Educational outcomes for students do not improve

Teacher Rowan is new to teaching. He is still learning how to use individual turns correctly and so he frequently skips them as he is unsure. The principal, Leia analysed Rowan’s student lesson progress data, scheduled a classroom observation and provided feedback. Leia explained that when Rowan does not complete individual turns, he is not checking for mastery or is not providing opportunities to firm students’ learning. This explains for why he must go back and reteach sections of the content when students do not pass mastery tests or checkouts. Leia does not task Rowan with actions to improve his individual turns practice and schedules a follow-up observation, however she cancels this observation.

Rowan is trying to work on practising giving individual turns but is not consistent when he is delivering them. He is not seen any improvement in the student mastery data.