Application of a 360-degree evaluation tool in pre-service teacher education

Teacher professional competence is currently a high priority on many education policy agendas (Education Directorate, 2019; OECD, 2018), acknowledging the influential role teachers play in the classroom. In Australia, teacher education programs have been scrutinised and, in some cases, criticised in regards to effectiveness (Mayer, 2014). Different approaches have emerged globally and locally to address some of the documented criticisms (Darling-Hammond, 2017). There is still substantial scope for improvement to ensure that the next generation of teachers are well-prepared for the dynamic learning environments they will enter. A 360-degree evaluation involves a person being evaluated and receiving feedback from multiple others at different levels and in various roles. 360-degree evaluation tools (not to be confused with 360-degree videos) are widely used in corporate settings (Ladyshewsky & Taplin, 2015; O’Boyle, 2014) and numerous health related fields (Fabricio et al., 2020; González-Gil et al., 2020; Cormack et al., 2018). Studies that have occurred in educational settings (e.g., Valquez et al., 2020) have typically revolved around a tertiary educator rather than a tertiary student (e.g., pre-service teacher). Indeed, a Scopus search conducted in late 2019 and again on 02.03.21, using a combination of terms (360-degree evaluation, teacher education, pre-service teacher), resulted in no published works applying a 360 degree evaluation to pre-service teacher education. This presentation shares a new 360-degree evaluation tool designed for pre-service teacher education, specifically clinic-based or practice based units. We will discuss the tool’s careful design drawing on the Australian Professional Standards for Teachers and the unit requirements. Additionally, we reflect on two implementation experiences: 1) Implementation in a Secondary Science Teaching clinical unit during Semester 1, 2020 (impacted by COVID-19 restrictions and reduction of clinics) and 2) implementation in a Primary English Teaching clinical unit during Semester 1, 2021. Finally, we document future aspirations with the tool and invite feedback from other interested teacher educators.”