Does not build high-expectation culture

When the instructional leaders do not plan, schedule and provide time release for the teaching team to observe their peer delivering effective teaching, it makes a statement that continuous improvement is not a key priority of the school.

What happens

The problem is compounded
Instructional leaders do not drive or facilitate the commitment to continuous improvement, mastery, or model the high expectations culture desired when they do not facilitate observation of peer lessons and the delivery of effective teaching. Ultimately this makes it difficult for the school to build or sustain a high expectations culture.

As a result, the teaching team become complacent and do not hold themselves to high standards by committing to striving for continuous improvement in their practice to optimise outcomes for their students. The teaching team are not actively promoting or modelling high expectations for their students. In turn, students also become complacent and do not strive for mastery as this has not been modelled for them.