Participants 5
The School Team does not Contribute to a High-Expectations School Culture: Scenario
Kimberly December 5, 2023
The School Team does not Contribute to a High-Expectations School Culture: Scenario
Principal Edward does not see the value in applying evidence-based learnings. He rarely schedules professional school conversations and instead uses meetings to review schedules and talk through announcements. (His teachers often say this his meetings could easily be an email.) As a result, teachers do not have a culture of high expectations and are not expected to reflect on their practice or apply evidence-based learnings.
Instruction Coach Sally is frustrated with Edward’s approach, but she feels caught in the middle. Whenever she tries to establish more coaching conversations, Edward directs her time to operations or scheduling. Sally is not able to coach teachers, particularly a first-year teacher, Bill, who has a particularly difficult class.
Bill is trying to apply what he learned in his university training to teaching his Year 3 class, but he feels like he is teaching on an island. He knows that he could be doing better, but is unclear on which practices he is doing well, which he is not implementing with fidelity and how to change to improve student mastery. His students are not invested in learning; they ignore the exemplar teacher-created examples that he posts and do not take their time with mastery tests. Bill knows he is missing a lot, but he can’t figure out where to focus first.