Schools recruit in a tight market while keeping the development conversation alive with people who have been there for years. Both ask for a picture that goes beyond a lesson observation and an appraisal form.
hrmforce measures competencies, drives and cooperation, with reports a school leader can read and discuss without help.
Education institutions use assessments in recruitment and in development, and sometimes during a reorganisation. These are the roles that come up most.
In many schools the annual review is about a lesson observation and a form that barely changed since last year. Teachers experience it as an obligation, managers as something to be completed. 360 degree feedback with colleagues and where fitting students as sources brings substance: you discuss behaviour others see, not an impression from one lesson. Recruitment raises another question. A career changer has no teaching experience, and the issue is whether he can hold a classroom.
These instruments are used most often in this sector. Every assessment has its own page with the evidence base and example questions.
Collects the picture from colleagues, the manager and where fitting students.
View the assessment →Measures against the competencies in your own education framework.
View the assessment →Gives direction in career conversations with long serving staff.
View the assessment →Shows how someone handles workload, which weighs heavily in education.
View the assessment →You load the school's competency framework into the portal. The report measures against it, so in language the team already knows.
For the annual cycle you use 360 degree feedback, once a year or every two years, with a fixed moment in the calendar.
In recruitment a candidate gets a short set before the second interview, so the school leader sees where to probe.
An education institution with around 320 staff made development reviews concrete with 360 degree feedback and competency profiles per role. The conversations did not take longer, they were about something.
They can, and in secondary and vocational education it often works well. You decide which sources take part and how much weight they carry.
The report supports the conversation, it is not an assessment in itself. Schools usually fit it into the existing cycle without changing it.
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In a half hour demo we show what the measurement looks like for your roles, and what a report tells you.