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Why teaching improvement doesn’t scale?
Across education systems, teachers are expected to continuously improve their practice, but the conditions to support that improvement are rarely in place.
Expectations rise, classrooms become more diverse, and demands increase, while time, resources, and meaningful professional support remain limited.
Continuous improvement is expected.
Teachers are asked to respond to growing expectations around inclusion, personalization, and quality.
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They are expected to adapt their practice, integrate new approaches, and respond to increasingly complex classroom realities.
This expectation exists across contexts — regardless of system, country, or level of resourcing.
But learning doesn’t fit the job.
Despite these expectations, professional learning is often designed as something separate from daily teaching.
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Training typically happens through workshops, courses, or programs that require additional time — time most teachers simply do not have.
As a result, professional development often feels generic, detached from classroom reality, and difficult to sustain over time.
Lesson planning becomes a task, not a learning opportunity.
Under pressure, lesson planning is reduced to a task that needs to be completed.
Teachers focus on getting plans done, rather than having the time or space to reflect on why certain decisions are made or how they could be improved.
Planning becomes repetitive and fragmented, disconnected from professional growth.
The result: a structural gap.
Teachers are expected to improve, but the systems around them are not designed to support learning while working.
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This creates a structural gap:
Improvement is demanded.
Learning is expected.
But the conditions to make learning possible are missing.
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This gap is not about motivation or willingness: it’s about design.
Why this problem matters?
When professional learning does not fit within teachers’ daily work:
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Growth becomes uneven.
New initiatives fail to translate into practice.
Inequities widen between contexts.
Teachers are left to figure things out on their own
The result is a system that relies on individual effort rather than structural support.
What needs to change?
Supporting teaching improvement at scale requires rethinking where and how professional learning happens.
Instead of adding more training, learning needs to:
Fit within daily workflows.
Be connected to real classroom decisions.
Support reflection and professional judgment.
Be sustainable over time.
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This is the problem CONECTA is designed to address.