coACTION Sensor for Teachers

I identify myself with the values of the school.

I feel part of the school community.

I regularly take care to provide sufficient information about support offered by the school and the school environment.

I invite the parents of my pupils to lectures and workshops with educational and pedagogical topics.

I encourage my pupils to gather information and weigh it up before making a decision.

I regularly provide sufficient information on the wellbeing of my pupils to their parents.

I provide background information to explain the reasons for certain activities or decisions to my pupils.

I challenge my pupils to think critically.

In my classes, all children are respected, no matter where they come from or what language they speak. With my teaching methods, I actively ensure inclusivity.

I make sure that all pupils in my classes feel part of a community and that no one is excluded.

I regularly give my pupils the freedom to make their own decisions.

In my lessons, I encourage pupils to offer their own contributions and to get actively involved.

I regularly ask my pupils for their opinions.

I regularly provide units in which pupils can learn about the basics of communication and train their communication skills.

I regularly use methods with which my pupils can train their empathy (e.g., role-playing scenarios, emotion cards, group discussions about feelings).

I use methods that teach pupils to anticipate the possible effects and consequences of actions.

I offer my pupils different methods and approaches to support them in finding their most effective learning strategy.

I encourage my pupils to reflect on their strengths and challenges.

I use feedback methods to strengthen pupils´ self-confidence and self-efficacy.

I empower my pupils to assess the quality of their work.

I regularly plan group work in my lessons to give my pupils the opportunity to practice teamwork and build team spirit. (e.g., collaborative projects, peer-led discussions, or problem-solving tasks)

I use methods in my lessons to promote dealing with diversity.

I invite my pupils to discuss what we can do to improve the class community.

I have useful tools for class decisions that involve everyone.

I assign my pupils appropriate organisation tasks, which they carry out on their own responsibility.

I regularly inform my pupils about upcoming class or school activities and invite them to bring ideas.

I regularly ask my pupils to help me plan class activities.

I empower pupils to plan and lead activities with gradual responsibility based on their readiness (e.g., class events, peer tutoring).

I regularly take care to provide sufficient information about participation opportunities for parents.

I invite the parents of my pupils to contribute ideas or specific offers for class or school activities.

I regularly involve committed and capable parents of my pupils in planning and implementing class activities.

I think it's valuable if parents are involved in decisions regarding school organisation and school development.

I am satisfied with my involvement in the agenda and design of our team meetings.

I actively participate in setting goals for school development.

I appreciate the opportunities to participate in school development and use them regularly.

I regularly collaborate with my colleagues on the design, implementation and further development of learning and teaching processes.

If appropriate, I use cross-age and cross-classroom teaching (e.g., mixed-age reading sessions, collaborative STEM projects with older/younger pupils, or buddy systems for peer mentoring).

I regularly engage in exchange with my colleagues in accordance with the organisational and working structures created at the school.

I regularly collaborate with colleagues to design, implement, and review learning units (e.g., co-teaching science modules or sharing lesson plans for cross-class projects).

I am open to giving the school management feedback on my needs with regard to suitable framework conditions for innovative teaching approaches.

I keep my pedagogical knowledge and repertoire up to date (e.g. through further training, scientific articles, pedagogical forums, etc.).

I regularly reflect on my strengths and development opportunities to better meet the pedagogical challenges.

I use the feedback loops offered by my school to expand my self-image and improve my skills.

I regularly assess the quality of my lessons using actionable methods to identify strengths and areas for improvement.

Teachers of our school engage in active dialogue and cooperation with other schools, in the educational region.

Teachers of our school engage in active dialogue and cooperation with local NGOs (e.g., environmental or youth organisations), cultural institutions (e.g., museums, theatres), and community partners in the educational region.

Teachers of our school maintain contacts with regionally, nationally and internationally relevant educational initiatives and networks.

Teachers of our school collaborate with external partners (e.g., local media, NGOs) to showcase the school’s democratic initiatives (e.g., pupil-led projects, diversity workshops) and educational programmes.

I’m aware of the school’s development goals and align my teaching practices with these objectives.

I actively contribute to the school’s quality development process and participate in school development projects (e.g., joining working groups, piloting new teaching methods, or providing feedback on policy drafts).

I use structured feedback methods (e.g., student surveys, peer observations, or reflective journals) to gather input from learners and colleagues, which I then apply to refine my teaching practices.

I feel welcome to give the school management regular feedback on their leadership behaviour.