Professional Documents
Culture Documents
found that I began to provide my students with more opportunities to submit their
feedback on lessons, projects, and the overall class environment. I was able to assess
this by observing the increase in student test scores, in-class participation, and student
engagement. By providing my students a level of ownership within the classroom, I also
began to notice that my students began to take pride in being a part of my class
because by asking their thoughts, they knew that I was committed to each of my
students learning. With this understanding and its resulting data in tow, not only was
I able to see in what areas I needed to deepen my content knowledge, but I was
able to share my findings with my colleagues and encourage them to try it as well. I
was able to measure the impact of this in the increased number of my colleagues who
created their own Google Forms to use to gain student feedback to augment their
professional learning and practice. This was especially helpful as the TKES (Teacher
Keys Effectiveness System) evaluation, which was instituted last year, incorporated an
element of student feedback. This had a direct impact upon teachers who could then
create their own evaluations and adjust their teaching practice prior to receiving the
results from the TKES the official evaluations.