- Audience:
- Education
- Parents
- Schools
- Topics:
- Improvement
- Feedback
- Professional development
- Evaluation indicators
- Video
- Improvement in Action Te Ahu Whakamua
Summary
“Giving feedback to the teachers helps us improve our learning.”
At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis
Key messages:
- Students see the invitation to provide feedback as crucial in clarifying for both the teacher and themselves where their next steps are
- Students feel valued as partners in the learning relationship
- Teachers see the immediacy of feedback as critical to ensuring they can be responsive to student needs
Things to think about:
- How reciprocal are the learning relationships (ako) in your school?
The evaluation indicators this video illustrates
- Domain 5: Professional capability and collective capacity
- Evaluation Indicator
- Systematic, collaborative inquiry processes and challenging professional learning opportunities align with the school vision goals and targets
- Evaluation Indicator
This video is part of a series
This video is part of the series Improvement in Action Te Ahu Whakamua. We created this series to inspire schools with examples of success in action. These examples highlight the benefits of fulfilling the evaluation indicators we use to review schools.
Salty water, salty water.
Marine.
Marine-good.
Marine habitats.
What else have we got?
Dry land.
Dry land-- yep.
OK.
Deserts?
Deserts - good.
Forest.
Forest - good.
Rain forest.
Rain forest - good.
So these are different types of habitats.
Are they all - do they all have the same type of abiotic factors?
No.
No.
So tell me again, what are abiotic factors?
[OVERLAPPING STUDENT VOICES]
One person.
Nonliving.
Good.
Nonliving.
Good.
We do modelled learning behaviour. It's very explicit to the students. And we run a lot of student voice throughout the school. And that gives us some feedback on our teaching practice. Where we're doing well, where they think that we need to sharpen up a little bit. And our girls are incredibly honest. I do give them feedback a lot.
At the end of a unit, sometimes they have sheets for us to fill in where we talk about the things that we enjoyed in class, the things we didn't enjoy, what more we want to learn of, the things that didn't go so well, and what the teachers could improve on.
Giving feedback to teachers helps us to increase our learning, so the teacher knows what we need and what they can do to improve.
And how are you finding it?
Quite easy or quite difficult?
Easy.
Quite easy?
Alright.
It's not just about collecting the student voice. It's not just about getting the feedback from the students. It's about, OK, what are the next steps? And what do I need to do next lesson to make sure I've covered what the students think that they need a little bit more help with? They see teachers taking that feedback, using that feedback, and trying new things in the classroom.
It feels good. Makes us feel like our voice matters. We ask them for our input, because I think as a teacher, if you think you've got it right, no matter what level you are.
I mean, 12 years I've been teaching? I don't ever think I'm going to get it right, but I think we all have to be open to learning. And if the girls know that, then they will know that we're not the end of all knowledge, but just where they begin.