For this analysis, I will reflect on the criteria from this 360-degree feedback form that are relevant

to professional
competence.

1. Working with colleagues: Adheres to made (team) agreements (average score: 5/5)

To keep abreast of procedures and agreements, I have increased my attendance at various meetings. Last year,
most meetings were held on Thursdays, which is my study day. This year, they were scheduled for Tuesdays,
which allowed me to attend most meetings and have more opportunities for formal and informal communication
with colleagues. Having more contact with colleagues and a shared structure for regular communication makes
it possible to address deeper issues and find consensus within the educational team (Geerts, van Kralingen,
2018). I also regularly consult the school calendar, the online collaboration space and information about the
students (SomToday) to keep up to date with the various agreements and procedures. This allows me to adapt
my approach as necessary to adhere to agreements and promotes shared norms and collective responsibility
for student learning.

2. Collegial consultation: Tries out suggestions or tips from colleagues in own teaching situation
(average score: 4.8/5)

My approach to professional development includes actively seeking and incorporating feedback from
colleagues. Regular discussions with my mentor and colleagues within the French department, as well as
structured intervisions and meetings with other starting teachers, have been instrumental in refining my teaching
practice. These interactions allow me to put things into perspective, receive tips and help when needed (Geerts,
van Kralingen, 2018).

More generally, collegiality and engaging in collegial consultation are key components of professional growth and
job satisfaction (Shah, 2012). It breaks down the isolation of the classroom and provides a more positive
perspective on the various challenges a teacher may encounter.

There are many tips from colleagues that I have tried out over the past year, especially in the pedagogical area
where I struggle the most, sometimes in very practical situations such as how to respond to a student. This shows
my openness to feedback and my commitment to applying tips and advice in my own classroom.

3. Contact with parents/carers: Provides colleagues with relevant information on the background of
pupils' learning achievements and work attitude in a timely manner (average score: 4.5/5)

As I am not a mentor, I have had little contact with parents since I started working at Het Heerenlanden, apart
from a few emails about homework or meetings during open days and indirect contact through my students.
I am proactive in communicating relevant information. I always keep the student monitoring system, SomToday,
up to date to record attendance and relevant behavioural or academic events. This ensures that all relevant
information is available to the school's educational community. I also communicate directly with mentors when
necessary to update them on their mentee students. Timely updates allow mentors and colleagues to address
any issues quickly and appropriately and ensure that all parties are well informed about the status and progress
of students.

References:

Geerts, W., & van Kralingen, R. (2018). The Teachers’ handbook: Secondary and Vocational Education. Coutinho.

Shah, M. (2012). The Importance and Benefits of teacher collegiality in Schools – a literature review. Procedia:
Social & Behavioral Sciences, 46, 1242–1246. https://doi.org/10.1016/j.sbspro.2012.05.282