Marginal Teachers

Working Together for Student Success Katie Wavrusa Kelly Moeller Justin Matthews Christi Pardue

What research says: • Collaborative approach- from delivery to participatory • Developmental • Foster self-reflection • Involve mentorship (Kaye, 2004)

“… Although some children will learn in spite of incidental teaching, others will not unless they are taught in an organized, systematic, efficient way by a knowledgeable teacher using a well-designed instructional approach.” -Louise Cook Moats

It is difficult to: • Change how we teach • Add new techniques • Match our teaching to the needs of students • Refine our teaching based on evidence of student learning • Align our teaching with state standards

How can administrators assist in making the changes? The Coaching Cycle: 1. Provide planned professional development aligned with the schools vision and goals 2. Classroom observation/ modeling (teachers observing other teachers) 3. Classroom observation and timely feedback (administrators observing) 4. Provide “right on time”professional development 5. Celebrate successes

How can administrators assist in making the changes? •Talk to teachers in terms of student needs •Set clear expectations- (High Quality Instruction handout) •Be generous and specific with praise The more you praise, the more you clarify your expectations! •Provide support •Use data •Provide mentors

Coming together is a beginning; keeping together is progress; working together is success. -Henry Ford

References Classroom Coaching: A Closer Look. (2006) University of Texas- Health Science Center, TEA & the UT System. The Reading Coach: A How to Manual for Success. (2005) Hasbrouck, J. & Denton, C. Sopris West, CO. The Reading First Coaching Institute. (2004) TEA, CARS, TIMES & UT System Kaye, E. (Spring 2004). Turning the Tide on Marginal Teachers. Journal of Curriculum and Supervision.