School Team Member Reduces Ability to Achieve School Improvement Targets

School Team Member Reduces Ability to Achieve School Improvement Targets

School team member reduces ability to achieve school improvement targets. 

The Problem is Compounded  

• The opportunity for the principal or instruction coach to have a professional conversation with the team member about their practice is missed.  
• The team member does not understand how valuable coaching is to develop their practice. 
• The team member is unable to objectively reflect on their practice and understand the impact it has on the school and students.  
• The team member remains unaware of what practice areas need further development, what improvement actions to take or what tools are available to assist them.  
• The team member repeatedly experiences the same challenges and loses confidence in their ability to improve.  
• The team member does not feel supported and their successes are not acknowledged or celebrated.  
• In the classroom, the teacher or teaching assistant is not improving their ability to teach students to mastery and to provide effective teaching. 
• The teacher or teaching assistant becomes complacent and loses their passion for mastery of effective teaching.  
• The teacher uses effective teaching techniques sporadically, which interferes with student learning and progress.