2. Facilitating staff discussion and sharing is likely to be far more effective to develop practice within your school. /2
Improving Remote Education - A Thread.
Over the last couple of weeks, the discussion has been about what primary schools are offering to their communities and how we can improve on it.
I'm relistening to the sessions, so points may not be in order as I add them... 1/
2. Facilitating staff discussion and sharing is likely to be far more effective to develop practice within your school. /2
4. Entertainment and engagement are different things.
6. It is scary being beamed into someone's home, but having your home on show is also stressful. (perhaps something for Ofsted to consider, we are guests in other people's homes)
10. Give staff the option to invite SLT to sessions, not to observe but to participate.
12. How to video guides to support parents are useful too.
14. Encourage parents to feedback to you through appropriate channels. (You will have to manage expectations, but you need their view).
16. Try and find out how many actually have access to proper devices and not just phones.
18. Don't reinvent the wheel - if Oak do your lesson with full resources - don't record a new one just introduce it.
21. Have an overview of what you are teaching, and record who is accessing it and completing work. This will help in the future. It doesn't have to be complicated.
More from Education
When the university starts sending out teaching evaluation reminders, I tell all my classes about bias in teaching evals, with links to the evidence. Here's a version of the email I send, in case anyone else wants to poach from it.
1/16
When I say "anyone": needless to say, the people who are benefitting from the bias (like me) are the ones who should helping to correct it. Men in math, this is your job! Of course, it should also be dealt with at the institutional level, not just ad hoc.
OK, on to my email:
2/16
"You may have received automated reminders about course evals this fall. I encourage you to fill the evals out. I'd be particularly grateful for written feedback about what worked for you in the class, what was difficult, & how you ultimately spent your time for this class.
3/16
However, I don't feel comfortable just sending you an email saying: "please take the time to evaluate me". I do think student evaluations of teachers can be valuable: I have made changes to my teaching style as a direct result of comments from student teaching evaluations.
4/16
But teaching evaluations have a weakness: they are not an unbiased estimator of teaching quality. There is strong evidence that teaching evals tend to favour men over women, and that teaching evals tend to favour white instructors over non-white instructors.
5/16
1/16
When a teaching award is based solely on teaching evals and then only men get it. pic.twitter.com/szIBkCvTe9
— Dr. Marissa Kawehi (@MarissaKawehi) February 12, 2021
When I say "anyone": needless to say, the people who are benefitting from the bias (like me) are the ones who should helping to correct it. Men in math, this is your job! Of course, it should also be dealt with at the institutional level, not just ad hoc.
OK, on to my email:
2/16
"You may have received automated reminders about course evals this fall. I encourage you to fill the evals out. I'd be particularly grateful for written feedback about what worked for you in the class, what was difficult, & how you ultimately spent your time for this class.
3/16
However, I don't feel comfortable just sending you an email saying: "please take the time to evaluate me". I do think student evaluations of teachers can be valuable: I have made changes to my teaching style as a direct result of comments from student teaching evaluations.
4/16
But teaching evaluations have a weakness: they are not an unbiased estimator of teaching quality. There is strong evidence that teaching evals tend to favour men over women, and that teaching evals tend to favour white instructors over non-white instructors.
5/16
