Speakers
Description
This action research project aimed to improve teacher performance using course-final student surveys as key performance indicators (KPIs). A volunteer team of four course instructors formed both a professional learning community (PLC) and a research team. The team members investigated the extent to which student survey data were helpful in setting professional development goals and measuring the effectiveness of professional development plans. Student survey data from previous semesters were compiled and used by team members to individually analyse their own past performances, and to set targets for improvement via self-determined PD plans (PDPs). The team met several times to discuss and share their data and goals, check in on PDP implementation, and jointly evaluate their PD based on post-intervention data gathered through subsequent student surveys. Participants reported increased motivation and mindfulness regarding reflective practice, reduced feelings of self-criticism, and identified the structured schedule of analysis and discussion as an important mechanism for change. Practical and generalizable implications of this research include specific recommendations regarding the structure and sequence of critical analysis in temporary, goal-oriented PLCs. This session briefly outlines the research design, results, and personal experiences of each team member before focusing on the practical takeaways.
| Presentation location | In person (Kumamoto) |
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