Teachers do not Improve Practice or Teach to Mastery

Teachers do not Improve Practice or Teach to Mastery

When teachers do not apply evidence-based learnings, their teaching practice does not change. This means that teachers who are not teaching students to mastery do not make the evidence-based learnings that can move students to mastery when implemented.  

The Problem is Compounded  

• Teachers may not be aware of the how to replicate success or resolve the challenges they face. They do not know what improvement actions to take. 
• Teachers continue with their practice unaware of how to resolve the challenges they are facing in their classroom.  
• Members of the teaching team who have achieved success or overcome challenges are not utilised to model best practice, so improvement takes longer to take effect and yield results in student mastery data. 
• Teachers lose the ability to learn from their peers. 
• Teachers lose the ability to collaborate professionally. 
• Teachers are not learning and adopting best teaching practice. 
• Teachers are not providing effective teaching. 
• Teachers are not improving their ability to teach students to mastery as evidenced in the data and through observations.  
• Teachers do not know how to improve their practice. 
• Teachers cannot implement effective improvement actions.