Noticeboard articles by author : Tom

Using pupil surveys as part of the evidence base for teacher apprasial

Teachers ranked highly in pupil surveys have consistently been those who achieve the best grades from their pupils. This is the conclusion of an MET (2012) study using Cambridge Education’s Tripod Project survey questions referred to as the 7Cs.  Caring about students – “The teacher in this class encourages me to do my best.”  Captivating students […]

Giving feedback

Useful summary from Rhode Island Department of Education on giving effective feedback and clarifying what is effective feedback. Their five qualities of effective feedback: prioritised, specific, actionable, supportive and timely. Interesting to compare to SMART – specific, measurable, achievable, relevant, timely.  Their toolkit is used to train appraisers and provides practical examples.

Receiving feedback

We focus a lot of time thinking about how to give effective feedback but in a professional dialogue it is important to be able to receive it without responding in negative ways, e.g. anger, denial, blaming or rationalisation.  These guidelines are taken from the NHS Multiprofessional Faculty Development team and although aimed at doctors they are equally […]

Governors’ role in teacher appraisal

This is a quick overview of the governors’ role in teacher appraisal taken from the Governance Handbook. In relation to appraisal more widely, boards will want to scrutinise the content of the school’s draft appraisal policy carefully to make sure that it will support effective appraisal in the school, challenging the headteacher as appropriate. In particular […]

Research into Teacher-Leaders

Julianne A. Wenner, of Boise State University, and Todd Campbell, of the University of Connecticut, reviewed 54 reports and studies from the last 12 years to compile a literature review about what exactly it means to be a teacher leader. What exactly does a teacher leader do? Wenner and Campbell condensed the extra workload of teacher […]