How To Motivate Disengaged Teachers

Teachers Will Change When They Must

The grass is not always greener on the other side. Now that many educators have moved out of teaching roles and have taken opportunities in the private sector (particularly in EdTech), we may see a boomerang effect. There is a certain amount of financial stability as a teacher. A teacher may not be making as much money as they would like but it is a constant. In contrast, when one moves into the private sector, financial compensation can ebb and flow erratically particularly when the threat of recession looms like grey clouds on the horizon. Teachers, like anyone, might then be happy to have a job and do more to maintain it.

Teachers Will Change When They See Enough To Be Inspired

Traditionally, many teachers have been isolated within the four walls of their classrooms. Most still need to find adult coverage of their classrooms to take even a short bathroom break. How then might school leaders make internal exemplars of good teaching and learning more visible across the faculty? New Beginnings Charter School, in Brooklyn, NY, for instance, produces a weekly digital staff instructional newsletter that features classroom videos of their teachers using best instructional practices. They and ITAVA, in Queens, NY, engage in lesson study and open up model classrooms for teacher intervisitation. Lesson study is not the only way to coalesce teachers around a common goal; there are many additional ways to make teacher teams impactful.

The key here is that administrators need to plan deeply; they need to develop schedules that release teachers from the chains of their classrooms so that teachers can visit other classrooms and/or participate on ongoing teacher teams. Inspiration also requires triangulation of teacher development supports. For example, instructional coaches might consider referencing support materials/exemplars of best practice, provided in digital newsletters, during ongoing coaching feedback conversations. Help teachers become aware of where they can go for resources to improve their teaching craft and have multiple pathways for teachers to get there.

Teachers Will Change When They Learn Enough To Want It

When I worked with the Cristo Rey School Network, we were interested in learning how best to develop internal tutoring programs that would well serve students and prevent their exit due to poor academic performance. One of the most powerful tools we had in replicating a quality tutoring program, across the network, was the ability to draw upon the expertise of one of our schools that already had such a program in place. Providing a space for all our school leaders, and teachers involved in the tutoring of our students, to engage in problem of practice protocols proved pivotal for the replication of this one school’s tutoring model across multiple school sites. As our school leaders and teachers learned more about what already was working in-house, the enthusiasm to replicate said practices was infectious.

Networked learning can be internal—as in the case of Cristo Rey above—and/or external. The Canopy Project, a joint project between Transcend Education and CRPE, has, for example, over 200 member/school organizations interested in building transformative education environments focused on equity. It aims to do this by collaborating, not competing, on the development of best school design. How might school leaders include more teachers within internal and/or external networks of practice? The models for learning networks are out there.

Teachers Will Change When They Receive Enough To Be Able

Asked another way, are administrators and/or instructional coaches giving enough so that teachers develop efficacy? I’ve written elsewhere on how we might say that student learning is at the core of our work as educators but, in reality, this is not evident when we, as managers of learning, make time for everything but instructional observation and teacher coaching. Therefore, administrators would do well in developing a standing weekly schedule for themselves that prioritizes both informal classroom observations and feedback/coaching sessions with each teacher on staff. Move operational tasks to when instructional time is over for the day. Paul Bambrick-Santoyo discusses this, in great detail, in his book Leverage Leadership.

Kim Marshall further suggests that administrators, during mini observations, not write notes. Rather, later in the day, administrators might use a one-page staff list to record the day, date, and most relevant points from each visit. Later still, they can add a checkmark when feedback has been given to the observed teacher. Further, share anonymous instructional data, across classrooms, with teaching staff. Help teachers to understand why certain instructional priorities exist and solicit teacher participation in responding to the data.

If you would like additional ideas on how to impact student lives without sacrificing your own, and have a life teaching, check out my quick hack teaching courses here. You can also reach me on LinkedIn.