Educational outcomes for students do not improve

Teacher Luke does not see how observing the delivery of one of his peers delivering effective teaching will benefit his teaching in the classroom.

He would prefer to remain in the classroom and teach his maths lesson.

Reluctantly he attends the scheduled observation. He observes his peer using the whiteboards to check for understanding before providing individual turns. Luke does not like using whiteboards as he feels it is disruptive, so he uses them differently in his classroom. He does not pay close attention to how his peer is using them and managing the class during the activity. When instruction coach Jade conducts classroom observations, to determine how Luke is implementing what he has learned Jade notes that students appear confused regarding Luke’s expectations for using the whiteboards and must wait for instructions or ask him questions. There is little improvement in Luke’s practice. It is not surprising when Jade reviews the student mastery data each week, she finds that there is also little improvement in the data.