We encourage you to watch this video of teachers who have received feedback from their students. The teachers in the video speak to the process of collecting feedback from their students and taking action from the feedback.
Here are few key suggestions for helping teachers talk about and understand student feedback.
Encourage them to...
- Explain the purpose of the survey.For example, you can explain why you're asking students to participate: "You'll be asked some questions about how your teacher acts in the classroom. We want your answers to help your teachers improve."
- Explain there are no right or wrong answers.Encourage students to take their time and that their responses will be used to make their school experience better. Ensure your students understand who is able to see their answers and if their name will be attached to those answers.
- Connect student feedback to your classroom goals.The process of gathering and analyzing student feedback can relate to both academic and social-emotional learning goals.
- Consider the possibility of student feedback about both strengths and areas of growth. By establishing how students feel about their school experience, teachers can set goals to improve and develop actionable steps to achieving those goals.
- Learn more about their students.In addition to gathering student feedback, teachers can learn more about their students by taking action in their classrooms. Emily Gindlesparger, a high school teacher in Arizona, recommends standing by the door at the end of class and engaging in conversations with students about their lives outside the classroom. Teachers can also ask about students' lives and interests using Panorama's Get to Know You Survey or by having students respond to "I wish my teacher knew..." prompts.
We also have a number of partner stories that give an overview of how different partners have created buy-in from their faculty and staff.
- Dubai American Academy: Leaders at the school engaged with their faculty advisory committee to select survey content and message the importance of the survey project.
- MSAD #72, ME: Leaders in the district worked with teachers to make sure that the surveys were used for formative growth.
- Millbury, MA: Leaders in the district worked with teacher leaders to build trust about how feedback would be gathered and used.
- Chandler, AZ: Leaders in the district came up with a thoughtful process for sharing data with teachers.