Gemma Huang

Starting this new semester, teacher feedback forms were made to provide faculty with detailed, student-led feedback on their curriculum and assignments.

Individuals who do not wish to be named have been kept anonymous

As the procession concluded and students prepared to make their way out of Chapel, Head of Upper School Kevin Weatherill took the mic to discuss the implementation of the new teacher feedback forms.   

After the NAIS accreditation team, an association that checks school educational standards, suggested incorporating more ways to help teachers improve their lessons as well as current aspects that work well for the class, the School decided to provide teachers with detailed, student-led feedback on their curriculum and assignments. Students were given a Google Form to complete during each long carrier, containing questions about the class environment, homework load and teaching style.

“The questions encourage students to reflect on the course and their learning as opposed to airing personal grievances,” Upper School English teacher Eddie Young said. 

Yet for students who may have had concerns with their classes, they were given an opportunity to express any suggestions in the last question.  

“I made sure to clarify that my comments were not necessarily a reflection of the teacher, but rather a reflection of the course structure,” Starla* said.

Furthermore, some students question the effectiveness of these forms as they may not resonate with the teacher. 

“These forms need to go straight to the growth and development committee for change to happen,” Devon* said. 

While some students have opinionated viewpoints, teachers claim that they “can only do so much.” Some students’ responses have been unrealistic for teachers to actually implement. Many teachers mentioned that students asked for no quizzes or homework.

“I got one feedback that said we do a lot of practice problems. But it’s also a math class, and we have to practice to fully understand a concept,” Upper School math teacher Kathleen Zita said. 

Despite some limitations, teachers have already been changing small aspects of their teaching style. After reading the responses, Zita has been planning to incorporate more group work and give students more opportunities to take ownership of their learning.

“My Spanish two reported that the part of the tests that they weren’t prepared for was the listening assessment piece,” Upper School Spanish teacher Stephen Kehs said. “So moving forward, I’m going to try to incorporate at least one authentic listening every week.”

For the most part, students and teachers find the feedback form to be helpful in both expressing opinions and receiving feedback. Young finds the forms important, as they provide a way for students to tell teachers the truth without coming off as disrespectful. 

“It is important for students to learn how to communicate with their teachers, especially if they’re struggling.”