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Assisting the marginal teacher
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Assisting the marginal teacher

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  • Lacks Bell to Bell planning Does not teach to the curriculum Students easily distracted or off task Lacks enthusiasm for students and teaching Doesn’t provide meaningful and timely feedback to students Poor personal relations with students Exhibits poor teaching skills Unorganized classroom and lessons Does not set up expectations for student behavior and discipline is usually an issue Lacks knowledge of subject matter
  • Lacks Bell to Bell planning Does not teach to the curriculum Students easily distracted or off task Lacks enthusiasm for students and teaching Doesn’t provide meaningful and timely feedback to students Poor personal relations with students Exhibits poor teaching skills Unorganized classroom and lessons Does not set up expectations for student behavior and discipline is usually an issue Lacks knowledge of subject matter
  • Review Flow Chart Plan of Improvement Format
  • August = Anticipation September – October = Survival November – December = Disillusionment January – February = Rejuvenation March – April = Reflection May – June = Anticipation
  • Link to NEAS website
  • Transcript

    • 1. Assisting the Marginal Teacher Principal ’ s Role
    • 2. Characteristics of the Marginal Teacher
    • 3. Characteristics of the Marginal Teacher
      • Lacks bell to bell planning
      • Does not teach the curriculum
      • Students easily distracted or off task
      • Lacks enthusiasm for students and teaching
      • Doesn ’ t provide meaningful and timely feedback
      • Poor relations with students
      • Exhibits poor teaching skills
      • Unorganized classroom and lessons
      • Discipline is an issue due to unclear expectations for student behavior
      • Lacks knowledge of the subject matter
    • 4. Identify Teaching Deficiencies
      • Focus on Specific Areas for Improvement
      • Create Timelines and Expectations for Improvement
      • Document, Document, Document
      • Partner with Union
      • Plan of Improvement
      • Follow Up
    • 5. Steps to Intensive Assistance
      • Frequent Observations
      • Time to Improve
      • Additional Training Opportunities
      • Observations of Master Teacher
      • Collegial Mentor
      • Documentation
      • Decision Time
    • 6. Phases of Teaching
    • 7. Employee Assistance Programs
      • Board Policy
      • Usually 3 rd party provider
      • Confidential Assistance 24/7/365
      • Referral to EAP
      • Phone and Web Based