EI for Teachers

Feedback Summary
Maddy Dent
St Lawrence's Primary School
August 2019

Generated on 26/09/2019
Impact through feedback
Your Feedback
This Feedback Summary is designed to help you gain maximum insight and value
from the data collected during the 360-degree feedback phase of EI for Teachers.
It presents the feedback collected by you, your students and your observers in a variety of metrics
allowing you to gain both a general view and a more comprehensive understanding of your
feedback.

Snapshot in time
The data presented herein is a snapshot in time. It is a collection of insights - at a particular time
and from different perspectives - into your current teaching practice. It is not a fixed score or
appraisal.

Revealing Strengths and Improvement Opportunities

The data in this document is presented in such a way as to generate a number of different insights
into your teaching practice.

Your feedback can...

... reinforce your awareness of existing strengths, which in turn can build confidence.

... illuminate your hidden strengths.

... reveal opportunities for improvement.

... enable you to see your teaching practice as others perceive it.

... highlight the perception gap between your intent and your impact.

The importance of mindset as you review and analyse your

feedback

1. Your feedback is not telling you how good or how bad you are at teaching. It does not
necessarily mean that you do not possess the skills associated with a particular area of practice.
This feedback simply means that there is scope to develop and improve those skills, or to
exercise your existing skills more consciously and regularly in your teaching practice.

2. Resist the temptation to focus on the perceived negatives suggested by the data. Reflect on
both your strengths and improvement opportunities and compare and contrast the feedback
collected from all perspectives.

3. Remember, ALL of the data presented herein is developmental. After reviewing your feedback,
use the reflection and peer conversation activities to assist you in choosing one area to focus on.
This will be the foundation for setting your development goal.

Feedback Summary 1.
Guide: Reading your Feedback Summary
The Feedback Summary consists of two sections: the overview section and the survey level detail.

Overview
This section provides an overview of your 360-degree feedback, including:

- Self and Student circumplex, competency highlights and perception alignment

- Observer circumplex and competency highlights
- How your data relates to the Australian Professional Standards for Teachers

Survey Level Detail

This section presents all of the data collected for each student survey level, ordered by competency
area.

For ease of understanding, guides for interpreting our graphs are provided in each section.

Understanding an EI for Teachers Circumplex

The amount of colour in each
wedge represents the data
from the surveys. A full wedge
Colour above this dotted represents 100% positive
line means slightly positive feedback.
feedback, and below this
line slightly negative (50%).

Colour at or below this dotted

line represents a real area for Colour at or above this dotted
improvement, and significant line represents very positive
potential for growth (25%). feedback in this competency
(75%).

Feedback Summary 2.
Overview
This section provides an overview of your feedback, and summarises the responses
from you, your students, and your observers. It also shows how your feedback
relates to the Australian Professional Standards for Teachers.

Feedback Summary 3.
Self-Assessment and Student Feedback
This page compares your self-assessment with feedback from your students. The feedback is
summarised in the circumplex below.

Self (n=1) Students (n=11)

Strengths
According to your self-assessment, your strongest competency is Developing Relationships.

According to your student feedback, your strongest competency is Developing Relationships.

Improvement Opportunities
According to your self-assessment, your biggest opportunity is Driving Surface and Deep Learning.

According to your student feedback, your biggest opportunity is Building Relevance.

Perception Alignment
The gap between how we see ourselves and how others see us is called the perception gap. It is the
perceived gap between our intent and our impact. By comparing your self-assessment responses
to the distribution of student responses for each question, we are able to identify the competencies
in which you and your students are most and least aligned. This measure takes into account how
strongly your students agree with both your self-assessment, and also each other.

The competency which demonstrated strongest alignment is Developing Relationships.

The competency which demonstrated the least alignment is Driving Surface and Deep Learning.

The Survey Level Detail section provides you with a detailed analysis of this alignment for each
question in each competency.

Feedback Summary 4.
Observer Feedback
This page summarises the feedback from your observer(s).

Observer(s) (n=1)

Strengths and Opportunities

According to your observer feedback, your strongest competency is Setting Objectives.

According to your observer feedback, your biggest opportunity is Calibrating Difficulty.

Feedback from Shannon Clune (Pre Primary (PPD))

Positive Setting Clearly articulated the learning goal for the students at the
Objectives beginning of the lesson.
Constructive Driving Surface Provide examples of learning goals/focus through use of
and Deep technology e.g. Show a YouTube clip with examples of the ‘oo’
Learning sound that ignites the students prior knowledge.
Positive Communicating Teacher speaks clearly and at a level that engages the students
Effectively and repeats instructions or previous learning where appropriate.

Other Comments
"Great explicit instruction and classroom management systems in place to remind students of their
appropriate learning behaviours." - Shannon Clune

Feedback Summary 5.
Mapping of your feedback to the Standards
Each EI for Teachers survey question has been mapped to a specific focus area of the Australian
Professional Standards for Teachers. The charts below present your self, student and observer
feedback in relation to the Professional Knowledge (Standards 1 and 2) and Professional Practice
(Standards 3, 4 and 5) domains of teaching.

Responses to questions mapped to a particular Standard are aggregated and then categorised as
Constructive, Neutral or Positive.

Standard Summary
Standard 1
Know students and how they learn Self 100%

Students 36% 63%

Observers 16% 83%

Standard 2
Know the content and how to teach it Self 50% 50%

Students 54% 45%

Observers 100%

Standard 3
Plan for and implement effective teaching Self 90%
and learning
Students 33% 66%

Observers 100%

Standard 4
Create and maintain supportive and safe Self 100%
learning environments
Students 100%

Observers 100%

Standard 5
Assess, provide feedback and report on Self 100%
student learning
Students 18% 81%

Observers 100%

Feedback Summary 6.
Survey Level Detail
This section provides a detailed breakdown of your 360-degree feedback, providing
you with an opportunity to discover patterns in your data, and to gain a more
comprehensive understanding of your feedback.

Feedback Summary 7.
Guide: Interpreting your detailed feedback
This section presents a detailed view of your 360-degree feedback, focusing on one competency at
a time. For each competency and year group that you teach, we provide a series of graphs that
compare your student data with your self-assessment and observer data. We call this graph an EI
Manhattan given its resemblance to a city skyline.

Reading an EI Manhattan
An EI Manhattan displays every component of your 360-degree feedback data, superimposed for
the purpose of comparison.

Explanation Example
Self-Assessment is shown as an orange
disc.

Strongly D. Disagree Neither Agree Strongly A.

Observer responses are shown as blue

circles. A missing circle indicates that an
observer selected "N/A" for that question.
Strongly D. Disagree Neither Agree Strongly A.

Student responses are shown as bar

graphs (the height indicates the number of
students who chose that option).
Strongly D. Disagree Neither Agree Strongly A.

An EI Manhattan provides a concise and visual representation of your 360-degree feedback.

Item Align Answers (n = 40)

Encouraging student participation. 0.80

Strongly D. Disagree Neither Agree Strongly A.

(3) (4) (8) (18) (7)

Teacher/Student Perception Alignment

For each competency table the second column (alignment) provides an approximation of how
closely your self-assessment reflects the responses of your students. It ranges from 0 to 1.

A score of 1 means that all of your students chose the same option as you.

A score of 0 means that all of your students chose an option at the other end of the scale.

Feedback Summary 8.
Setting Objectives
Students - Years K-2

Item Align Answers (n = 11)

Ensuring students know what they 0.77
are meant to learn.
Never Sometimes Always
(0) (5) (6)

Making learning objectives clear for N/A Question Not Presented to Students
students.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Having high expectations of N/A Question Not Presented to Students

students.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Setting achievable learning goals N/A Question Not Presented to Students

for students.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Average Alignment 0.77

Observations relating to this competency

Observer Feedback
Shannon Clune Verbalised the learning goal for spelling sound and students were engaged.

Feedback Summary 9.
Calibrating Difficulty
Students - Years K-2

Item Align Answers (n = 11)

Knowing the levels of ability of N/A Question Not Presented to Students
students.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Ensuring students need to work N/A Question Not Presented to Students

hard to succeed.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Providing students with activities N/A Question Not Presented to Students

targeted at their level of ability.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Responding appropriately when 0.82

students don't understand
something.
Never Sometimes Always
(0) (4) (7)

Average Alignment 0.82

Observations relating to this competency

Observer Feedback
Shannon Clune Students were sent to their Literacy groups where they completed tasks at
their appropriate level.

Feedback Summary 10.

Driving Surface and Deep Learning
Students - Years K-2

Item Align Answers (n = 11)

Having several ways to explain N/A Question Not Presented to Students
lesson content.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Giving students opportunities to N/A Question Not Presented to Students

practise and apply what they learn.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Ensuring students summarise what 0.73

they learn.
Never Sometimes Always
(0) (5) (6)

Encouraging students to become N/A Question Not Presented to Students

self-directed learners.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Average Alignment 0.73

Observations relating to this competency

Observer Feedback
Shannon Clune Anchor charts around the classroom to reinforce learning that has been done
before and as a guide to help students succeed in their tasks.

Feedback Summary 11.

Providing Feedback
Students - Years K-2

Item Align Answers (n = 11)

Ensuring students receive frequent N/A Question Not Presented to Students
and timely feedback.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Helping students understand and N/A Question Not Presented to Students

correct their mistakes.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Commenting on the positive 0.91

aspects of students' work.
Never Sometimes Always
(0) (2) (9)

Helping students understand N/A Question Not Presented to Students

progress towards learning goals.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Average Alignment 0.91

Observations relating to this competency

Observer Feedback
Shannon Clune Gives feedback to students about their contribution to class discussion in a
positive way.

Feedback Summary 12.

Building Relevance
Students - Years K-2

Item Align Answers (n = 11)

Helping students understand how 0.77
lesson content is useful to them.
Never Sometimes Always
(0) (6) (5)

Ensuring lessons are inclusive of all N/A Question Not Presented to Students
students.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Utilising technology to make N/A Question Not Presented to Students

content relevant.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Relating lesson content to real-life N/A Question Not Presented to Students

examples.
Never Rarely Sometimes Usually Always
(0) (0) (0) (0) (0)

Average Alignment 0.77

Observations relating to this competency

Observer Feedback
Shannon Clune Comment that an anchor chart will be made in the next lesson to support the
learning they did today.

Feedback Summary 13.

Communicating Effectively
Students - Years K-2

Item Align Answers (n = 11)

Speaking clearly and coherently. N/A Question Not Presented to Students

Strongly D. Disagree Neither Agree Strongly A.

(0) (0) (0) (0) (0)

Presenting lesson content in an 0.95

interesting way.
Never Sometimes Always
(0) (1) (10)

Using a variety of resources to N/A Question Not Presented to Students

engage students.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Encouraging student participation. N/A Question Not Presented to Students

Strongly D. Disagree Neither Agree Strongly A.

(0) (0) (0) (0) (0)

Average Alignment 0.95

Observations relating to this competency

Observer Feedback
Shannon Clune Teacher communicated with a clear voice at an appropriate volume.

Feedback Summary 14.

Developing Relationships
Students - Years K-2

Item Align Answers (n = 11)

Caring about students' wellbeing. 1.00

No Not sure Yes

(0) (0) (11)

Building trust with students. N/A Question Not Presented to Students

Strongly D. Disagree Neither Agree Strongly A.

(0) (0) (0) (0) (0)

Treating students with respect. N/A Question Not Presented to Students

Never Rarely Sometimes Usually Always

(0) (0) (0) (0) (0)

Supporting students to achieve N/A Question Not Presented to Students

their potential.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Average Alignment 1.00

Observations relating to this competency

Observer Feedback
Shannon Clune Teacher had good relationship with her students as they responded to her
instructions in a positive way and could tell her how they felt.

Feedback Summary 15.

Managing the Classroom
Students - Years K-2

Item Align Answers (n = 11)

Creating a safe learning 1.00
environment.
Never Sometimes Always
(0) (0) (11)

Making classroom rules fair. N/A Question Not Presented to Students

Strongly D. Disagree Neither Agree Strongly A.

(0) (0) (0) (0) (0)

Ensuring students are well- N/A Question Not Presented to Students

behaved.
Never Rarely Sometimes Usually Always
(0) (0) (0) (0) (0)

Maintaining a productive classroom. N/A Question Not Presented to Students

Strongly D. Disagree Neither Agree Strongly A.

(0) (0) (0) (0) (0)

Average Alignment 1.00

Observations relating to this competency

Observer Feedback
Shannon Clune Students knew what was expected during whole class teaching time and knew
what group work they had to go and complete for literacy groups.

Feedback Summary 16.

Detailed mapping of your feedback to the Standards
Each EI for Teachers survey question has been mapped to a specific focus area of the Australian
Professional Standards for Teachers. The charts below present your self, student and observer
feedback in relation to the Professional Knowledge (Standards 1 and 2) and Professional Practice
(Standards 3, 4 and 5) domains of teaching.

Responses to questions mapped to a particular Standard Descriptor are aggregated and then
categorised as Constructive, Neutral or Positive.

Standard 1
Know students and how they learn

Standard Descriptor Summary

Focus Area 1.3
Students with diverse linguistic, cultural, Self 100%
religious and socioeconomic backgrounds
Students No responses

Observers 100%

Focus Area 1.5

Differentiate teaching to meet the specific Self 100%
learning needs of students across the full
range of abilities
Students 36% 63%

Observers 20% 80%

Feedback Summary 17.

Standard 2
Know the content and how to teach it

Standard Descriptor Summary

Focus Area 2.1
Content and teaching strategies of the Self 100%
teaching area
Students 54% 45%

Observers 100%

Focus Area 2.6

Information and Communication Technology Self 100%
(ICT)
Students No responses

Observers 100%

Feedback Summary 18.

Standard 3
Plan for and implement effective teaching and learning

Standard Descriptor Summary

Focus Area 3.1
Establish challenging learning goals Self 100%

Students No responses

Observers 100%

Focus Area 3.2

Plan, structure and sequence learning Self 100%
programs
Students 27% 72%

Observers 100%

Focus Area 3.3

Use teaching strategies Self 25% 75%

Students 45% 54%

Observers 100%

Focus Area 3.4

Select and use resources Self 100%

Students No responses

Observers 100%

Focus Area 3.5

Use effective classroom communication Self 100%

Students No responses

Observers 100%

Feedback Summary 19.

Standard 4
Create and maintain supportive and safe learning environments

Standard Descriptor Summary

Focus Area 4.1
Support student participation Self 100%

Students No responses

Observers 100%

Focus Area 4.2

Manage classroom activities Self 100%

Students No responses

Observers 100%

Focus Area 4.3

Manage challenging behaviour Self 100%

Students No responses

Observers 100%

Focus Area 4.4

Maintain student safety Self 100%

Students 100%

Observers 100%

Feedback Summary 20.

Standard 5
Assess, provide feedback and report on student learning

Standard Descriptor Summary

Focus Area 5.1
Assess student learning Self 100%

Students 18% 81%

Observers 100%

Focus Area 5.2

Provide feedback to students on their Self 100%
learning
Students No responses

Observers 100%

Feedback Summary 21.

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