Focused professional learning is at the heart of the effective development of individuals, yet we do not capture or feedback on learning and development in a manner that reflects its importance. Good capture of feedback can be the difference between success and failure, yet most performance evaluation occurs out of context and tends to be in the form of one-off appraisal or review activities.
At Imagine Education, we have harnessed the potential of technology to create the world’s first real time, educator behavioural assessment system. A system that can be implemented in any learning environment, responding to the needs of both individuals and establishments.
This Point of Learning system, PerformEd, credits users instantly for learning and development that illustrates incremental changes in behaviours over time.
The PerformEd platform addresses three elusive challenges:
1. Assessing authentic, real time learning and providing instantaneous feedback to teachers.
2. Recognising and accrediting learning in a range of contexts and situations.
3. Providing a balance between ‘Consistency and Autonomy’ in the professional development of teachers and leaders, required standards, and specific targets of an educational establishment.
PerformEd has been used to enable Egypt's 'Education 2.0' program by monitoring, tracking and evaluating teacher Professional Behaviour development. It was used across 40,000 schools and engaged 870,000 teachers.
PerformEd is also being trialled with the British Council for use with their Global Core Skills program, where it will support the validation process and enable trainers to take an on-going approach to their professional development.
Currently, Imagine Education is working with a number of MATs and ITT providers to investigate its application in the UK.
The technical platform allows the learners, colleagues and managers to instantly record instances of required actions and behaviours, via the mobile app or online portal.
A behavioural framework can either be focussed on national requirements, such as teaching standards or leadership; or custom-built frameworks specific to the needs of the school, academy trust, or institution.
