Record | Analyse | Report
Feedback: crucial to continuous development
Why feedback really matters?
Published March 2023
Schools are a microcosm of society, and they evolve as societies evolve. In such a constantly changing system, it is essential that schools are adaptable and appropriately responsive. Schools should adapt as is fitting and to do so require engaging all stakeholders in giving meaningful feedback.
Unless we ask, we don’t really know how we are doing objectively. However, we must be sure to ask pertinent questions with purpose. We must also be sure to make clear the purpose of feedback to those giving it.
What to record
Feedback may take many forms, and the decision on which ones to keep records of will depend on a range of factors. Whilst some may be necessary for legal / HR purposes, many are generally relevant to ongoing improvements of the school’s services.
This article is designed as an introduction to the categories of qualitative data or information to record. This is not an exhaustive list of categories, just some clarification on how to group qualitative data worth collecting.
Teacher feedback
Too often, teachers are responsible for gathering feedback from other stakeholders. They regularly survey students’ opinion about their teaching styles and strategies. They also regularly receive parental or senior management feedback. If schools truly value retention of quality teachers, they need to collate and track teacher feedback across a range of fields. An example is below.
Exit interviews are an opportunity to reflect on teacher information of experience within a school. This data source is easily neglected as the value of information from departing staff may be seen as questionable. Make sure you gather and retain data anonymously. This data can be used to improve the quality of staff welfare or even root out unwanted conduct such as workplace bullying.
Student feedback
As stated above, the opinions of students on the quality of lessons, teaching strategies are a great resource when gathered appropriately and used in a constructive manner. This requires some student training and supervision when this feedback is gathered. Have examples of appropriate feedback and make it clear they understand the purpose to avoid irrelevance.
Students' feedback on their overall experience is just as valuable as their feedback on what is happening in lessons.
Make feedback a regular feature of end of term events and vary the way feedback is gathered. Written feedback may be easier to track and analyse but sometimes verbal feedback via interviews is more powerful, especially when, with permission, this is shared with staff.
Community feedback
Schools do not exist in a vacuum. They are a vital part of the community they are based in. Effort should be taken to ensure community feedback is gathered. The feedback should be taken from two perspectives; what the community can do to enhance the school and what the school can do to enhance the community. Parents are part of this wider community.
Communities are a rich source of materials and expertise. The ability of individuals and organizations in the community to enhance the schools in an untapped resource. Communities should be surveyed for willingness to participate in school events, and for possible contributions they can make to school resources.
Schools aim to prepare students for life, and each community is a microcosm of our global village. Schools have so much to give to the communities they operate in; however, data on the specific demography of each community needs to be duly considered. For example, if there is an aged care facility nearby, there is an opportunity for volunteering.
Triangulating feedback
Schools are constantly evolving how they record the huge volumes of data gathered. There are many versatile school information systems that have made the work of gathering and tracking a variety of data much easier. However, whatever method is used to record the data, triangulation makes the data collected more valid. For example, surveys should include comments and scales.
Making the most of the gathered data
There is no point in gathering all the above data if it is not used and is of little or no impact. There should be regular review opportunities where this data is reviewed critically and applied to improve provisions in the school. Meetings should make reference to the data at least monthly, so it becomes a part of the way the school operates.
Schools should also share their anonymized data with other schools to learn from each other. There are also some universities that support evidence-based decision-making schools through the incorporation of qualitative data.
Renewal
Research indicates that data-based planning improves student outcomes, but schools must be ready to evolve their methods and processes regarding data. This means regularly reviewing the strategy and questions they used to gather qualitative data. There should be active annual review of research literature and findings, so no school is left behind.
School leaders are the drivers of data use. This requires that they are supported to develop the necessary data literacy and skills. The field of data management is constantly evolving, leaders have to be agile and able to respond to and effectively communicate changes and best-practice.