The Marginal Teacher


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The Marginal Teacher

  1. 1. The Marginal Teacher Synthesis Presentation Group D: Charlene, Johanna, Kelli & Stacy
  2. 2. Critical Question 1 <ul><li>All teachers should be asked:  &quot;How do you teach when no one is watching?“ </li></ul><ul><li>Comments: </li></ul>
  3. 3. Critical Question 1 <ul><li>Types of Marginal Teachers: Flotsam, Jetsam, ClubMed. </li></ul><ul><li>Comments: </li></ul><ul><li>Flotsam – not a lost teacher but one that needs support. When you look for support from admin and don’t get it where do you go? Look for other staff members to mentor you. </li></ul><ul><li>Jetsam – At times life is overwhelming and taking on new and creative teaching strategies is difficult. Relying on traditional and past practices may be necessary to make it through the “difficult” times. Admin needs to proactively support staff who is in a Jetsam stage . </li></ul>
  4. 4. Critical Question 1 <ul><li>Other types of marginal Teachers: </li></ul><ul><li>One that knows s/he can do more to meet the needs of their students but chooses not to. </li></ul><ul><ul><li>This type of teacher changes the way they teach depending on who is watching. </li></ul></ul><ul><ul><li>This type of teacher might be easier to identify </li></ul></ul><ul><li>One that is not aware of what s/he can do </li></ul><ul><ul><li>This type of marginal teacher might be harder to help as they are not aware of what they are doing but are consistent in their teaching as a result of this lack of awareness </li></ul></ul>
  5. 5. Critical Question 1 <ul><li>Comments: </li></ul><ul><li>Everyone is a marginal teacher some days. </li></ul><ul><li>Believe in lifelong learning and continue to improve your teaching strategies every year. </li></ul><ul><li>Good Practice: </li></ul><ul><li>Support teachers by popping in and out of classes, not to necessarily evaluate but support teachers and be visible and approachable in the school environment. </li></ul><ul><li>Blase and Blase (2004) in their book Handbook of Instructional Leadership, state &quot;the educational influence of the visible principal, the principal who grants professional autonomy to teachers but who also walks around the school supporting their instructional efforts, far surpasses that of the principal who abandons teachers&quot; (p. 121). </li></ul>
  6. 6. Critical Question 1 <ul><li>Remember.. </li></ul><ul><li>Always strive to be your best. </li></ul><ul><li>The students are always watching! </li></ul>
  7. 7. Critical Question 2 <ul><li>Which motivational strategy fits for you as a supervisor when trying to motivate and support a marginal teacher?  Using this motivational strategy, what steps would you take to influence or help motivate a marginal teacher to be more effective? </li></ul>
  8. 8. Critical Question 2 <ul><li>Comments: </li></ul><ul><li>Herzberg's Need-Satisfaction Theory of Motivation: </li></ul><ul><ul><li>“ If I am satisfied with my working conditions, wages, school climate/culture, and other benefits, I am personally inspired or motivated to carry on.” </li></ul></ul><ul><li>Herzberg's Motivation Theory through achievement, recognition, responsibility, and advancement. </li></ul><ul><ul><li>As an administrator it is important to recognize those who need feedback, communication, autonomy, reinforcement and recognition, but it is also important to recognize those who do not need these motivators. </li></ul></ul>
  9. 9. Critical Question 3 <ul><li>What motivates effective teachers to be committed to performing at higher levels? </li></ul>
  10. 10. Critical Question 3 <ul><li>Instructional Leadership </li></ul><ul><ul><li>Support (time and resources) </li></ul></ul><ul><ul><li>Seeing success (modeling best practice) </li></ul></ul><ul><ul><li>Praise </li></ul></ul><ul><ul><li>Increase in student achievement </li></ul></ul><ul><li>Intrinsic need to putting theory into practice and reflective on outcomes </li></ul><ul><li>A “calling” to teach </li></ul><ul><li>Ability to address pressure for change by accepting and embracing life long learning </li></ul><ul><li>Acknowledge past experiences </li></ul>
  11. 11. Critical Question 4 <ul><li>How should administrators identify and support marginal teachers? </li></ul>
  12. 12. Critical Question 4 <ul><li>Identify: </li></ul><ul><li>Observe in and out of classroom </li></ul><ul><li>Consider feedback from learning teams </li></ul><ul><li>Student achievement </li></ul><ul><li>Support </li></ul><ul><li>Must be in context to the cause of marginality </li></ul>
  13. 13. Critical Question 5 <ul><li>Read the Case Study; What strategies did the principal use to support the teacher? What other strategies could the principal have used? </li></ul>
  14. 14. Critical Question 5 <ul><li>Negative attitudes can spread though staffs like an infectious disease. Engage in “constructive confrontation”. Make sure people are aware of their negativity. </li></ul><ul><li>Usually this negativity is only spread by a couple of staff members and can be resolved by confronting them. </li></ul>
  15. 15. Thank you for participating!