The facilitation shift requires leadership, not just training. Workshops on facilitation techniques can change an individual teacher's practice for a term. Lasting change at a school level requires something different: a leader who has reorganised the observation and evaluation system so that facilitated classrooms are recognised as high-quality, not questioned; a professional development structure that builds practice rather than just building awareness; and a realistic timeline that doesn't declare failure when change takes longer than expected.
This cluster is for school leaders, heads of department, and academic directors — anyone responsible for teaching quality across a team rather than just in their own classroom. 🏛️ The biggest risk: training teachers in facilitation while keeping an observation and evaluation system built for direct instruction.
The two systems are in direct contradiction, and the evaluation system always wins. Article 1