Many underperforming teaching students do not realise that they are less than competent (Cleland et al. 2005) and are therefore less able to self-evaluate (Langendyk, 2006), a crucial attribute in teaching, where the reflective practitioner  (Schön, 1983) is seen as the model for professional development. Consequently, at risk students are unaware of how to improve (Yariv, 2011). At the same time, many teaching staff in schools are time-poor (Swaim & Swaim, 1999) and may not have the opportunity to provide immediate, in-depth feedback to students. In addition, some teachers may have concerns about appearing too critical and subsequently undermining student teachers’ confidence (Yariv, 2006).

The research described in this paper examined a strategy which aimed to improve the performance of a teaching student, who was at risk of failing. The research, which took the form of a case study, investigated the use of a checklist, drawn up collaboratively by university tutors and school colleagues, which teachers used to highlight the student’s areas of strength and those areas requiring development, in the classroom. The checklist comprised 20 areas which reflected the different phases in the lesson, subject specific teaching skills and generic teaching skills.The checklist was designed to facilitate immediate feedback on the planning and delivery of each lesson that was taught and was then used as a basis for discussion, in order to assist the student’s reflection and self-evaluation. Before its implementation, the teachers in the school discussed the use of the checklist with teacher educator colleagues from the university and ways it could be used to providing targeted, yet sensitive feedback.

Teachers who used the checklist found it helpful to pinpoint areas of strength as well as areas for development. They also appreciated the concise, but focused nature of the checklist, which acted as a stimulus for further discussion. The student was very positive about the directed support that the checklists provided, the gradual improvement in his practice and the development of his reflective skills as a result. The project has now been extended within the school to other subject areas and is also being used with Newly Qualified Teachers (NQTs). Other schools have started to use the checklist, which appears to be proving supportive, not only for underperforming students but across the board as a means of providing clear focused feedback which encourages reflection. 

Cleland J, Arnold R, Chesser A. (2005) Failing finals is often a surprise for the student but not the teacher: Identifying difficulties and supporting students with academic difficulties. Medical Teacher 27, 2: 504–508. Hammersley, M. (2007) The issue of quality in qualitative research International Journal of Research & Method in Education 30, 3: 287–305 Langendyk V. (2006) Not knowing that they do not know: self-assessment accuracy of third-year medical students. Medical Education 40, 2:173-9. Mishler, E. (1990) Validation in inquiry-guided research: the role of exemplars in narrative studies. Harvard Educational Review 60, 4: 415-442. Schön, D. (1983) The Reflective Practitioner. New York: Basic Books Silverman, D. (2005) Doing Qualitative Research (2nd Edition). London: Sage. Swaim, M.S. & Swaim, C. S. (1999) Teacher Time (or Rather, the Lack of It). American Educator 23, 3: 20-26.