Feedback Culture/Evaluations

Feedback culture: some examples

In order to reflect on our processes and procedures at the school and on how we work together effectively, we have established various forms of feedback at the DSL. This includes, for example, feedback between students and teachers, among colleagues, or between pupils, parents and colleagues.
Teachers give regular feedback to pupils in the form of quarterly marks, which inform the pupils about their performance in the middle of the semester and provide them with information on how they can improve their performance.
Students in Years 9 and 10 select teachers to whom they give feedback about their lessons and then agree on common objectives. Class representatives from both years give feedback on the process to the year group coordinator. This teacher feedback is developed for lower years and adapted accordingly. We are currently planning to extend this procedure to all years 5-10.
The minutes of Round Table meetings (topic-related exchanges with pupils, parents and staff) are distributed to all parents in German and English. At the beginning of each session we present any developments since the previous meeting. There is a plenary session at the end of the year to exchange ideas, which also provides us with an initial outlook for the coming year.
The Parents’ Association has started to build up a four-year archive, which all parents can access online to give an overview of all topics discussed.
In addition, peer lesson observations provide the faculty with valuable information on current teaching practice and on the impact of specific measures that were taken. The teaching development coordinators regularly evaluate feedback on the key points of peer observation for discussion during conferences.
The SMART groups assess the year’s work results on the basis of the SMART acronym. School management then takes this up and presents the outcomes and products of all groups to the whole school community at the beginning of July.
Every year all new teachers give feedback on their induction process after a hundred days. Any teachers who leave have exit interviews with school management and the administration team.
Interns give feedback on their integration into teaching, into the staff and into school life every half year.



The level of satisfaction with the school among our pupils, parents, teachers and employees is regularly assessed in comprehensive or partial inspections by the Bund-Länder-Inspektionen (German federal inspections) and Ofsted. They form the basis for all further planning and the decision-making process which prioritises school development goals.


Bund-Länder-Inspektion (Federal Inspection)



The Bund-Länder-Inspektion (BLI), which takes place in six-year cycles, is aligned with the quality framework for German schools abroad as it is published on the ZfA website.


The school regularly receives comprehensive external feedback on the state of affairs and developments through two further intermediate review stages, called Bilanzbesuch (visit of the ZfA regional officer) and Peer Review (visit of critical friends from partner schools in the region).

In September 2017 the DSL was certified as an “Excellent German School Abroad” within the BLI 2.0 cycle.

BLI 2.0, 2017 I PDF