The teaching team do not work collaboratively

When the instructional leaders do not schedule and allow the teaching team to observe delivery the teaching team works in isolation to improve their effective teaching practice or not at all. As it is not common practice, when classroom observations are conducted the teaching team do not feel comfortable being observed. They are guarded and view feedback as judgement or criticism instead of opportunities to affirm what they are doing well and work on what they still need to practise in a safe, positive environment.

What happens

The problem is compounded
When the instructional leaders do not provide opportunities to observe delivery of effective teaching by a peer teachers and teaching staff working together either does not occur consistently or lacks focus and intention. The teaching team works in isolation to improve their practice and are only concerned with what is occurring in their classroom and with their students. Without collaboration, professional practice is not uniform across the school and capacity is not built.When being observed by peers is not a common practice, teachers are guarded and not open to feedback or learning from other practitioners and peers. They have a ‘closed door policy as they are not comfortable being observed. They fear judgement or criticism. Similarly, students do not know how to act when someone comes into the room to observe instruction because it is not a common occurrence. The power of collaboration as a practice to learn and improve outcomes is not modelled to students.