Teachers do not improve their practice, feel unsupported and lose confidence

Teachers do Not Improve their Practice,

Feel Unsupported and Lose Confidence

Teacher Jamie frequently does not finish lessons in standard time. They like to add in alternate or additional activities to capture their students attention. Jamie does not believe this has a negative impact on their students, even though they must go back and reteach sections of lesson content that students have not mastered; this pattern continues lesson after lesson, week after week.

The instructional leaders do not conduct observations, provide improvement actions or discuss data anomalies with Jamie. Nothing changes in Jamie’s practice, and as a result students are not making standard growth or catching up.

Teacher Allana is committed to improving her classroom practice. She recognises that there are aspects of her teaching practice that could be improved to achieve better results for her students.

The principal has not scheduled classroom observations or discussed successful strategies in staff meetings. As a result, Allana does not have any feedback or improvement activities that she could implement. She feels unsupported and alone. She tries to implement some strategies of her own, but they have not led to improved student outcomes or behaviour. Allana does not know the next steps to take and begins to lose confidence in her ability to teach and manage a classroom.