Can blogging work for education research?

So - the project to address the needs of NQTs with a self-evaluation tool used a blog to initiate discussion. Why? Because a blog allows "threads" of discussion around specific topics and sub-topics and the outcome can be stored in a calendarised format that anyone can revisit.

BUT ... and this is a big "but" ... it doesn't work unless people visit. Horses. Water. Drinking. All these spring to mind. Our education community is potentially ready for blogs - why, there's any number around. But how many have active and lively contributions? Do we really yet have an online education community, or is the technology in place, but the users are lagging behind. "It's something called a 'blog'", said one person discussing the research approach with another ... the blogosphere has not reached everyone and, judging by the response rate here, not many at all in one segment of the community.

What is the answer? Traditional means of research are less dynamic and interactive. They also deal with individuals' views, not discussions. Apart from focus groups and conferences, we have questionnaires - one person responds in isolation; interviews - one person expresses views in a less structured way to the researcher; we have desk research - a researcher goes and finds out what individuals have said - usually in isolation - about the topic.

Blogging, however, opens all that up. Everyone can read, contribute and discuss the topic to their heart's content - and it's all chronologically recorded. Are we ready for it? Not yet, apparently.

Welcome to SurveyDigital's Blog

You have been invited to take part in a discussion which has been posted in the six topics below. Please feel free to contribute your views and to enter into discussion with others through the medium of the blog. If you are new to blogging, check out the short guide in the column to the right of this article. If you would like to contribute outside the blog context, please email nick.evans@surveydigital.com

Creating a self-evaluation tool for the induction of NQTs

Our objective is to build a body of evidence that enables us to specify the requirements for a self-evaluation tool - online or paper-based (or both). If you would like some additional background to the project, please visit SurveyDigital's site here. 

Following this introduction, you will find a series of posts, each of which addresses a specific question relating to the use of self-evaluation tools for induction. Please add your comments, views, links to documents or web pages and any other evidence or opinion that you would like to bring, in any of the topics where you have experience.

Also, don't forget to check others' comments and enter into the discussion. Thank you!

How do you currently assess performance against the Core Standards?

• Do you use the three Areas drawn directly from the Professional Standards for Teachers document:  Attributes; Knowledge and understanding; Skills?
• Or ... Do you use the five Themes drawn from the Supporting the Induction Process document?
• How would you most appropriately sum up an individual’s current status in respect of any given standard? For example, would the following be satisfactory: “Needs more opportunity to develop; Meets consistently and competently; Exceeds Standards”?
• At what points in the review cycle, during an induction year, do you address specific elements of the Core Standards? Are these points down to personal preference or are you working to a set agenda?
• Do you employ the type of prompt questions that are used, for instance, at the end of each of the five themes in order to direct engagement on the topic with an NQT?

What features would you require from a tool that enabled a standardised approach to evaluating performance against Core Standards?

• If it were to be an online facility?
• If it were to be a paper-based facility?
• How would you like to see the dialogue initiated between induction tutor and NQT?
• What output – either from online or paper tools – would you want to see?
• How would you want to enable evidence to be mapped against standards that have been addressed?

What would an online self-evaluation tool look like?

Assuming that an evaluation tool will ultimately be provided online, what steps should be taken to ensure its suitability, usability and accessibility to all users? Some thoughts are provided below:

• Design and navigation requirements?
• Flexibility to adapt to a variety of users
• Consistency in order to profile NQTs in a standardised form
• Objectivity, enabling the NQT and induction tutor to reach a conclusion for each standard that reflects their true position
• Process, that ensures all users address the tool in the same way
• Personalisation, enabling the NQT to maintain their profile throughout their career

How would a self-evaluation tool fit in with other initiatives and with a teacher’s career path?

• What requirements will need to be considered as the Masters in Teaching and Learning qualification comes on stream?
• How would a self-evaluation tool for NQTs fit in with performance management arrangements?
• Are there special considerations or opportunities that should be taken in this area?
• What steps and features do you feel are necessary to ensure that such a tool would be equally valuable at Transition Point 1 (ITT), throughout induction and into a teacher’s continuing career?