· Classroom assessments are given
infrequently.
· Classroom assessments are not
closely linked to the skill and
content material as outlined in the
curriculum and/or
· Classroom assessments are not
aligned with classroom activities and
school assessments.
Checking for
Understanding
and
Responsiveness
to Daily
Student
Learning
· Adeptly, efficiently and frequently uses
a variety of checking for understanding
techniques to constantly monitor
student learning.
· Frequently and consistently uses higher
order thinking questions to push student
thinking.
· Always uses real-time data to adjust
instruction.
· Unrelentingly focuses on student
mastery of specific objectives.
· Consistently uses a sampling of
checking for understanding
techniques to constantly monitor
student learning.
· Often uses higher order thinking
questions to push student thinking.
· Usually uses real time data to adjust
instruction.
· Usually focuses on student mastery
of specific objectives.
· Occasionally uses a few checking
for understanding techniques to
monitor student learning.
· Sometimes, but not consistently,
uses higher order thinking
questions to push student thinking.
· Sometimes uses real-time data to
adjust instruction.
· Inconsistently focuses on student
mastery of objectives.
· Does not employ techniques to
check for understanding and plows
ahead without monitoring student
understanding.
· Does not use higher order thinking
questions to push student thinking.
· Does not use real-time data to adjust
instruction.
· Does not focus on student mastery of
objectives.
Ability to
Analyze
Assessment
Results
· Analyzes classroom and school
assessment results in ways that are
highly effective in the understanding of
student learning needs.
· Thoroughly plans with detail to address
learning needs.
· Always implements the plans,
incorporating them seamlessly into
daily lesson plans and adjusting them as
necessary.
· Analyzes classroom and school
assessment results in ways that are
often effective in the understanding
of student learning needs.
· Thoroughly plans to address learning
needs post-assessment.
· Implements that plan as written and
ensures that re-teaching a spiraling
happens.
· Does not thoroughly analyze
assessment results to understand
student progress and learning
needs.
· Only puts in minimal effort in
developing plans to address
learning needs post assessment.
Lacks detail and thoughtful
analysis.
· Inconsistent in implementing that
plan as written so that re-teaching
and spiraling does not always
happen.
· Little evidence that teacher uses
assessment results to understand
student progress and learning needs.
· Does not plan to address learning
needs post-assessment, or the plan is
inadequate.
· Does not follow through on the plan.
Classroom
Assessments
Working Towards (2)
Needs Improvement (1)
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
ASSESSMENT
Appropriateness
or Response to
Assessment
Results
Students’ Level
of Growth on
NP Assessments
Advanced (4)
Proficient (3)
· Classroom assessments are models for
measuring student learning.
· Classroom assessments cover all skill
and content material as outlined in the
curriculum.
· Classroom assessments are aligned
with classroom activities and school
assessments.
· Assessments are given at least every
other week.
· Classroom assessments cover all
skill and content material as outlined
in the curriculum.
· Classroom assessments are aligned
with classroom activities and school
assessments.
· Assessments are given with enough
frequency to monitor student
learning.
· Classroom assessments
inconsistently cover the skill and
content material as outlined in the
curriculum.
· Classroom assessments may be
inconsistently aligned with
classroom activities and school
assessments.
· Classroom assessments are given
infrequently.
Working Towards (2)
· Classroom assessments are not
closely linked to the skill and
content material as outlined in the
curriculum and/or
· Classroom assessments are not
aligned with classroom activities
and school assessments.
Needs Improvement (1)
· Students have met or exceeded the
Nashville Prep goal of 75 percent over
75% proficiency on the latest Nashville
Prep assessment in the areas for which
the teacher is responsible.
· Students have scored between 65
and 75 percent over 75%
proficiency on the latest Nashville
Prep Assessment in the areas for
which the teacher is responsible.
· Students have scored between 45
and 64 percent over 75%
proficiency on the latest Nashville
Prep Assessment in the areas for
which the teacher is responsible.
· Students have scored below 45%
correct on the latest Nashville Prep
Assessment in the areas for which
the teacher is responsible.
COMMENTS ON ADAPTING INSTRUCTION AND ASSESSMENT:
Strengths:
Areas for Growth and Action Plans:
GAME CHANGERS: An Educational Consulting Firm
16
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
INSTRUCTION
Advanced (4)
Proficient (3)
Working Towards (2)
Curriculum
Plan
· Curriculum plan for teacher’s content area
earned “Advanced” on the Curriculum
Planning Rubric.
· Incorporated all feedback into curriculum
plan and re-submitted to the instructional
leader in a timely manner.
· Curriculum plan for teacher’s content
area earned “Working Towards” on
the Curriculum Planning Rubric.
· Needs to incorporate more feedback.
· Curriculum plan for teacher’s content
area earned “Needs Improvement” on
the Curriculum Planning Rubric.
· Feedback was not incorporated.
Lesson Design
· Lessons are clearly aligned with the
objectives that are outlined in the
curriculum.
· All mastery objectives are studentcentered, measureable, attainable and
challenging.
· Lessons are highly detailed, with scripted
questions, anticipated challenges, and
interspersed checking for understanding.
· Goals and objectives are always being
satisfied through the lesson’s activities.
· Curriculum plan for teacher’s content
area earned “Proficient” on the
Curriculum Planning Rubric.
· Incorporated all feedback into
curriculum plan and re-submitted to
the instructional leader in a timely
manner.
· Lessons are aligned with the objectives
that are outlined in the curriculum.
· Most mastery objectives meet all of the
following criteria: student-centered,
measurable, attainable, and
challenging.
· Lessons are detailed, with some
scripted questions, and interspersed
checking for understanding.
· Goals and objectives are frequently
being satisfied through the lesson’s
activities.
· Activities and objectives are wellaligned.
· Lessons are regularly not aligned with
the content and skill objectives that are
outlined in the curriculum.
· Mastery objectives consistently fail to
meet one of the following criteria:
student-centered, measurable,
attainable, and challenging.
· Lessons are superficial and incomplete.
· Goals and objectives are not being
satisfied through the lesson’s activities.
· Activities and objectives are not
aligned
Lesson
Materials
· All student materials are always rigorous,
attractive, error free, and conducive to
high-quality work.
· Most student materials are rigorous,
attractive, error free, and conducive to
high-quality work.
· Lessons are inconsistently aligned
with the content and skill objectives
that are outlined in the curriculum.
· Mastery objectives consistently fail to
meet one of the following criteria:
student-centered, measurable,
attainable, and challenging.
· Lessons have a basic outline of
activities with no scripted questions
or interspersed checking for
understanding.
· Goals and objectives are
inconsistently being satisfied through
the lesson’s activities.
· Activities are not always aligned with
objectives.
· Student materials are inconsistently
rigorous, attractive, error free, and
conducive to high-quality work.
Modification of
Material for
Students with
Special Needs
· Always makes necessary curriculum
modifications for students with special
needs, communicating frequently with the
Director of Student Supports.
· Assumes full responsibility for student
achievement and seeks innovative ways to
support them.
· Always makes necessary curriculum
modifications for students with special
needs, communicating frequently with
the Director of Student Supports.
· Assumes full responsibility for
supporting these students.
· Does not make necessary curriculum
modifications for students with special
needs and/or does not communicate
with the Director of Student Supports.
· Fails to assume full responsibility for
supporting these students.
Focus/Tutoring
·
· Inconsistently makes curriculum
modifications for students with
special needs and inconsistently
communicates with the Director of
Student Supports.
· Does not always assume full
responsibility for supporting these
students.
·
Occasionally plans and
prepares for tutoring sessions
·
Actions and words
sometimes communicate the
importance of tutoring
sessions
·
Inconsistently maintains
regular classroom
expectations and structure
during tutoring block
·
·
Plans and prepares for tutoring sessions
based on individual student data
Positively and clearly communicates
importance of continued and extra
practice
Maintains regular classroom
expectations and structure throughout
tutoring block
·
·
·
Plans and for tutoring sessions
based on general instructional
trends
Clearly communicates
importance of continued and
extra practice
Maintains regular classroom
expectations and structure
throughout tutoring block
Needs Improvement (1)
· Student materials consistently fail to
meet more than one of the following
criteria: rigor, attractiveness, error free,
and conducive to high-quality work.
·
·
·
Inadequately plans and
prepares for tutoring sessions
Actions and words do not
communicate the importance
of tutoring sessions
The structure and tone set
during tutoring block are
inconsistent with other
classroom instruction
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
COMMENTS ON CURRICULUM:
Strengths:
Areas for Growth and Action Plans:
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17
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
CLASSROOM
MANAGEMENT
Classroom
Tone: Strong
Voice and
Positive
Framing
Alignment with
School Culture
Classroom
Procedures
and What to
Do
Advanced (4)
Proficient (3)
Working Towards (2)
Needs Improvement (1)
· The general tone of the classroom is
efficient, respectful, and positive.
· Frequently narrates positive student
behaviors (rather than calling out the
negative) and uses praise, challenge and
talking aspiration to motivate the
students.
· Always builds compliance through
economy of language, quiet power, do
not talk over, square up/stand still, and
nonverbal authority.
· The general tone of the classroom is
efficient, respectful, and positive.
· Narrates positive student behaviors
(rather than calling out the negative)
and uses praise, challenge and
talking aspiration to motivate the
students.
· Often builds compliance through
economy of language, quiet power,
do not talk over, square up/stand
still, and nonverbal authority.
· The general tone of the classroom is
inefficient and/or negative.
· Does not use positive framing and
does not work to motivate students.
· Does not builds compliance through
economy of language, quiet power,
do not talk over, square up/stand
still, and nonverbal authority.
· School rules, values and PREP
behaviors are clearly enforced and
emphasized.
· Implemented a multitude of
management strategies so well that the
class appears to have few if any
management problems.
· School rules, values and PREP
behaviors are clearly enforced and
emphasized.
· Utilizes several management
strategies well so that class has
minimal management problems.
· There is always a prompt start and a
smooth finish to class.
· The classroom runs like clockwork, and
students seem routinized to all
procedures. It appears the classroom
could run without the teacher.
· Hallway transitions are a model of
silent efficiency.
· Gives What to Do directions that are
specific, concrete, sequential and
observable.
· Narrates compliance instead of
narrating what not to do.
· There is usually a prompt start and a
smooth finish to class.
· The classroom runs efficiently, and
students seem routinized to all
procedures.
· Hallway transitions are smooth,
silent and efficient.
· Gives What to Do directions that are
specific, concrete, sequential and
observable, but sometimes the
directions need to be rephrased.
· Narrates compliance instead of
narrating what not to do.
· The general tone of the classroom
is inconsistent in efficiency,
respectfulness, and positivity.
· Narrates positive student behaviors
(rather than calling out the
negative) and uses praise, challenge
and talking aspiration to motivate
the students.
· Rarely builds compliance through
economy of language, quiet power,
do not talk over, square up/stand
still, and nonverbal authority.
· School rules, values and PREP
behaviors are clearly enforced and
emphasized but with mixed
effectiveness.
· Inconsistently uses several
management strategies well so that
class has minimal management
problems.
· The class may not have a prompt
start or a smooth finish.
· Some classroom routines are
efficient, while others are not,
causing a lack of flow in the
classroom.
· Hallway transitions are not
consistently silent and efficient.
· Sometimes gives directions that are
not specific, concrete, sequential
and/or observable. Specific
directions are not offered and
students do not comply.
· Sometimes narrates what not to do.
· Does not enforce or emphasize
school rules, values and PREP
behaviors.
· Management strategies are generally
not employed or employed
ineffectively.
· Classroom learning suffers from a
lack of management.
· The classroom does not have a
prompt start or a smooth finish.
· There are no clear routines OR
routines are poorly executed, causing
a lack of flow in the class.
· Hallway transitions are inefficient
and/or noisy.
· Gives directions that are vague and
difficult to follow/understand.
· Often narrates what not to do.
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
CLASSROOM
MANAGEMENT
Level of On
Task Behavior
and 100%
Ability to
Refocus a
Class and Do It
Again
Dealing with
Challenging
Situations and
Students
Advanced (4)
Proficient (3)
Working Towards (2)
Needs Improvement (1)
· In a lesson, all students are on task at all
times, and there are no side
conversations.
· If a student moves off task, teacher
immediately addresses the student
always using the least invasive form of
intervention and without major
adjustments to the pace of instruction.
· In a lesson, nearly all students are on
task at all times, and there are few, if
any side conversations.
· If a student moves off task, teacher
immediately addresses the student
frequently using the least invasive
form of intervention. May not use
least invasive but addresses and
stops the problems.
· The general tone of the classroom is
inefficient and/or negative.
· Does not use positive framing and
does not work to motivate students.
· Does not builds compliance through
economy of language, quiet power,
do not talk over, square up/stand
still, and nonverbal authority.
· When necessary, teacher efficiently and
positively refocuses a class when
students move off task or lose
concentration.
· Successfully uses Do It Again when
appropriate, and moments of Do It
Again are always positive and end in
success.
· Even though uses Do It Again, there is
little recognizable need for Do It Again
because there is 100% compliance.
· Always deals appropriately with
challenging situations and students
without derailing the learning process.
· Deftly applies elements of strong voice
to address challenges.
· Does not ever engage in student
excuses/distractions during correction
of student misbehavior.
· Students nearly always respond to
correction respectfully and with
compliance.
· Always knows when and how to diffuse
situations with students and/or when to
involve school leaders.
· Usually recognizes the need to
refocus a class.
· Successfully uses Do It Again when
appropriate, and moments of Do It
Again are usually positive and end in
success.
· There is only an occasional need for
Do It Again because compliance is
happening consistently.
· The general tone of the classroom
is inconsistent in efficiency,
respectfulness, and positivity.
· Narrates positive student behaviors
(rather than calling out the
negative) and uses praise, challenge
and talking aspiration to motivate
the students.
· Rarely builds compliance through
economy of language, quiet power,
do not talk over, square up/stand
still, and nonverbal authority.
· School rules, values and PREP
behaviors are clearly enforced and
emphasized but with mixed
effectiveness.
· Inconsistently uses several
management strategies well so that
class has minimal management
problems.
· Does not consistently deal in an
appropriate way with challenging
situations and students.
· Students inconsistently respond to
correction respectfully and with
compliance.
· Does not always know when and
how to diffuse these situations,
sometimes escalating problems.
The teacher may be too reliant on
or does not utilize school leaders.
· Has difficulty dealing with
challenging situations and students
AND/OR does not deal with them
appropriately.
· Students do not respond respectfully
and/or with compliance, resulting in
escalated problems which cause an
unsafe or off-task learning
environment.
· Over-reliant on or does not involve
student leaders at appropriate times.
· Normally deals appropriately with
challenging situations and students
without derailing the learning
process.
· Applies elements of strong voice to
address challenges.
· Rarely engages in student
excuses/distractions during
correction of student misbehavior.
· Students usually respond to
correction respectfully and with
compliance.
· Usually knows when and how to
diffuse situations with students
and/or when to involve school
leaders.
GAME CHANGERS: An Educational Consulting Firm
· Does not enforce or emphasize
school rules, values and PREP
behaviors.
· Management strategies are generally
not employed or employed
ineffectively.
· Classroom learning suffers from a
lack of management.
18
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
CLASSROOM
MANAGEMENT
Relationships
with Students
Advanced (4)
· Creates a climate of caring in the
classroom by addressing students in a
respectful and positive manner.
· Positive relationships with students
support learning in the classroom.
· Demonstrates open concern and
develops a sense of responsibility for
students’ academic and personal
growth. Teacher demonstrates that s/he
will not give up on students.
Proficient (3)
· Addresses students in a respectful
and professional manner.
· Positive relationships with students
support learning in the classroom.
· Willing to go above and beyond to
help students.
Working Towards (2)
· Does not consistently address
students in a professional manner.
· Fails to establish positive
relationships with students that
support learning.
Needs Improvement (1)
· Does not address students in a
professional manner AND/OR
· Relationships with students are
inappropriate. Explanation:
COMMENTS ON CLASSROOM MANAGEMENT:
Strengths:
Areas for Growth and Action Plans:
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
PROFESSIONALISM
Timelines
Advanced (4)
Proficient (3)
Working Towards (2)
Needs Improvement (1)
· Always punctual for the school day,
scheduled classes/pick-up times,
and/or meetings
· Usually punctual for the school
day, scheduled classes/pick-up
times, and/or meetings
· Inconsistently punctual for the
school day, scheduled classes/pick
up times, and/or meetings.
· Rarely on time for the school day,
scheduled classes/pick-up times,
and/or meetings.
· Always meets deadlines for lesson
plans, progress reports, and/or report
cards, as well as assessment
analysis/reflections.
· Usually meets deadlines for lesson
plans, progress reports, and/or
report cards, as well as assessment
analysis/reflections.
· Inconsistently meets deadlines for
lesson plans, progress reports,
and/or report cards, as well as
assessment analysis/reflections,
which may inconvenience self,
colleagues, and/or leaders.
· Consistently does not meet
deadlines for lesson plans, progress
reports, and/or report cards, as well
as assessment analysis/reflections,
which inconveniences self,
colleagues, and/or leaders.
· Communicates regularly and often
with families to inform them of the
instructional program, as well as
shares observations about the
emotional and social development of
the students.
· Makes frequent, usually pro-active
phone calls, keeping parents informed
of successes and struggles.
· Returns all phone calls from families
within 24 hours.
· Relationships with colleagues are
extremely positive, collaborative, and
generous.
· Assumes leadership among
colleagues, often supporting them and
engaging in professional exchange.
· Exerts a positive influence on the
entire staff.
· Communicates frequently with
families to inform them of the
instructional program and student
progress.
· Makes regular sometimes proactive phone calls, keeping parents
informed of successes and
struggles.
· Returns most phone calls from
families within 24 hours.
· Communicates sporadically with
families to inform them of the
instructional program and student
progress.
· Makes regular sometimes proactive phone calls, keeping parents
informed of successes and
struggles.
· Returns most phone calls from
families within 24 hours.
· Makes little to no attempt to inform
families of student progress.
· Rarely makes phone calls to
parents.
· Does not regularly return phone
calls to parents.
· Relationships with colleagues are
positive and collaborative.
· Regularly engages in professional
exchange with colleagues.
· Upbeat, positive and does not
complain often.
· Dress always models professional
attire.
· Attitude is positive and respectful of
students, families, colleagues, and
school leaders.
· Always positive during staff meetings
and participates actively.
· Dress is professional.
· Attitude is respectful of students,
families, colleagues, and school
leaders.
· Professional during staff meetings
and participates often.
· Relationships with colleagues are
uneven, and collaboration is not
consistently evident.
· Occasionally engages in
professional exchange with
colleagues.
· Can be negative and complain
about school, job and kids.
· Occasionally engages in gossip
about colleagues.
· Dress is mostly professional.
· Attitude is inconsistently
professional with students,
families, colleagues and/or school
leaders.
· Sometimes disengaged in staff
meetings and/or participates
infrequently.
· Relationships with colleagues
negatively affect the working
environment, and collaboration is
not evident.
· Rarely engages in professional
exchange with colleagues.
· Complains frequently and is
negative about the school/job/kids.
· Regularly engages in gossip about
colleagues.
· Dress is not professional.
· Attitude is negative, inappropriate,
and/or disrespectful to students,
families, colleagues and school
leaders.
· Usually disengaged in staff
meetings and does not participate
frequently.
(School Day, Classes,
Meetings)
Ability to Meet
Deadlines
Relationships with
Families
Relationships with
Colleagues/School
Professional Dress
and Attitude
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TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
PROFESSIONALISM
Additional
Contributions and
Responsibilities
Advanced (4)
· Puts in an extraordinary amount of
time and effort to contribute to student
and school success.
· Independently assumes additional
responsibilities when necessary and
demonstrates leadership.
· Always willing to lead and/or pitch in
with events or other school needs.
Proficient (3)
· Puts in extra time and effort to
contribute to student and school
success.
· Often assumes additional
responsibilities when necessary,
especially when asked.
· Willing to pitch in and help with
events or school needs.
Working Towards (2)
· Puts in sufficient time and effort
to contribute to student and/or
school success.
· Occasionally assumes additional
responsibilities.
Needs Improvement (1)
· Puts in minimal time and effort to
contribute to student and school
success.
· Does not assume additional
responsibilities.
COMMENTS ON PROFESSIONALISM:
Strengths:
Areas for Growth and Action Plans:
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
PROFESSIONAL
DEVELOPMENT
Professional
Development
Participation
and
Implementation
Openness to
Feedback
Advanced (4)
Proficient (3)
Working Towards (2)
· Has a leadership presence in
professional development workshops.
· Actively seeks out and implements
professional development strategies in
his/her classroom
· Successfully and quickly implements
strategies presented in workshops in
lesson plans and presents evidence in
video.
· Willing to actively train other teachers
in their developed expertise.
· Consistently seeks leader’s support at
appropriate times.
· Eagerly reflects upon and responds to
feedback with openness and a “good to
great” attitude
· Immediately implements feedback from
school leaders and instructional leaders.
· Actively participates in professional
development workshops.
· Actively seeks out and implements
professional development strategies
in his/her classroom
· Successfully implements strategies
presented in workshops in lesson
plans and presents evidence in video
· Sometimes participates in
professional development
workshops.
· Occasionally seeks out and
implements professional
development strategies in his/her
classroom
· Sometimes implements strategies
presented in workshops, but does
so inconsistently in lesson plans
and/or video.
· Seek leader’s support infrequently,
or not at appropriate times
· Inconsistently reflects upon and
responds to feedback OR does not
have an open attitude.
· Does not implement feedback from
school leaders or instructional
leaders in a timely or consistent
manner.
· Frequently seeks leader’s support at
appropriate times.
· Reflects upon and responds to
feedback with openness.
· Implements feedback from school
leaders and instructional leaders.
Needs Improvement (1)
· Not an active participant in
professional development
workshops.
· Does not take steps to seek out or
utilize professional development
strategies.
· Rarely implements new strategies
presented in workshops.
· Does not seek leader’s support at
necessary times.
· Does not reflect upon or respond to
feedback AND does not accept
feedback with openness.
· Does not implement feedback from
school leaders or instructional
leaders.
COMMENTS ON PROFESSIONAL DEVELOPMENT:
Strengths:
Areas for Growth and Action Plans:
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20
TEACHER EVAULATION
Teacher’s Name: _________________________________Grade Level/Subject: _____________________ Date of Evaluation: ____________
Teacher Reply Form for Trimester Evaluation
After reading my evaluation…
I am pleased about:
o
o
o
o
I plan to work on the following goals:
o
o
o
o
I have questions about or could use assistance with:
o
___________________________________________
Signature of Leader
Date
GAME CHANGERS: An Educational Consulting Firm
__________________________________________
Signature of Teacher Date
21
Game Changers: Self Evaluation
Strand
Competency
Self
Coach
Curriculum Plans
Lesson Design
Curriculum
Lesson Materials
Modification of Materials for Students with Special Needs
AVERAGE
Classroom Assessments
Checking for Understanding and Responsiveness to Daily Student Learning
Ability to Analyze Assessment Results
Assessment
Appropriateness or Response to Assessment Results
Students’ Level of Growth on NP Assessments
AVERAGE
Establishing Learning Expectations and Student Engagement
Use of Instructional Strategies
Reaching the Range of Learners in a Classroom
Instruction
Pace of Instruction
Urgency
Classroom Environment
AVERAGE
Classroom Tone: Strong Voice and Positive Framing
Alignment with School Culture
Classroom Procedures and What to Do
Classroom
Management
Level of On Task Behavior and 100%
Ability to Refocus a Class and Do It Again
Dealing with Challenging Situations and Students
Relationships with Students
Used with permission from Nashville Prep
GAME CHANGERS: An Educational Consulting Firm
22
I-10 Builds a positive and respectful classroom
environment
I-9 Sets and implements discipline management procedures
I-8 Students actively participating in lesson activities
I-7 Promotes high academic expectations for students
I-6 Communicates content and concepts to students
I-5 Maximizes instructional time
I-4 Engages students in work that develops higher-level
thinking skills
I-3 Differentiates instruction for student needs by
employing a variety of instructional strategies
I-2 Checks for student understanding and responds to
student misunderstanding
I-1 Facilitates organized, student-centered, objective-driven
lessons
PL-3 Designs effective lesson lans, units, and assessments
PL-2 Collects, tracks, and uses student data to drive
instruction
Teach Like A Champion Techniques
PL-1 Develops student learning goals
IP Rubric Connections to Teach Like A Champion
1. No Opt Out
2. Right is Right
3. Stretch It
4. Format Matters
5. Without Apology
6. Begin With the End
7. 4 MS
8. Post It
9. Shortest Path
10. Double Plan
11. Draw the Map
12. The Hook
13. Name the Steps
14. Board = Paper
15. Circulate
16. Break It Down
17. Ration
18. Checking For Understanding
19. At Bats
20. Exit Ticket
21. Take A Stand
22. Cold Call
23. Call And Response
24. Pepper
25. Wait Time
26. Everybody Writes
27. Vegas
28. Entry Routine
29. Do Now
30. Tight Transitions
31. Binder Control
32. SLANT
33. On Your Mark
34. Seat Signals
35. Props
36. 100 Percent
37. What To Do
38. Strong Voice
39. Do It Again
40. Sweat the Details
41. Threshold
42. No Warnings
43. Positive Framing
44. Precise Praise
45. Warm/Strict
46. The J-Factor
47. Emotional Constancy
48. Explain Everything
49. Normalize Error
Please note that certain techniques may be applied to other criteria within the IP Rubric.
From the Houston Independent School District in conjunction with Teach Like A Champion
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23
GAME CHANGERS: An Educational Consulting Firm
24
APPENDIX B
Consultation Timeline
August – December (20 weeks)
o Coaches enter school
o Diagnostic tests (used to measure growth) are administered
o Tests will be approved by both Game Changer’s and related school / district
o Data is analyzed
o Observations, feedback meetings, coaching begins
January (2 weeks)
o Mid-year tests are administered
o Mid-year evaluations / observations are completed (coach, self, peer & student)
o Data is analyzed
o Top 3 candidates are correlated and announced
January – May (18 weeks)
o Targeted coaching, feedback meetings, coaching continues
o Final tests are administered
o Final evaluations / observations are completed (coach, self, peer & student)
o Data is analyzed
o “Irreplaceables” are announced at sponsor’s dinner
o Teachers have option to sign one year agreement to return
GAME CHANGERS: An Educational Consulting Firm
25
APPENDIX C
Salaries
Year 1
Rate
$
$
$
Year 2
Rate
$
$
$
Consulting at 1 School
Hours per Week
Weeks 1-24 Weeks 25-36
30.00
15
10
30.00
15
10
30.00
15
10
Expanding to 3 Schools
Hours per Week
Weeks 1-24 Weeks 25-36
30.00
40
30
30.00
40
30
30.00
40
30
Year 3
Rate
$
$
$
$
$
$
35.00
35.00
35.00
35.00
35.00
35.00
Expanding to 6 Schools
Hours per Week
Weeks 1-24 Weeks 25-36
40
30
40
30
40
30
40
30
40
30
40
30
Total
$ 14,400.00
$ 14,400.00
$ 14,400.00
$ 40,000.00
$ 83,200.00
Math Consultant
English Consultant
Science Consultant
CEO
Salary Expense
Payroll Taxes
$ 1,102.00
$ 1,102.00
$ 1,102.00
$ 3,060.00
$ 6,366.00
Total
$ 39,600.00
$ 39,600.00
$ 39,600.00
$ 50,000.00
$ 168,800.00
Math Consultant
English Consultant
Science Consultant
CEO
Salary Expense
$ 3,029.00
$ 3,029.00
$ 3,029.00
$ 3,825.00
$ 12,912.00
Total
$ 46,200.00
$ 46,200.00
$ 46,200.00
$ 46,200.00
$ 46,200.00
$ 46,200.00
$ 50,000.00
$ 327,200.00
Math Consultant
English Consultant
Science Consultant
Math Consultant
English Consultant
Science Consultant
CEO
Salary Expense
$ 3,534.00
$ 3,534.00
$ 3,534.00
$ 3,534.00
$ 3,534.00
$ 3,534.00
$ 3,825.00
$ 25,029.00
GAME CHANGERS: An Educational Consulting Firm
26
APPENDIX D
Assumptions
Pro Forma Statement of Activities
 Contracted Fees:
o Year 1: $20,000 per school (discounted rate)
o Year 2: $40,000 per school (discounted rate)
o Year 3: $75,000 per school (full rate)
o This fee is based on a school with 150 teachers and 2,500 students.
o Our target school clientele will be higher-need schools that have a particularly
hard time maintaining excellent teachers. This fee is partly based on funds
available to Title 1 schools. Based on school systems such as CharlotteMecklenburg Schools who reported over $600,000 of funds for use including
professional development.
o http://www.cms.k12.nc.us/boe/ComprehensiveReview/Board%20of%20Educati
on%20Documents/Update%20Report%20to%20Board%20of%20Education%20o
n%20Continuous%20Improvement%20Process%20Dec.%2013,%202011.pdf
 Grants: We plan on receiving $50,000 and $80,000 in grants for year 1 and 2
respectively. We plan on applying for grants in the year prior to launching Game
Changers so we will have the money at the onset. Our CEO Mr. Shermbeck will apply for
grants in his own time prior to starting this non-profit. Potential grants include:
o The Bill and Melinda Gates Foundation, EdVestors, Richard and Susan Smith
Foundation, The Walton Family Foundation, Ford Foundation, William K. Kellogg
Foundation, The Carnegie Corporation, The Silicon Valley Community
Foundation, Brain Trust, TFA Social Innovation, The Broad Foundation, Wells
Fargo, Corning Incorporated Foundation, Toyota U.S.A. Foundation, American
Honda Foundation, Bush Foundation, Google, RGK Foundation, State Farm, GE
Foundation.
o We will apply to a significant number of grants (20 are listed above) hoping to
win 10-20%.
o All of these foundations have a history of supporting educational non-profits,
including non-profit organizations that seek to make a difference in teacher
effectiveness. Many of these foundations also have a history of large donations
to educational non-profits.
o The Foundation Center’s list of top funders
http://foundationcenter.org/findfunders/topfunders/top100assets.html
o http://www.teachplus.org/page/partners-27.html
o http://www.edutopia.org/grantinfo
GAME CHANGERS: An Educational Consulting Firm
27










o https://www.wellsfargo.com/about/charitable/
o http://www.usnews.com/news/blogs/stem-education/2011/12/14/googleawards-grants-to-16-stem-organizations
o http://www.ge.com/company/culture/foundation/index.html
o http://www.statefarm.com/aboutus/community/grants/company/company.asp
o http://corporate.honda.com/america/philanthropy.aspx?id=ahf
Sponsors: Our sponsors will be organizations or individuals who seek to partner with
specific schools. Effective teaching awards will be named after sponsors. Sponsors will
pledge $30,000 per school, giving each teacher award $10,000. The awards celebration
will also be a sponsorship opportunity.
Donations: Our CEO and family will pledge to give $34,000 in year 1 to get the
organization off the ground.
Salaries and Payroll expense: See (APPENDIX SALARY). Based on growth plan.
o Payroll taxes based on:
 http://www.taxpolicycenter.org/taxfacts/payroll-tax-calculator.cfm
o CEO salary is evenly split over 12 months
o Consultant salaries are based on working 3 weeks in December and January and
2 weeks in May.
Administrative: Fees include printing, office supplies, etc.
Marketing: Includes professional materials for dissemination to schools and school
systems. Branding Game Changers and advertising the organization.
General: Includes purchase of new computers for each employee and software ($4000
budgeted per computer, $500 for software)
Rent: Year 1 and 2, employees will work from home and will meet in public locations. In
year 3, Game Changers will rent out office space. Rent is $2451 a month:
o http://www.loopnet.com/Listing/15445386/2710-Old-Lebanon-Road-NashvilleTN
o We will use space #10 listed on the website which is approximately 3677 SF
which is a good size for 7 people.
Insurance: Based on $150 for liability, $150 per employee, and $150 for renters
insurance.
o http://cpol.army.mil/library/nonarmy/dod_pli_guide.html
Furniture fees: Based on research on officemax.com for cost of desk, chair, printer, and
lamp for 7 employees.
Award: This is directly related to sponsorship fees (see above). We will give each award
recipient a $10,000 prize.
GAME CHANGERS: An Educational Consulting Firm
28
For Pro Forma Cash Flow Statement (calendar runs June-May)
 Starting cash will include grant money and donations from friends and family.
 Schools will pay 20% of contracted fees in June with the remaining divided evenly
among the 10 months of the school year (August-May).
 Sponsorship fees will be collected in August at the beginning of the school year
 Expenses and Payroll Taxes
o Salaries:
 CEO salary will be monthly on a 12 month calendar
 Consultants will be paid hourly, based rates and hours above.
Consultants will work 3 weeks in December and January, and 2 weeks in
May
o Administrative fees will be divided evenly throughout the year
o Marketing fees will be mainly used at the beginning of the summer for
advertising materials with remaining funds used throughout the year
o General fees will be used at the beginning of the summer to get consultants
necessary equipment.
o Insurance will be paid at the beginning of our fiscal year, and when consultants
begin work.
o Furniture fees: Furniture will be paid in June when Game Changers rents out
office space.
o Award and Award Celebration funds will be used in May when the celebration
occurs.
GAME CHANGERS: An Educational Consulting Firm
29
APPENDIX E
Pro Forma Cash Flow Statements (Year 1-3)
Starting Cash
In
Contract Collected
Sponsorship Collected
Total In
Out
Salaries
Payroll Expenses
Administrative
Marketing
General
Rent
Insurance
Furniture
Award
Award Celebration
Total Out
Cash Balance
Starting Cash
In
Contract Collected
Sponsorship Collected
Total In
Out
Salaries
Payroll Expenses
Administrative
Marketing
General
Rent
Insurance
Furniture
Award
Award Celebration
Total Out
Cash Balance
Starting Cash
In
Contract Collected
Sponsorship Collected
Total In
Out
Salaries
Payroll Expenses
Administrative
Marketing
General
Rent
Insurance
Furniture
Award
Award Celebration
Total Out
Cash Balance
Game Changers Pro Forma Cash Flow Statement
Year 1 (June 2014-May 2015)
September
October
November
December
$ 94,158.14 $ 86,091.42 $ 78,024.70 $ 69,957.98
January
$ 63,344.57
February
$ 56,731.16
March
$ 49,633.28
April
$ 43,504.26
May
$ 37,375.25
$
$
$
$
$
June
$ 84,000.00
$
$ 4,000.00
$
$ 88,000.00
July
$ 76,528.34
August
$ 72,674.86
$
$ 76,528.34
$ 1,600.00
$ 30,000.00
$ 104,274.86
$ 95,758.14
$ 87,691.42
$ 79,624.70
$ 71,557.98
$ 64,944.57
$ 58,331.16
$ 51,233.28
$ 45,104.26
$ 38,975.25
$ 3,333.33
$
255.00
$
83.33
$ 3,000.00
$ 4,500.00
$
$
300.00
$
$
$
$ 11,471.66
$ 76,528.34
$ 3,333.33
$ 255.00
$
83.33
$ 181.82
$
$
$
$
$
$
$ 3,853.48
$ 72,674.86
$ 8,733.33
$
668.24
$
83.33
$
181.82
$
$
$
450.00
$
$
$
$ 10,116.72
$ 94,158.14
$ 8,733.33
$
668.24
$
83.33
$
181.82
$
$
$
$
$
$
$ 9,666.72
$ 86,091.42
$ 8,733.33
$
668.24
$
83.33
$
181.82
$
$
$
$
$
$
$ 9,666.72
$ 78,024.70
$ 8,733.33
$
668.24
$
83.33
$
181.82
$
$
$
$
$
$
$ 9,666.72
$ 69,957.98
$ 7,383.33
$
564.93
$
83.33
$
181.82
$
$
$
$
$
$
$ 8,213.41
$ 63,344.57
$ 7,383.33
$
564.93
$
83.33
$
181.82
$
$
$
$
$
$
$ 8,213.41
$ 56,731.16
$ 7,833.34
$
599.38
$
83.34
$
181.82
$
$
$
$
$
$
$ 8,697.88
$ 49,633.28
$ 6,933.34
$
530.52
$
83.34
$
181.82
$
$
$
$
$
$
$ 7,729.02
$ 43,504.26
$ 6,933.34
$
530.52
$
83.34
$
181.81
$
$
$
$
$
$
$ 7,729.01
$ 37,375.25
$ 5,133.34
$
392.76
$
83.34
$
181.81
$
$
$
$
$ 30,000.00
$ 3,000.00
$ 38,791.25
$
184.00
Game Changers Pro Forma Cash Flow Statement
Year 2 (June 2015-May 2016)
September
October
November
December
$ 169,213.49 $ 158,524.45 $ 147,835.41 $ 137,146.37
January
$ 130,309.83
February
$ 123,473.27
March
$ 114,584.25
April
$ 107,495.22
May
$ 100,406.19
$
$
$
$
$
1,600.00
$
1,600.00
$
1,600.00
$
1,600.00
1,600.00
1,600.00
1,600.00
1,600.00
1,600.00
June
$ 80,184.04
$
$ 24,000.00
$
$ 104,184.04
July
$ 95,231.92
August
$ 90,352.53
$
$ 95,231.92
$ 9,600.00
$ 90,000.00
$ 189,952.53
$ 178,813.49
$ 168,124.45
$ 157,435.41
$ 146,746.37
$ 139,909.83
$ 133,073.27
$ 124,184.25
$ 117,095.22
$ 110,006.19
$ 4,166.67
$
318.78
$
166.67
$ 4,000.00
$
$
$
300.00
$
$
$
$ 8,952.12
$ 95,231.92
$ 4,166.67
$ 318.78
$ 166.67
$ 227.27
$
$
$
$
$
$
$ 4,879.39
$ 90,352.53
$ 18,566.67
$ 1,328.43
$
166.67
$
227.27
$
$
$
450.00
$
$
$
$ 20,739.04
$ 169,213.49
$ 18,566.67
$ 1,328.43
$
166.67
$
227.27
$
$
$
$
$
$
$ 20,289.04
$ 158,524.45
$ 18,566.67
$ 1,328.43
$
166.67
$
227.27
$
$
$
$
$
$
$ 20,289.04
$ 147,835.41
$ 18,566.67
$ 1,328.43
$
166.67
$
227.27
$
$
$
$
$
$
$ 20,289.04
$ 137,146.37
$ 14,966.67
$ 1,075.93
$
166.67
$
227.27
$
$
$
$
$
$
$ 16,436.54
$ 130,309.83
$ 14,966.67
$ 1,075.95
$
166.67
$
227.27
$
$
$
$
$
$
$ 16,436.56
$ 123,473.27
$ 16,766.66
$ 1,328.43
$
166.66
$
227.27
$
$
$
$
$
$
$ 18,489.02
$ 114,584.25
$ 14,966.66
$ 1,328.43
$
166.66
$
227.28
$
$
$
$
$
$
$ 16,689.03
$ 107,495.22
$ 14,966.66
$ 1,328.43
$
166.66
$
227.28
$
$
$
$
$
$
$ 16,689.03
$ 100,406.19
$ 9,566.66
$
823.55
$
166.66
$
227.28
$
$
$
$
$ 90,000.00
$ 6,000.00
$ 106,784.15
$ 3,222.04
July
$ 63,735.51
August
$ 56,271.79
Game Changers Pro Forma Cash Flow Statement
Year 3 (June 2016-May 2017)
September
October
November
December
$ 227,802.15 $ 220,382.51 $ 212,962.87 $ 205,543.23
January
$ 207,112.42
February
$ 208,681.61
March
$ 205,461.98
April
$ 206,442.34
May
$ 207,422.70
$ 90,000.00
$
$ 93,221.96
$ 36,000.00
$ 36,000.00
$ 36,000.00
$ 36,000.00
$ 36,000.00
$ 36,000.00
$ 36,000.00
$ 36,000.00
$ 36,000.00
$ 63,735.51
$ 36,000.00
$ 180,000.00
$ 272,271.79
$ 263,802.15
$ 256,382.51
$ 248,962.87
$ 241,543.23
$ 243,112.42
$ 244,681.61
$ 241,461.98
$ 242,442.34
$ 243,422.70
$ 4,166.67
$
318.78
$
250.00
$ 4,000.00
$ 4,500.00
$ 2,451.00
$
300.00
$ 13,500.00
$
$
$ 29,486.45
$ 63,735.51
$ 4,166.67
$ 318.78
$ 250.00
$ 277.27
$
$ 2,451.00
$
$
$
$
$ 7,463.72
$ 56,271.79
$ 37,766.67
$ 2,674.70
$
250.00
$
277.27
$
$ 2,451.00
$ 1,050.00
$
$
$
$ 44,469.64
$ 227,802.15
$ 37,766.67
$ 2,674.70
$
250.00
$
277.27
$
$ 2,451.00
$
$
$
$
$ 43,419.64
$ 220,382.51
$ 37,766.67
$ 2,674.70
$
250.00
$
277.27
$
$ 2,451.00
$
$
$
$
$ 43,419.64
$ 212,962.87
$ 37,766.67
$ 2,674.70
$
250.00
$
277.27
$
$ 2,451.00
$
$
$
$
$ 43,419.64
$ 205,543.23
$ 29,366.67
$ 2,085.87
$
250.00
$
277.27
$
$ 2,451.00
$
$
$
$
$ 34,430.81
$ 207,112.42
$ 29,366.67
$ 2,085.87
$
250.00
$
277.27
$
$ 2,451.00
$
$
$
$
$ 34,430.81
$ 208,681.61
$ 33,566.66
$ 2,674.70
$
250.00
$
277.27
$
$ 2,451.00
$
$
$
$
$ 39,219.63
$ 205,461.98
$ 29,366.66
$ 2,674.70
$
250.00
$
277.28
$
$ 2,451.00
$
$
$
$
$ 35,019.64
$ 206,442.34
$ 29,366.66
$ 2,674.70
$
250.00
$
277.28
$
$ 2,451.00
$
$
$
$
$ 35,019.64
$ 207,422.70
$ 16,766.66
$ 1,496.80
$
250.00
$
227.28
$
$ 2,451.00
$
$
$ 180,000.00
$ 7,500.00
$ 208,691.74
$ 34,730.96
$
June
3,221.96
9,600.00
$
9,600.00
$
9,600.00
GAME CHANGERS: An Educational Consulting Firm
$
9,600.00
9,600.00
9,600.00
9,600.00
9,600.00
30
9,600.00
APPENDIX F
Sensitivity Analysis
In our sensitivity analysis, we determined that in the worse case scenario year 2, that we only
contract an additional school that our organization will still generate revenue. However, when
examining year 3, we determined that if Game Changers only contracts four schools that we
would produce a loss in terms of net income. This is a result of an increased fixed expenditure
– the acquisition of long-term lease for the increase in employees. If the number of
schools/contracts acquired in year 3 increases to five schools, then Game changers will
generate revenue. Therefore, the conducted sensitivity analysis dictates that in order to stay
above the red, it is imperative for Game Changers to experience a growth of contracts between
year 1 and year 2 of one school and three additional schools/contracts from year 2 to year 3.
Game Changers
(Fiscal Year June -May)
Year 1
Year 2
(1 school) (2 schools)
Year 3
Year 3
(4 schools) (5 schools)
Income
Contracted Fees
Grants
Sponsors
Donations
Speaker fees
Total Income
$20,000
$50,000
$33,000
$31,000
$0
$134,000
$80,000
$75,000
$66,000
$0
$0
$221,000
$300,000
$0
$127,500
$0
$0
$427,500
$375,000
$0
$157,500
$0
$0
$532,500
Expenses
Salaries
Payroll taxes
Administrative
Marketing
General
Rent
Insurance
Furniture
Award
Award Celebration
Total Expenses
$83,200
$6,366
$1,000
$5,000
$4,500
$0
$750
$0
$30,000
$3,000
$133,816
$125,600
$8,647
$2,000
$6,500
$0
$0
$750
$0
$60,000
$6,000
$209,497
$239,000
$10,292
$3,000
$7,000
$4,500
$29,412
$1,350
$13,500
$120,000
$7,500
$435,554
$276,800
$10,840
$3,000
$7,000
$4,500
$29,412
$1,350
$13,500
$150,000
$7,500
$503,902
Excess of income over expenses
$184
$11,503
-$8,054
$28,598
Net assets beginning of the year
Net assets end of the year
$0
$184
$184
$11,687
$4,222
-$3,832
$4,222
$32,820
GAME CHANGERS: An Educational Consulting Firm
31
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GAME CHANGERS: An Educational Consulting Firm
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