Ok sorry, I now understand the frustration at not being able to your job without the means of enabling it. Please forgive my other responses to comments that it did sound like 'I'm too good for this role'. I'm just not used to 'not interacting'.
You should have a mentor/guidance and not be left to your own devices because workplaces have different systems, policies, protocols etc.
You may not be client facing but I think if you're a potential candidate they want to see how you would act face to face to then be entrusted with being able to communicate.
My advice would be to stick it out, ruffling feathers for a short probation time won't help, rather label you an issue and this can easily pass on in references and management from other places who know each other. This is sad but true, I've witnessed it.
Once you've passed you can move elsewhere and then give your review.
I would like to give my own experiences if it's any help?
Teacher training, I saw so much unfairness from the regime to students and staff alike. This was back in the 1990s yet unfortunately prevails, probably even more so with academies.
Disruptive students were sent out to another room, which also had the same behaviour, so sent to another room and at the time senior management was a head and a deputy and you didn't dare call on them because the outcome was how didn't you manage this youself if a good teacher, so heads of year but they were busy teaching their own clases or in their offices so the block was locked. Hence all sent out formed a group and went rampaging because they all to be put outside (time out passes)
Meanwhile we learning and real teachers had to give detentions at break, lunch, after school as an immediate sanction. The paperwork involved (before online and all done by ourseves handwritten) to allow detentionees in to first dinners, letters to send to parents knowing they wouldn't receive until at least a day later, so having to arrange a row of them, then of course the phone calls to the office to say Jake can't come then, we need to do a different one. This was a time in my training when it was all down to the teacher so many weeks every break, lunch and after school were filled up with time spent with students to talk about behaviour.
Also in my observations at that time, which prevail to now, is barely no time to to go to the loo, have a snack at break and eating at lunchtime. Break; bell goes, you have to dismiss class to leave in a calm manner, retain the ones who don't do it, have a word, so 5 mins later leaves you 10 mins. Go the staff toilet, down 2 flights of stairs and have to wait in a queue, but lucky if you have one on your floor, when one key has been prescribed and hanging up and it's gone. Leaves you 5 minutes now to have a few gulps of coffee and hoping the one responsible for milk that day has brought it. Take your covered up cup to classroom to stand outside the door ready to greet and hand bell tasks out then realise you haven't picked up the huge A167 register.
Apart from that, learning how to teach groups of teenagers manage general behaviour, them knowing you're training and pushing buttons, it was tough! Being keen and actually, for me, genuinely loving lots of those darn kids and making a difference with after school clubs and weekend activities, I worked a lot of extra hours but didn't think I wasn't paid, I just wanted do. I guess having it recognised was a bonus but not why I wrnt the extra mile.
I'm not particularly tough but was brought up to be resilient, work hard, this was the profession I chose so just ride the lows.
Excuse me please, know I'm rambling! My point being that after TT, I have been known to call out against establishment but was warned by older and wiser colleagues not to put my head above the wire.