By Colleen McLaughlin
First released in 1996. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Additional info for Counseling and Guidance in Schools: Developing Policy and Practice
Feedback How will you organise the feedback? We found it necessary to take tim e beyond the training as tim e was pressured on the Training Day itself. Feedback If the initiative is a response to teachers’ needs then feedback becomes a very important component of the process. An approach based on supportive listening means that feedback is essential to make progress and that the views expressed require a response. Feedback is highly significant in determining the content and timing of training events.
Interview m ethod - Give clear information about the proposed format, venue and method of recording of the interview data. • What happens to the data-Tell your interviewees what will happen to the data once analysed and the likely audiences for final documents. • Ownership - It is important to give your interviewees the opportunity to see and amend their interview transcripts, they may on reflection wish to delete or add various points. • Anonym ity - Be careful not to guarantee absolute anonymity unless you are certain this is possible and be as honest as you can about safeguards.
Feedback may also identify overload in parts of the pastoral system, particularly the Heads of Year. g. child protection) when it is available and greatly appreciate it being there. Cycle 2 Identifying Needs The feedback becomes more specific but also more complex. As people start to work on the areas of concern identified by the first cycle it becomes impossible for staff to cover all areas in depth. g. through Tutor teams. It is important that staff identify what they are clearer about as well as what they are still unclear about.
Counseling and Guidance in Schools: Developing Policy and Practice by Colleen McLaughlin