Document Title Appraisal Policy

Transcription

1 1 Document Title Appraisal Policy Current Version v1-12/15 Authors Pat Goodhead, Principal Kathrin Williams, Business Manager Review frequency Annually Signature Name David Lisseter Capacity Chair of Governors Date 27 th May 2016

2 2 Appraisal Policy Christ the King College is a Voluntary Aided Secondary School which caters for students aged on the Isle of Wight. The College is supported by both the Church of England Diocese of Portsmouth and the Roman Catholic Diocese of Portsmouth. Christ the King College is committed to providing an outstanding education for all students that is firmly grounded on Christian principles. Our College policies are reflective of this commitment and aim to ensure the safety and wellbeing of all members of our College community. It is also expected that the implementation of our policies reflects those Christian principles on which Christ the King College is founded.

3 3 Contents 1 Purpose 2 Application of the Policy 3 Teacher Appraisal 3.1 Appraisal 3.2 Appraisal Period 3.3 Appointment of Appraisers 3.4 Objective setting 3.5 Reviewing performance 3.6 Transition to capability 3.7 Performance Appraisal Review 3.8 Confidentiality 3.9 Equality and consistency 3.10 Retention of review statements 4 Complaints and Appeals Appendices Appendix A: Guidance for Appraisers Appendix B: Pre-Appraisal Meeting Template Teacher Self Review Appendix C: Pre-Planning Interview Template Appendix D: Planning Statement Appendix E: Lesson Observation form and observation protocol Appendix F: Appraiser/Appraisee structure for academic year

4 4 1 Purpose 1.1 This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers, including the Principal, and for supporting their development within the context of the College s plan for improving educational provision and performance, and the standards expected of teachers. It also sets out the arrangements that will apply when teachers fall below the levels of competence that are expected of them. This policy should be read in conjunction with the College s Pay Policy which also contains the National Teachers Standards and Professional Career Stage Level Descriptors for Teachers that must be applied for the Teacher Appraisal process. 2 Application of the policy 2.1 The policy covers appraisal, applies to the Principal and to all teachers employed by the College, except those on contracts of less than one term, those undergoing induction (i.e. NQTs) and those who are subject to the College s capability policy. 2.2 Throughout this policy, unless indicated otherwise, all references to teacher include the Principal. 3 Teacher appraisal 3.1 Appraisal in this College will be a supportive and developmental process designed to ensure that all teachers have the skills and support they need to carry out their role effectively. It will help to ensure that teachers are able to continue to improve their professional practice and to develop as teachers. 3.2 The Appraisal Period The appraisal period will run for twelve months from 1 September to 31 August The annual Performance Appraisal Review will be completed for all teachers by 31 October and for the Principal by 31 December Teachers who are employed on a fixed-term contract of less than one year will have their performance managed in accordance with the principles underpinning this policy. The length of the period will be determined by the duration of their contract Where a teacher starts their employment at the College part way through a cycle, the Principal, or in the case where the employee is the Principal, the Governing Body, shall determine the length of the first cycle for that teacher, with a view to bringing his/her cycle into line with the cycle of other teachers as soon as possible.

5 Where a teacher transfers to a new post within the College part way through a cycle, the Principal, or if the employee is the Principal, the Governing Body, will review the objectives to ensure accurate reflection of the new post Performance Appraisal planning and review statements will be retained for a minimum period of 6 years. 3.3 Appointing Appraisers The Principal will be appraised by the Governing Body, supported by a suitably skilled and/or experienced external adviser who has been appointed by the Governing Body for that purpose In this College, the task of appraising the Principal, including the setting of objectives, will be delegated to a sub-group consisting of three members of the Governing Body, excluding the Chair. Where the Principal is of an opinion that any of the governors appointed by the Governing Body are unsuitable to act as an appraiser, he/she may submit a written request to the chair of governors, for that governor to be replaced, clearly stating the reasons for the request. The chair of governors will make the final decision The Principal will decide who will appraise other teachers and ensure they have received appropriate training. In this College, this will normally be: The Principal; a member of the senior leadership team; the teacher with a clear line management overview of a teacher s work; teacher(s) specifically identified to undertake appraisal of other teachers in the College (normally this will be a teacher with management responsibility). The maximum number of appraisees for any one appraiser should not normally exceed 6 per cycle Where teachers have an objection to the Principal s choice of appraisers, the teacher may submit a written request to the Principal for the appraiser to be replaced. Their concerns will be carefully considered, but ultimately it will be the Principal s decision Where it becomes apparent that an appraiser will be absent for the majority of the appraisal cycle or is deemed unsuitable for professional reasons, the Principal may perform the appraisal duties him/herself or delegate them in their entirety to another teacher. Where this teacher is not the appraisee s line manager, the teacher will have an equivalent or higher status in the staffing structure as the appraisee s line manager. The appraisal cycle will not re-start in the event of an appraiser being changed part way through the appraisal cycle.

6 6 3.4 Setting objectives The Principal s objectives will be set by the Governing Body after consultation with the external adviser. It is the Governing Body s responsibility to select a suitably qualified external advisor. Objectives will be focused on key College priorities and take account of the National Standards for Head Teachers Objectives for each teacher, including the Principal, will be set before, or as soon as practicable after, the start of each appraisal period. The objectives set for each teacher will be linked to the relevant standards, will be Specific, Measurable, Achievable, Realistic and Time-bound and will be appropriate to the teacher s role and level of experience. The appraiser and teacher will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives, and the teacher may record their comments in writing as an appendix to the appraisal statement. Objectives shall also take account of the appraise s professional aspirations and experience and also any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of students at the College. Objectives may be revised if circumstances change The objectives set for each teacher, including the Principal, will, if achieved, contribute to the College s plans for improving the College s educational provision and performance and improving the education of students at the College. This link will be made by ensuring: that the pupil progress objective (all teachers) addresses the key attainment priority identified by the College improvement plan; that the second professional development objective (all teachers) addresses the key development priority identified by the Performance Appraisal Review that the third professional development objective, including leadership and management development (for all those teachers with paid leadership responsibilities) addresses the key development priority identified by consideration of the leader s effectiveness - with reference to any relevant leadership standards - in addressing key College development plan priorities Under normal circumstances, teachers will have a maximum of 3 objectives. However, in exceptional circumstances where teachers who are found not to be meeting standards at the appropriate level for their career stage (Appendix B) by the annual Performance Appraisal Review (prior to transition to the capability procedure) they may be given a reasonable number of additional objectives and corresponding support. The appraiser will take into account the effect of an individual s circumstances, including any disability, when agreeing objectives. For example, this might include a reasonable adjustment to allow an individual slightly longer to complete a task than might otherwise be the case. When a teacher returns from a period of extended absence, objectives may be adjusted to allow them to re-

7 7 adjust to their working environment. An extended absence is deemed to be four consecutive weeks or more (usually working weeks) Before, or as soon as practicable after the start of each appraisal period, each teacher will be informed of the standards against which that teacher s performance in that appraisal period will be assessed. All teachers will be assessed against the set of standards contained in the document called Teachers Standards published in May Assessments will also be conducted (if appropriate) against: National Head Teacher Standards (2004) National Standards for Subject Leaders (1998) Excellent Teacher Standards Advanced Skills Teacher Standards Special Educational Needs Coordinator (SENCO) standards Draft National Standards for School Leaders (NCSL) To fulfil the aims of the appraisal, the following criteria will be consistently applied and inform the objectives to be agreed for each teacher: The context of Christian schools Lesson presentation and teaching and learning methods Assessment data Lesson preparation and planning Schemes of Work Subject knowledge Communication and motivational skills Discipline/Behaviour Management Marking, assessment and monitoring of students work and progress Effective use of homework Classroom organization Implementation of school policies Additional responsibilities Department handbooks The Principal will be responsible for ensuring that the appraisal process operates consistently, that objectives are focused on College priorities and that they take account of the Performance Appraisal Review. All objectives will be referred to the Principal prior to the commencement of the cycle of monitoring. Where the Principal has concerns about the relevance of the objectives set, these concerns will be discussed with the appraiser. The objectives may require amendment following discussion with the teacher Pay progression Where teachers are eligible for pay progression, the recommendation made by the appraiser will be based on the assessment of their performance against the agreed objectives and the Teachers Standards. The decision made by the relevant decision making body will be based on the statutory criteria and guidance set out in

8 the School Teachers Pay and Conditions Document and the relevant Teachers Standards. The Governing Body has agreed the pay policy of the College and has considered the implications of the appraisal policy with respect to the arrangements relating to teachers pay in accordance with the School Teachers Pay and Conditions Document. The Governing Body will ensure the decisions on pay progression are made by 31 st December for the Principal and 31 st October for other teachers Reviewing performance Review Process The review process will involve a three-stage annual review process, consisting of: - Initial planning meeting - Monitoring progress (including classroom observations) - Review meeting It is suggested that staff: - Reflect on and evaluate their own performance against their objectives and overall performance - Provide consistent references to evidence in support of their performance and achievement during the appraisal period - Provide, on request, specific examples of evidence to demonstrate the qualities of their performance and achievements during the appraisal period Observations This College believes that observation of classroom and leadership practice is important both as a way of assessing teachers performance in order to identify any particular strengths and areas for development they may have and of gaining useful information which can inform school improvement more generally. All observation will be carried out in a supportive fashion. Teachers performance will be regularly observed, but the amount and type of classroom observation will depend on the individual circumstances of the teacher and the overall needs of the College. In addition to formal observation, the Principal or other senior leaders with responsibility for teaching standards may carry out drop in observations in order to evaluate the standards of teaching and to check that high standards of professional performance are established and maintained. The length and frequency of drop in observations will vary depending on specific circumstances. The appraiser will undertake classroom observations sufficient to make an informed judgment. If more than one lesson is to be observed, there should be a balanced selection of lessons to be observed to reflect the range of the teacher s work and the teacher should be given at least 5 days notice. The agreed College s lesson observation form should be used.

9 If the appraiser requires further information from other colleagues, written or oral, relevant to the teacher s performance, the teacher will be consulted before the information is sought Development and support Appraisal is a supportive process which will be used to inform continuing professional development. The College wishes to encourage a culture in which all teachers take responsibility for improving their teaching through appropriate professional development. Professional development will be linked to College improvement priorities and to the ongoing professional development needs and priorities of individual teachers as detailed in the section on Setting objectives above The College s CPD programme will be informed by the training and development needs identified in the Performance Appraisal Reviews. The Governing Body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the College budget for any training and support which has been agreed In cases of competing demands on the College training budget, a decision on relative priority will be taken with regard to the extent to which: - the CPD identified as essential for an appraise to meet their objectives; and - the training and support will help the College achieve its priorities. The College s priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards their performance criteria where the support recorded in the review statement has not been provided Feedback Teachers will receive constructive feedback on their performance throughout the year and as soon as practicable after observation has taken place or other evidence has come to light. Feedback will include discussion with the teacher, will highlight particular areas of strength as well as any areas that need attention and could determine any appropriate action required Where, following the Performance Appraisal Review, or during the review cycle, there are concerns about any aspects of the teacher s performance, the appraiser will meet with the teacher formally to: - give clear feedback to the teacher about the nature and seriousness of the concerns - give the teacher the opportunity to comment and discuss the concerns - agree any support (eg coaching, mentoring, structured observations) that will be provided to help address those specific concerns - make clear how, and by when, the appraiser will review progress - explain the implications and process if no, or insufficient improvement is made

10 3.5.9 When progress is reviewed, if the appraiser is satisfied that the teacher has made, or is making, sufficient improvement, the appraisal process will continue as normal, with any remaining issues continuing to be addressed through that process. 3.6 Transition to capability If the appraiser is not satisfied with progress, following consultation with the Principal (if the head teacher or governors are not the appraisers), the teacher will be notified in writing that the appraisal system will no longer apply and that their performance will be managed under the College s Capability Procedure. This notification will trigger the commencement of the formal capability procedure. 3.7 Performance Appraisal Review Each teacher's performance will be formally assessed in respect of each appraisal period. In assessing the performance of the Principal, the Governing Body will consult the external adviser This assessment is the end point to the annual appraisal process, but performance and development priorities will be reviewed and addressed on a regular basis throughout the year by means of: lesson observations; planning and work scrutiny, including work moderation; termly meeting with appraiser; mid-cycle review meeting with appraiser; observation / scrutiny of leadership and management activities where appropriate; other feedback obtained during the cycle relevant to the teacher s overall performance At the end of each appraisal period, the appraiser and appraise will meet to review the appraisee s performance. This meeting will consider the agreed objectives as a focus for discussion on achievements. The discussion may identify any further development needs and support, including any proposed action(s), still required. Assessment of performance against the objectives will be on the basis of the performance criteria set at the beginning of the appraisal cycle. Good progress towards the achievement of a challenging objective, even if performance criteria have not been met in full, will be assessed favourably Within 10 working days of the review meeting, the teacher will receive and have the opportunity to comment in writing on - a written appraisal report, recording the main points made and the conclusions reached. In this College, teachers, including the Principal, will receive their written appraisal reports no later than 31 October. The appraisal report will include: details of the teacher s objectives for the appraisal period in question;

11 11 an assessment of the teacher s performance of their role and responsibilities against their objectives and the relevant standards; an assessment of the teacher s training and development needs and identification of any action that should be taken to address them; a recommendation on pay, where that is relevant The assessment of performance and of training and development needs will inform the planning process for the following appraisal period Any recommendations on pay will be referred to the Principal before being referred on to the Governing Body. 8 Confidentiality Access to the written appraisal report will normally be limited to the appraisee, the appraiser, the Principal and / or nominated member of the senior leadership team and where appropriate the College s human resources advisors. Please note that Ofsted may request anonymised performance appraisal documentation. Governors responsible for making decisions regarding pay progression may also request access. 3.9 Equality and consistency As outlined in paragraph above, the Principal will have overall responsibility for the quality assurance of the appraisal process across the College. This will include ensuring the consistency and equality of application of the process throughout the College. The Principal may delegate responsibility for monitoring consistency and equality of application of the process to a member of the senior leadership team The Principal will be responsible for reporting annually to the governing body on any relevant issues, including those of underperformance, arising from the annual review cycle and on any action required to address those issues. The report will enable governors to receive an overall general report of the process, but will not include specific details relating to individual members of staff The Governing Body is committed to ensuring consistency of treatment and fairness Retention of statements The Governing Body and Principal will ensure that all written appraisal records are retained in a secure place for six years and then destroyed. 4 Complaints and Appeals

12 4.1 At specific points of the appraisal process, teacher and the Principal have a right of appeal against any of the entries in their planning and review statements. Where an appraise wishes to appeal, this would constitute an appeal hearing. Details of the appeals process are outlined in the College s Pay Policy. 4.2 Appraisees can record their dissatisfaction with aspects of the review on the review statement. Where these cannot be resolved with the appraiser, they can raise their concerns with the Principal. Where the appraiser is the Principal, they can raise their concerns with the Chair of Governors. 4.3 The Principal can record his/her dissatisfaction with aspects of the review on the review statement. Where these cannot be resolved with the appointed governor or external advisor, he/she can raise the concerns with the Chair of Governors. Where the Chair of Governors has been involved in the review process, the Governing Body should appoint a panel of 3 governors who have not participated in the Principal s appraisal, to act as review officers. No governor who is also a teacher or member of staff at the College will be involved in the review. The review officers will investigate the complaint and take account of comments made by the Principal, ensuring that the review of the complaint is completed within 10 working days of referral. They may decide that the review should remain unchanged or may add observations of their own. 12

13 13 Appendix A Performance Appraisal Guidance for Appraisers Please follow the procedure as set out below. If you have any questions or concerns at any stage please see the Principal. Stage One: Self-analysis (Good Practice) 1. Objectives, monitoring and any in-year evaluations are available in the Bluesky software programme. Prompt Sheets are available in the Appraisal Policy for selfanalysis in preparation for the Planning and Review Meeting. Step Two: Initial Meeting (Good Practice) 1. This is an opportunity to clarify the arrangements for the planning meeting during which objectives will be set. 2. Ensure the objectives set for last year are available. If they have not already been reviewed, ensure they are taken to the planning meeting Stage Two: Planning Meeting (Statutory) Ask your collegue for the objectives and targets set for the last cycle. If these are not available, re-start the cycle for the previous academic year. The objectives set during the previous year can be printed. However, it is advisable to carry out the process on the Bluesky system. 1. Ask your colleague for the evidence they have of how they have met the objectives and targets, or to show what progress they have made towards meeting targets. 2. Gather general evidence of your colleague s development, particularly what progress the pupils taught last year have made, and how the teacher has improved his or her professional practice. 3. Use evidence to complete Performance Appraisal Review Record. 4. Give to your colleague the opportunity to enter a separate comment. 5. Consider and set objectives for the new academic year using the Bluesky Software. Please discuss objectives with the Principal and/or seek any advice necessary from him/her if in any doubt.

14 6. For this round of the Performance Appraisal Process, three objectives should be set and typed into Bluesky by October 31 st (the appraisee will need to type the objectives into Bluesky during the interview, thus ensuring accuracy). The Objectives will need to include: Success Criteria, Agreed Completion/Monitoring dates and Actions. One of the targets will be based on Teaching and Learning, one on Standards and one Professional Objective. The use of SMART Targets will help ensure rigour and accuracy. The most considered Objectives are the result of pre-interview planning. Where there is disagreement between an Appraiser s Objective and one or more of the Appraisee s Objectives, the Appraisers determines the objectives. However, where an agreement cannot be reached, the Appraisee should submit his/her comments in writing to the Principal. Once planning has been completed, the Bluesky document can be converted to a Word document and filed. Stage Three: Monitoring Progress (Classroom Observation) (Statutory) 1. Please ensure that provisional dates and times are set. There is a separate tab in Bluesky for planning Lesson Observations. Ensure the monitoring observation is linked to at least one of the objectives. Mid-year monitoring will take place between February and Mid-March. Stage Four: Self Evaluation (Good Practice) 1. Bluesky enables on-going evaluation by all staff. This allows teachers to record considerations at any time throughout the year, when thoughts are fresh. Appraisers will be able to monitor Appraisee s evaluations quickly and easily, throughout the year. Stage Five: Reviewing Performance (Statutory) 1. By the end of the cycle the Appraiser will be able to complete an assessment of totality of performance, using the Bluesky software during the Planning and Review meeting for the next academic year. This will conclude the cycle for the academic year. 14

15 15 Appendix B Pre Appraisal Meeting Template - Teacher Self Review This can be used as an aide memoire to help you prepare for your appraisal meeting. It should be used as appropriate for you. I.e. All areas may not be relevant. You should also self-review against the teacher standards (see additional template) What have your successes been over the past year in relation to the following (as appropriate to Notes/Evidence/Dates role/impact and current objectives): Pupils? - standards/attainment - progress - behaviour / attitude - attendance - contributions Curriculum development? - developed / improved resources - increased personal knowledge - use of assessment procedures - professional use of ICT skills - contribution to wider curriculum e.g. sports clubs Support for wider aspects of College life? - more efficient systems/processes introduced - contributed to policy development - member of a working/project group? Support for other staff/ team members and impact? - shared new knowledge or skills - built significant relationships - mentored/coached a colleagues What learning or development opportunities have you experienced over the year and what is it s impact? - professional learning courses/networks/events - shadowing colleagues - peer reviews

16 16 What have your successes been over the past year in relation to the following (as appropriate to role/impact and current objectives): - learning from observation - reading / internet research How has your successes this year impacted on the way you work or what you have achieved in relation to: the pupils? - pupil progress; - pupil behaviour / attitude; - pupil attendance; - pupil contributions Teaching and Learning? the curriculum? - developed / improved resources; - increased personal knowledge; - use of assessment procedures; - use of ICT skills; - contribution to wider curriculum the College? - More efficient systems introduced; - contributed to policy development; - member of a project group? the team? - shared new knowledge or skills; - built relationships Notes/Evidence/Dates

17 17 Appendix C Performance Appraisal Pre-Planning Interview Sheet Appraiser's name: Date of Interview: Appraisee's name: Pre-Interview Planning College Development Plan Link: Objective 1: Success Criteria: Time Scale: Linked CPD, if any: Objective 2: Success Criteria: Time Scale: Linked CPD, if any: Objective 3: Success Criteria: Time Scale: Linked CPD, if any: Focus of planned classroom observation; time, date and person observing:

18 18 Appendix D PLANNING STATEMENT Appraisee Comments Sheet Appraiser's name: Appraisee's name: Date: Comment on Objective Appraisee Comment College Development Plan Link: Objective: Success Criteria: Time Scale: Linked CPD, if any: Focus of planned classroom observation; time, date and person observing: Where there is disagreement between a Appraiser s Objective and one or more of the Appraisee s Objectives, the Appraiser determines the objective. However, where an agreement cannot be reached, the Appraisee should fill the above form in and hand it in to the Principal.

19 19 Appendix E Lesson/part Lesson Observation Form Teacher Observer Subject Period Time Date Context learning objective or description of activity Focus of Strengths from last lesson Targets from last lesson Observation Boys Present Girls Present Year/Group Ability set mix high mid low Teaching/Learning Activity Progress as a result of activity (evaluation) Evidence of SMSC Strengths and examples of good practice that could be shared Agreed Targets Lesson Grades 1a 1b 1c 2a 2b 2c 3a 3b 4 Thoroughly Outstanding Mostly Outstanding Features Many Outstanding Features Good with Outstanding Features Solidly Good Many Good Features Requires improvement with some good features Requires Improvement Inadequate Observer Teacher Date

20 20 Classroom observation protocol All classroom observation will be undertaken in accordance with the Performance Appraisal regulations, the associated guidance published by the Rewards and Incentives Group and these classroom observation protocols. The Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will: o carry out the role with professionalism, integrity and courtesy; o evaluate objectively; o report accurately and fairly; and o respect the confidentiality of the information gained. The arrangements for classroom observation will be included in the plan from the planning meeting and will include the amount of observation, specify its primary purpose and any particular aspects of the teacher s performance which will be assessed. Where evidence emerges about the Appraisee s teaching performance which gives rise to concern during the cycle, classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations. Information gathered during the observation will be used, as appropriate, for a variety of purposes including to inform College self-evaluation and College improvement strategies in accordance with the College s commitment to streamlining data collection and minimising bureaucracy and workload burdens on staff. In keeping with the commitment to supportive and developmental classroom observation those being observed as part of Performance Appraisal processes will be notified in advance (5 days notice). Classroom observations will only be undertaken by persons with QTS. In addition, in this College classroom observation will only be undertaken by those who have had adequate preparation and the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues. Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment. Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement these should also be

21 21 covered in the written feedback and appropriate action taken in accordance with the regulations and guidance. The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation. The teacher has the right to appeal written comments on the feedback document. No written notes in addition to the written feedback will be kept. Copies should be given to the Principal, the Appraisee with the original retained by the Appraiser. A teacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Leaders, and senior leaders under delegated authority of the Principal, have a right to drop in to inform their monitoring of the quality of learning. Drop ins will only inform the Performance Appraisal process where evidence arises which merits the revision of the Performance Appraisal planning statement, in accordance with the provisions of the regulations. Additional classroom protocols as requested by staff: Introduction of the Appraiser to the class and a courteous explanation of the reason for the visitor (all classes could be told to expect other members of staff to be sitting in their lessons during the course of the year) Thanks given to the class and the teacher at the end of the lesson Flexibility in observation arrangements according to the planned focus eg. a nonparticipating observer, observation of pupils' work, discussion with pupils Lesson plan and appropriate resources to be given to Appraiser at the beginning or prior to the lesson A third party's performance to be only taken into account (eg LSA) if this is relevant to the observation Full confidentiality should be respected, including only the Appraiser involved in the writing up of notes (unless otherwise arranged with Appraisee) and no informal mentions to other staff Prompt arrival At the very least, same day verbal feedback Full lesson observation whenever possible or as previously arranged with Appraisee Supportive atmosphere with no interruptions

22 22 Place to give feedback should be confidential, quiet and conducive to open and honest conversation Clear evidence of student progress should be the ultimate aim