Educational outcomes for students do not improve

When instructional leaders do not schedule and allow the teaching team to observe delivery, student outcomes do not improve as there is little improvement in the teaching team’s practice. Student outcomes are largely dependent on the expertise of the individual teacher. They do not benefit from their teacher or teaching assistant observing best practice or learning from the professional conversations with the instruction coach when they discuss their observations and receive feedback.

The instructional leaders are not using members of the teaching team who have mastered effective teaching techniques to model best practice, so improvement in the teaching team’s practice takes longer and yield improvements in student mastery data.

What happens

The problem is compounded

When the teaching team are not provided targeted support, opportunity to observe best practice delivered by their peers and coaching from the instruction coach, they cannot learn from others or implement effective improvement actions.

When the teaching team are not able to observe delivery, inconsistencies occur and expectations differ from classroom to classroom. Students become confused when teachers are not consistent in their expectations or use of techniques. As a result, students cannot achieve mastery or potentially catch up and student mastery data either stays the same or declines as issues related effective teaching are compounded.