Beyond Words

Appraisals, or performance reviews, are often seen as a key checkpoint between an employee and their line manager to assess progress, set goals, and, ideally, boost morale. But for many, these meetings can be a mixed bag—either something to look forward to or something to dread. In education, where appraisals impact not only individual careers but also student outcomes, it’s worth examining how to make these reviews as effective as possible. Here’s a closer look at some best practices for appraisals in education, along with insights from other industries to make the most of these reviews: 1. Frequency Matters A yearly appraisal, supplemented with a six-month check-in, is ideal. Regular reviews keep goals relevant and give teachers the feedback they need to grow and improve. Unfortunately, in practice, workload pressures often mean that appraisals fall by the wayside. Teachers who rely on feedback from their directors of studies (DoS) may miss out on that “ pat on the back ” they’ve ear

Hi, I'm Lara, Founder of ILE London (International Language Experts) . Having worked in the educational sector in the UK since 1992, managing large academic teams and student populations, I've faced the challenges of organizing staff development and performance reviews first-hand. In this guide, I’ll introduce you to the concept of Group PDI—a streamlined, collaborative approach to professional development that could be a game-changer for academic managers with big teams and limited resources. Performance review meetings, often called PDIs (Professional Development Interviews) or appraisals, are usually conducted at least once a year. These meetings are valuable opportunities to document and celebrate teachers’ progress and achievements. However, with large teams, these rounds of individual meetings can quickly turn into a box-ticking exercise, losing their intended value. That’s where Group PDIs come in. What is a Group PDI? Before we dive in, let’s clarify the difference betw

  Have you ever reached out for help with a service, only to be bounced from one person to another, left feeling frustrated and unheard? If so, you’re not alone – and this experience often points to a deeper issue within organizations. When customers feel like "pinballs," this is a common symptom of staff disengagement, especially in administrative roles that may seem fragmented and undervalued. Harry Braverman’s seminal work, Labor and Monopoly Capital  (1974), sheds light on this issue, observing how technology, originally intended to simplify work, has often led to jobs that are “ subdivided into petty operations ” – repetitive, low-skill tasks that fail to engage workers or make use of their full potential. Administrative roles, in particular, can become monotonous and lack opportunities for growth, leaving employees feeling alienated and undervalued. Reflecting on my journey in the educational sector since 1992, I've seen firsthand how administrative roles have evolv