In my dissertation study, I use ethnographic methods along with Critical Discourse Analysis, to examine the  production of teaching during the Texas Education Agency's takeover of the Houston Independent School District. I investigate the discourse of the future used by takeover actors to justify and enact authoritarian practices. Making the case that an algorithmic logic is imposed on teaching during the takeover, I trace the modulation of educators' movement in the classroom -- especially through metric-making and prediction.  Finally, I engage speculatively with moments where educators might jam the algorithmic logic through collective practices of discretion.