The School Team does not Contribute to a High-Expectations School Culture

When the teacher, instruction coach and principal do not contribute to building a high-expectations school culture there is no expectation of continuous improvement. Teachers are not expected to use data to identify and apply evidence-based learnings, and teachers’ practice is stagnant from week to week, and year to year.  

The Problem is Compounded 

The principal: 

• does not create a school environment with a strong school vision, values and expected behaviours 
• does not lead an environment where reflecting on one’s practice and committing to continuous improvement is the norm. 

The instruction coach: 

• does not provide coaching or training to promote a positive high-expectations school environment that aligns with the vision, values and expectations of the school and community 
• does not encourage an environment where reflecting on one’s practice and committing to continuous improvement is the norm 
• does not provide student data for the principal or analyse improvement status with them. 

The teacher: 

• does not create a classroom environment that reflects the school vision, values and expected behaviours
• does not demonstrate commitment to mastery of effective teaching and does not maximise education outcome for their students 
• does not reflect on their own practice or commit to continuous improvement; it is not the norm for them. 

Students: 

• do not see learning as important 
• disengage from learning
• display inappropriate behaviour.