EI for Teachers

Focused
Feedback Summary
Madeline Harwood
St Francis Xavier Primary School -
Geraldton
September 2021

Generated on 30/09/2022
Impact through feedback
Your Focused Feedback
This Focused Feedback Summary is designed to help you gain maximum insight and value from the
data collected during the focused feedback phase of the EI for Teachers program.

It presents the feedback collected by you, your students and your observers using a variety of
metrics allowing you to gain both a general view and a more comprehensive understanding of your
feedback.

Your Professional Development

The data presented herein is a reflection of the development you have achieved through
participating in 360-degree feedback, evidence-based goal setting and, most recently, focused
feedback. It is a collection of insights - gathered over time and from different perspectives - into
your teaching practice.

Your focused feedback can...

... help you see your development.
... provide new perspectives into your chosen competency.
... reveal opportunities for further 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 focused feedback is not telling you that you have or have not achieved your development
goal. This feedback simply represents a means by which you can gauge the impact you are
having in your chosen competency area and the progress that you have made towards
achieving your goal.
2. Only you know the context in which your feedback was collected. Your results will not only be
influenced by your development as a teacher but also by the students you surveyed.
3. Remember, ALL of the data presented herein is developmental. After reviewing your focused
feedback, arrange a meeting with your supervisor to reflect on the progress you have made
towards achieving your development goal and ensure that appropriate next steps are decided
on.

Focused Feedback Summary 1.

Guide: Understanding your focused feedback
The Focused Feedback Summary consists of two main sections; the overview section and the detail
section.

Overview
This section provides an overview of your focused feedback, including (where applicable):
- Self circumplex, question summary and reflections
- Student circumplex, question summary and perception gap analysis
- Observer circumplex, question summary and reflections
- Focus questions

Detail
This section provides a question-by-question breakdown of all data collected in the focus phase of
EI for Teachers. We also provide you with the data from the 360-degree feedback phase relating to
your chosen competency.

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

Understanding an EI Focus Circumplex

The pink line
The enlarged represents the
segment represents average of
the competency you responses to the
chose to focus on. core competency
The coloured area questions during the
represents your focused feedback
results in this phase.
competency from
the 360-degree
feedback phase.

The shaded areas

represent your results
from the 360-degree
feedback phase for the
other competencies.

Note: The 360-degree feedback phase refers to the feedback you received on all competency
areas and the focused feedback phase refers to the feedback you received on your chosen
competency.

Focused Feedback Summary 2.

Overview
This section contains an overview of your focused feedback, sufficient to close the
loop on your cycle of EI for Teachers - it should be read by all teachers. It
summarises the feedback from you, your students and your observers and offers
different insights and perspectives for each cohort.

Focused Feedback Summary 3.

Self-Assessment
This page summarises your self-assessment feedback. The circumplex below displays responses to
the core questions in your chosen competency area.

Question Summary

The responses to the questions in your chosen competency are shown below as bar charts. The
blue bar represents the weighted average of responses to these questions in the 360-degree
feedback phase. The pink line represents the average of responses to these questions in the focus
phase of the program.

Helping students understand how lesson content is useful to them.

Ensuring lessons are inclusive of all students.

Utilising technology to make content relevant.

Relating lesson content to real-life examples.

Focused Feedback Summary 4.

Reflections
You were asked to reflect on your impact in your chosen competency area and the progress you
have made towards achieving your development goal.

On your chosen competency, you said:

I have started utilising PowerPoints to display lesson objectives and success criteria during my
lessons. This has allowed for me to use the whiteboard to model examples and keep the LO and
SC on display at the same time. Students hav referred back to the Ssuccess criteria during
lessons.
Your development goal was:

My goal is to develop my Learning Intention and Success Criteria to increase clarity to students on
not only daily lessons but also the long term learning.
On your goal, you said:

I am going to ensure I allow students opportunity to reflect on their learning using the success
criteria.

Focused Feedback Summary 5.

Student Feedback
This page summarises feedback from your students. The circumplex below displays responses to
the core questions in your chosen competency area.

Last time you received feedback from 29 student(s).

This time you received feedback from 26 student(s).

Question Summary

The responses to the questions in your chosen competency are shown below as bar charts. The
blue bar represents the weighted average of responses to these questions in the 360-degree
feedback phase. The pink line represents the average of responses to these questions in the focus
phase of the program.

Helping students understand how lesson content is useful to them.

Utilising technology to make content relevant.

Focused Feedback Summary 6.

Perception Gap Analysis
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 responses from students, we are able to identify where you and your students
are most and least aligned. Below we provide a table summarising how the alignment between you
and your students has changed in your chosen competency.

It is important to note that only you know the context in which your feedback was collected. Your
results will not only be influenced by your development as a teacher but also by the students you
surveyed.

Years 3-4
Previous Now Change
Helping students understand how lesson content is useful to them. 0.70 0.71 0.01

Utilising technology to make content relevant. 0.73 0.75 0.02

0.72 0.73 0.02

Section 2 provides you with a detailed analysis of this alignment for each question in your chosen
competency.

Focused Feedback Summary 7.

Observer Feedback
This page summarises feedback from your observer(s). The circumplex below displays responses to
the core questions in your chosen competency area.

Last time you received feedback from 3 observer(s).

This time you received feedback from 1 observer(s).

Question Summary

The responses to the questions in your chosen competency are shown below as bar charts. The
blue bar represents the weighted average of responses to these questions in the 360-degree
feedback phase. The pink line represents the average of responses to these questions in the focus
phase of the program.

Helping students understand how lesson content is useful to them.

Ensuring lessons are inclusive of all students.

Utilising technology to make content relevant.

Relating lesson content to real-life examples.

Focused Feedback Summary 8.

Reflections
Your Observer(s) were asked to reflect on the impact that you display in your chosen competency
area and the progress you have made towards achieving your development goal.

On your chosen competency, your Observer(s) said:

Mia Quarrington- I had the opportunity to talk to Abel and Emerys about their learning and
Rhodes they could explain very clearly what they was learning and why it would be
important in their life. All students were very engaged - love the web
quest and the use of technology.

Your development goal was:

My goal is to develop my Learning Intention and Success Criteria to increase clarity to students on
not only daily lessons but also the long term learning.
On your goal, your Observer(s) said:

Mia Quarrington- Students are very clear about their learning and have made good
Rhodes connections between each lesson.

Comments
"A lovely, welcoming classroom environment. All students were engaged and on task. Good use of
technology and clear expectations." - Mia Quarrington-Rhodes

Focused Feedback Summary 9.

Focus Questions
During the focused feedback phase of EI for Teachers, we asked some additional questions related
to your chosen competency area allowing you to drill down and gain new perspectives on your
teaching practice.

The bar charts below present your self, student and observer feedback in relation to the focus
questions and represent an average of the responses for each cohort. A full bar represents the
best possible answer for that question.

Building Relevance

Helping students understand the importance of Self

what they learn. Students N/A

Observer

Connecting lesson content to students' personal Self

interests Students N/A

Observer

Asking students about their interests. Self

Students

Observer

Ensuring that lesson content utilises the cultural Self

diversity of students. Students

Observer

Students can apply lesson content to the real Self

world. Students

Observer

Using resources which are up to date and Self

relevant. Students N/A

Observer

Real-life examples are related to current events. Self

Students N/A

Observer

Students are interested in the real-life examples Self

used. Students

Observer

Focused Feedback Summary 10.

Detail
This section provides a detailed breakdown of your feedback, providing an
opportunity to discover patterns in your data, and to gain a more comprehensive
understanding of your focused feedback.

Focused Feedback Summary 11.

Guide: Interpreting your focused feedback
This section presents a detailed view of your focused feedback. For each 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 focused feedback data, superimposed for the
purpose of comparison.

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

Option 1 Option 2 Option 3 Option 4 Option 5

Observer responses are shown as blue

circles. A missing circle indicates that an
observer selected "N/A" for that question.
Option 1 Option 2 Option 3 Option 4 Option 5

Student responses are shown as bar

graphs (the height indicates the number of
students who chose that option).
Option 1 Option 2 Option 3 Option 4 Option 5

An EI Manhattan provides a concise and visual representation of your focused feedback.

Item Align Answers (n = 40)

The teacher encourages 0.80
participation in class.
Option 1 Option 2 Option 3 Option 4 Option 5
(3) (4) (8) (18) (7)

Teacher/Student Perception Alignment

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.

Focused Feedback Summary 12.

Your question-by-question breakdown
Building Relevance (focused feedback phase)
Students - Years 3-4

Item Align Answers (n = 26)

Helping students understand how 0.71
lesson content is useful to them.
Never Sometimes Always
(2) (6) (18)

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 0.75

content relevant.
Never Sometimes Always
(0) (22) (4)

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 0.73

Focused Feedback Summary 13.

Building Relevance (360-degree feedback phase)
Students - Years 3-4

Item Align Answers (n = 29)

Helping students understand how 0.70
lesson content is useful to them.
Never Sometimes Always
(3) (9) (17)

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 0.73

content relevant.
Never Sometimes Always
(1) (24) (4)

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 0.72

Focused Feedback Summary 14.

Focus Questions
Students - Years 3-4

Item Align Answers (n = 26)

Helping students understand the N/A Question Not Presented to Students
importance of what they learn.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Connecting lesson content to N/A Question Not Presented to Students

students' personal interests
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Asking students about their 0.58

interests.
No Not sure Yes
(9) (15) (2)

Ensuring that lesson content utilises 0.75

the cultural diversity of students.
No Not sure Yes
(9) (13) (4)

Students can apply lesson content 0.73

to the real world.
No Not sure Yes
(1) (8) (17)

Using resources which are up to N/A Question Not Presented to Students

date and relevant.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Real-life examples are related to N/A Question Not Presented to Students

current events.
Strongly D. Disagree Neither Agree Strongly A.
(0) (0) (0) (0) (0)

Students are interested in the real- 0.73

life examples used.
No Not sure Yes
(1) (9) (16)

Average Alignment 0.70

Focused Feedback Summary 15.

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