Teacher Voice is a
survey instrument that uses our Value
Framework to
help a school illuminate the most critical
values that contribute to teacher satisfaction
and effectiveness. The report that is generated
from such a process is shown as a slide
show here.
Teachers
interview teachers non-reciprocally (a teacher
interviews another who did not interview them),
asking the interviewee to order the cards as if
they were deciding between schools. Value cards are
placed in order of having the greatest impact on
the teacher's decision.
Once the
order is established, the interviewee is then asked
to rate each value for the school environment in
which they work. There is a further opportunity to
provide some contextual narrative around the
thinking of the rating.
A slideshow illustrating the Teacher Voice interview process is here.
The Teacher Voice Survey Programme is designed to analyse and describe the current state of a school’s culture. It achieves this through a process that allows teachers to:
Thus the whole programme can be completed as follows:
What is important for teachers is very stable across schools and can be summarised into the following:
The first two of these fall immediately within the actionable area of senior leaders but do so in a way that is affected by the attitudes and behaviours that senior leaders express – to change the culture senior leaders need to change themselves.
Coaching, and training senior leaders as coaches, are effective ways of creating this change and of setting up a school to address the third issue – interesting and challenging work for teachers.
Teacher Voice should be repeated after 12 months as a way of monitoring change at a whole school level.
To view a slideshow that illustrates Group 8's research on teacher effectiveness and satisfaction go here.
A slideshow illustrating the Teacher Voice interview process is here.
The Teacher Voice Survey Programme is designed to analyse and describe the current state of a school’s culture. It achieves this through a process that allows teachers to:
- prioritise
the key characteristics of the school environment
◦ rate their current school on these characteristics
◦ discuss and capture the experiences that underpin their ratings
Thus the whole programme can be completed as follows:
- 2
sessions of about an hour each to complete all
interviews
◦ Comments entered online
◦ Interview sheets sent away for processing
◦ Coaching of Senior Leadership Team CIAB with Teacher Voice results as input
◦ Results feedback to staff by school Senior Leadership Teams
What is important for teachers is very stable across schools and can be summarised into the following:
- clear
moral purpose: engaging every child in their own
learning
◦ clarity around how to behave based on mutual respect
◦ interesting and challenging work
The first two of these fall immediately within the actionable area of senior leaders but do so in a way that is affected by the attitudes and behaviours that senior leaders express – to change the culture senior leaders need to change themselves.
Coaching, and training senior leaders as coaches, are effective ways of creating this change and of setting up a school to address the third issue – interesting and challenging work for teachers.
Teacher Voice should be repeated after 12 months as a way of monitoring change at a whole school level.
To view a slideshow that illustrates Group 8's research on teacher effectiveness and satisfaction go here.