Post-Survey Fall 2019

I have been waiting to make a meaningful reaction to our survey results until administering the survey, and am happy I have them. Last year, in a Grade 2 class, it was indicated that Classroom Management, Clarify and Challenge could be areas for me to grow. This year I am surveying a Grade 3 class, some students of which were in that same Grade 2 class. I thought this would be an interesting opportunity to see myself on a continuum with the same students.

Obviously, my results in October are going to be weaker than my results in the Spring since I am only able to see students 3 times a cycle and these relationships have not been fully formed as of yet. Additionally, Weeks 2-7 of the school year were spent with guest teachers. We had Club Football for Week 2, and weeks 3-7 were spent in the swimming pool. While I was very present during those lessons; dealing with behavioural/social/emotional issues, give feedback and transitioning the students; the bulk of instruction was coming from the swim coaches. The last two weeks before the survey were spent during our Health and Fitness unit.


The students in this third grade class seem to enjoy PE, which results in a high score for Captivate. They find the activities we do in class interesting and are having fun. Most of the students enjoy the activities we do in class, which is a high goal for creating lifelong happy and healthy individuals.

My next strongest metric was Confer. This indicates to me that the students feel they have choice and and a voice in our class. The itemized response did not support that I want students to “share their thoughts” – but I would chalk this up to a poor question. I try my best to elevate my student’s voice in terms of activity and content, but with a short lesson time its hard to hear all of the students’ thoughts.


My weakest area as indicated by the student surveys was Consolidate. This would indicate that I am not providing enough time for students to connect learning to their lesson. This reason for this could be due to my own time management. Often, this class is scheduled after lunch or recess and therefore some time is lost in the beginning of class in transition. I scored poorly in connecting student learning to earlier parts of the unit and at summarizing the day’s learning. By using objectives, I intend on improving this metric this year by reviewing them at the beginning, middle and end of class. It is not all doom and gloom: almost 80% of the students indicated that this was an area of strength during PE class.

Another area for growth as indicated by my surveys is in Classroom Management. This, fortunately, will not make me cancel the presentation I am giving at the PHASE-AP conference for physical educators about ways to increase consistency and routines in PE class. I do think Classroom Management is a real strength of mine and the important work of establishing norms and routines early in the year will pay off in dividends in the spring. If I changed the language I use to indicate “you are wasting your class’ activity time!“, I feel that these scores will decrease.

Once students are more familiar with my expectations as a teacher, I feel that they will be self-motivated to transition quicker.  Also, the exciting activities that will continue this year will raise this score as well as “Captivate“. Students would have a very different reaction and result if this survey was administered after World Air Toss, Mission Impossible or Colour Ball.

I am looking forward to more learning as the year progresses!




Looking Back on 2018-19


As I participated in the pilot program of the new ISB professional development program last year I am able to rely on some survey results from last year.

According to survey results of this second grade class, my teaching is perceived in this way:

  • I respond appropriately to my students and have high expectations (care)
  • I design interesting lessons and make connections between their learning. (captivate)
  • I model respect and hear their feedback; giving the students voice (confer)

Areas I have to improve are:

  • Explaining things in different ways, anticipating student questions (clarify)
  • Scaffolding lessons and set challenges for individual students (challenge)
  • Have students behave the way I expect them to (class management)
  • Asking students to synthesize and consolidate their learning (consolidate)

Despite the fact I may disagree with some of the survey results, I cannot refute DATA. Math don’t lie.

This year I look forward to growing my abilities in my growth areas, one of which will be through presenting on “Establishing Routines and Consistency in PE Class” at the PHASE conference in Hong Kong. I will aim to challenge my students and their behaviors and use rubrics and assessment tools in order to consolidate their learning between units. Throughout this process I look forward to seeing more student results.



Classroom Management

After reviewing the survey results of my students I learned that from their perspective I should change my goal. I originally chose “Confer” as a goal to work as a way to elevate my students’ perspectives and hear their voice.


My professional learning has taken many fits and starts over my brief teaching career. Having already taught and assumed multiple roles in a school during my relatively short career, I have always sought out new goals to challenge myself. Whether these goals are a community-based goal, student-focused or simply attempting to practice better organization for my professional space in more efficient manner I always aim to challenge myself.

This year I am excited to take on the challenge of a new and potentially innovative professional growth model. As a teacher, I find it most important to remember that this profession is truly a “calling”, and as educators we are called to the cultivation of our students first and foremost. I am invigorated by the challenge that student-feedback will provide to our professional learning targets and look forward to what happens next.

The “7C” that I would like to focus my growth towards is Confer. “Teachers who confer encourage and value students’ ideas and views. They seek and respect students’ thoughts, opinions and input as part of the learning process.”

While I do identify with that statement, the reflection questions revealed a deeper nature to what it means to “Confer” with students. For the pilot session I decided to use a Grade 2 class. As a teacher of grades 1-5 the way I deliver instruction to students of different age groups vary wildly.

While I try to constantly invite students to provide their ideas and discuss, I fear that I do not do so effectively and meaningfully for younger students. I do not feel like I provide time to give diverse viewpoints or have students share their thoughts about how learning activities should go. I do not do a great deal of group discussion and peer feedback, perhaps in a lack of “trust” in the quality of the conversation that might happen unsupervised in younger students.

Often in an lower ESPE class like Grade 2, I am co-teaching and managing a group of 35-42 students, who show up at different times, have a varying English language level and a short,  40 minute block. I find it is very difficult to provide time for students to have meaningful time to reflect on their lesson when trying to maximize the hands-on activity time in such a short and busy block. I do my best to respond to any comment or question respectfully, but sometimes under time pressures I can forget the young age of my students.

At the end of the class its important to do a “cool down” or reflection period which sometimes gets skipped due to clean-up in the gym or an inability to pull students (often out of a rousing game) in quickly and easily for a discussion. This is important time that students can use to reflect upon the theme of that day’s class and synthesize it with information they already know. I look forward to the results of the survey and how young students receive my teaching.



Welcome to your Professional Learning Blog! This is a place for you to post your goals, and reflect on them throughout the year.

  • Decide on your goal, perhaps in consultation with your colleagues or principal, and create a post to share with this online professional learning community that you are now a part of! Categorise this post in Goal Setting. Set your goal by considering:
    • Self assessment and reflection based on new teacher standards  (Tripod 7C’s)
    • Previous or new observation data from peers and principals
    • Student surveys (online surveys developed and aligned with 7C’s)
  • Identify colleagues, coaches, principals etc. that will play a supporting role in achieving your goal, and invite them to view and comment on your post. Encourage them to bookmark your blog and visit regularly.
  • Throughout the year, collect and share evidence to support your progress. Categorise these posts in Reflection.
  • Encourage your colleagues to share your learning journey by engaging with your blog. In return, engage with their blog (and others across the School)
  • You may also like to share work that your students have created or your own professional achievements that may not be directly related to your goal setting. This is encouraged! Categorise these posts as Showcase.

If you need support using this platform, please don’t hesitate to contact Ed Tech, we are always happy to be of assistance!

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