What users say about QTI
Principal Malene Meincke, Nyborg Gymnasium
"At Nyborg Gymnasium we have worked with classroom management for many years, and QTI has played a central role here. At Nyborg Gymnasium it is voluntary whether you want to use QTI, but a large proportion of our teachers have used QTI over the years in their work on developing their classroom management. The survey provides a snapshot of the interaction with the students in a particular class, and it is a good starting point for a sparring conversation with a colleague about good didactic approaches and the challenges of teaching. The research behind QTI indicates a direction for what good classroom management is, i.e. how, as a teacher, you can create the best conditions for the class's motivation, wellbeing and learning. By working systematically with QTI, the teachers at Nyborg Gymnasium have — together and individually — become wiser about and developed their teaching. At the school, QTI is a well-functioning starting point for meaningful conversations between colleagues about everyday life, but it is also a survey that many teachers choose to bring to their appraisal interview, because it qualifies the conversation about teaching with their immediate manager."
Principal Søren Hindsholm, Nørresundby Gymnasium
"Nørresundby Gymnasium has used QTI for several years. QTI provides an impression — at once quickly read and nuanced — of how a class perceives a teacher and their relationship with the teacher. This impression can then be compared with the teacher's self-image. On that basis the teacher can gain greater self-insight, and there is a basis for a more nuanced and factually grounded conversation between teachers about a class and between teacher and manager.
It often turns out that the students have a good relationship with the teacher, and that the teacher's perception of themselves corresponds well with the students'. That is a reassuring insight for any teacher. Sometimes, however, it turns out that the teacher has been blind to some aspects of how they appear to the students.
Here QTI gives the teacher a real opportunity to understand problems in their practice and discuss them with colleagues and managers in a concrete way that most teachers experience as more constructive and less personally intrusive than if you say that the teacher cannot handle their class, or if the surroundings simply turn a blind eye to the difficulties between the teacher and the students."
Marie-Louise Sharp-Johansen, educational leader at University College Copenhagen
"Lecturers on the nursing programme at University College Copenhagen have for a longer period worked with QTI as an opportunity for assistant professors and lecturers to work on developing and qualifying their own teaching practice. Several lecturers use QTI to develop classroom management and quality in teaching through dialogue and feedback.
It means that we, as an education programme, can develop the teaching practice that is part of University College Copenhagen's strategy that working in strong professional communities helps create strong students."
Bodil-Marie Gade, lecturer, Horsens Gymnasium og HF
"A QTI profile and the underlying QTI questionnaire are a really good starting point for a conversation with your immediate manager — when the conversation has pedagogical development work in focus. I have experienced how a conversation about my QTI profile in a particular class contributed new, interesting and relevant angles on my daily practice as a gymnasium teacher."
Head of education Lene Madsen, Aarhus VUC og HF
"At Aarhus HF and VUC, QTI is part of the appraisal interview with almost all our teachers this year. Both management and teachers are happy with the tool, because it is a really good starting point for a conversation about what is most central in the teaching profession — namely the teacher's role in relation to the relational and as the leader of the classroom.
The three profiles — which reflect students' perception of the teacher, the teachers' own perception of their role in the class, and the teacher's ideal image of themselves — add substance to the appraisal interview, and they are an occasion for good reflection, especially when there is a difference between the students' perception and the teacher's self-image/ideal.
Our experience is that, through reflecting on the profiles, teachers learn a great deal about themselves and about how they actually affect their students. It is an excellent foundation for when you want to work further on your teacher role."
Two teachers from Nyborg Gymnasium share their experiences with QTI: