The mark of quality teaching and learning is essentially to determine; where did the child start at the beginning of the year and where did they end the year? Not simply in the case of learning, but in their character development – recognising the student as both learner and person.
The pursuit for continuous improvement and the value of feedback is about being better. We know that a key feature of feedback is that it improves student learning by changing students’ knowledge, understanding and behaviour, but only if acted on. For feedback to be truly effective, the learner must be motivated and equipped to act, the teacher must be viewed as a credible source of feedback, the message must be specific, relevant and comprehensible, and the context is important because students need the chance to act. These principles are just as relevant when it comes to developing a culture of continuous improvement and feedback for teachers, parents and the community.
At Northholm Grammar School, we ask ‘How can we be better?’ and ‘How can we enhance the educational offering at our School?’ The effectiveness of our program is based on these same principles of effective feedback. Just as we ask our students to be vulnerable and authentic in accepting feedback that at times they may not like to hear, we too must act and reflect on opportunities for growth. Never has it been more important for adults to model, scaffold and live out these principles. At Northholm, we are passionate about the education we deliver and this quality ensures we will continue to grow and flourish.
By Christopher Bradbury, Principal of Northholm Grammar School