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Teaching and Learning Insights

Your best evidence about teaching is already in your classrooms

Structured and anonymous student feedback on teaching practice, confidential to each teacher, aggregated for the whole school.

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Teaching and Learning Insights hero pivot

What educators need

You want a consistent approach to improving practice. Observation alone may not get you there.

You can name your strongest teachers. Naming what makes them strong, in language every teacher in the school can act on, is harder. Observation alone does not scale, and one visit a year tells you about one lesson.

Lessons a secondary student sits through in a term.

Five timetabled lessons a day across a ten-week term. Conservative: most secondary timetables run six or seven periods.

They are the only people in the building with a continuous view of teaching experience.

Three audiences, one survey

One tool. Many perspectives.

For teachers

Your results are yours.

Confidential, never shared with your leadership team, never used for performance management.

How students experienced your teaching across the practices that matter.

What changed since last time.

What to try next.

For school leaders

De-identified and aggregated.

The pattern across the school, without ever opening an individual teacher's report.

Which practices are strong across the school and which are patchy.

Where your professional learning budget will do the most good.

Evidence for the AIP that is not a guess.

For system leaders

The pattern across schools.

School-level results across a diocese, network or system, reported only where the schools have agreed to share them.

Which practices are consistent across your schools and which vary.

Where system-level support and professional learning will land best.

Change over time, on the same tool, so schools are comparable year to year.

What gets measured

Tools aligned with your Instructional Model

Students are not asked whether they like their teacher. Every item asks about something a teacher can change on Monday. Five of the themes are below, with the practice each one reports on.

Clarity of purpose

Whether students knew what they were meant to be learning, and what good work looked like.

Learning intentions and success criteria

Feedback that moves learning

Whether the feedback students received told them what to do differently, not only how they went.

Feedback

Challenge and expectation

Whether students were pushed to think hard, and whether the teacher expected their best work.

High expectations

Climate for learning

Whether the room was orderly enough to learn in, and safe enough to be wrong in.

Classroom climate

Support and differentiation

Whether students who were stuck could get help that met them where they were.

Differentiated teaching

Themes shown for review. Exact item wording is supplied with the tool and is age-adjusted for primary and secondary students.

Reflective practice, at every level

The habit for teachers. The whole picture for you.

The same evidence base does two jobs. It gives a teacher a private, repeatable cycle of reflection, and it gives you the means to find the areas of practice in your school that need support, before you commit a budget to them.

For the teacher

Reflection becomes a habit, not an event

A teacher reads their own results, picks one practice to work on, tries something, and sees in the next round whether students noticed the difference. Because the tool does not change, each round is comparable with the last, so the teacher is measuring their own practice rather than being measured against a colleague.

Read

Their own report, confidentially, with the practices named in the same language as their PDP.

Choose

One practice, with evidence-based next steps attached to it rather than a generic reading list.

Check

Next round, against their own baseline. This is where a coaching conversation starts from evidence instead of impressions.

For the leadership team

Cut the same data by school,
faculty and year level

A whole-school average tells you very little. The same practice can be a strength in Humanities and a gap in Mathematics, strong in Year 7 and thin by Year 10. Pivot lets you move between those views without changing tool or waiting for another survey round.

School

The two or three practices worth a whole-staff focus this year, rather than the ones that came up in conversation.

Faculty

Which teams already carry a practice well, so the professional learning can come from inside the building.

Year

level

Where a practice thins out as students move up the school, which a whole-school figure hides completely.

You are not looking for a low score. You are looking for the faculty, the year level and the practice where support would make the most difference.

Slice and dice

Move between views without
another survey round

The scope changes, the tool does not. Every cut draws on the same responses, so a faculty view and a whole-school view are always telling you about the same term rather than two different surveys.

That is what makes the comparison legitimate: when Mathematics sits below Humanities on a practice, you are reading a genuine difference in what students experienced, not an artefact of who was asked what and when.

The scope changes, the tool does not. Every cut draws on the same responses, so a faculty view and a whole-school view are always telling you about the same term rather than two different surveys.

Evidence

Many measurements, and a reason for every one of them

The tool is built on established research into the teaching practices that support learning, and mapped to the frameworks your school already reports against. Teachers see their results against the same practice language they are appraised in, which is why the report reads as useful rather than as a verdict.

AITSL Australian Professional Standards for Teachers

High Impact Teaching Strategies

Victorian Teaching and Learning Model 2.0

Every item maps to at least one standard, so the evidence you gather is the evidence you report.

3 in 4

Teachers make a change to their practice after viewing their Pivot report.

Proof

Two schools, two specific changes

Ashdale_Secondary_College- creative commum license

Ashdale Secondary College, WA

The Ashdale Secondary College Executive Team is focused on promoting student voice and using evidence in decision-making that supports students’ best educational opportunities.

Read Full Case Study

Wallan Secondary College, VIC

Their objective was then to cultivate genuine interest to use Pivot's Student Survey on Teaching to inform their professional development and impact in the classroom.

Read Full Case Study

Data safety and procurement

Answers for IT and leadership

The four things your review will ask, answered up front. Further detail and supporting evidence available on request

Privacy and Security

ST4S certified, 2025. Assessed under the national Safer Technologies 4 Schools framework, so the review your system relies on is already done.

Hosting

Data hosted in Australia. No student or staff data leaves the country in the course of normal operation.

Student Anonymity

Students are never identified. Responses are collected without identifying the student, and class results are only reported above a minimum response threshold, so no answer can be traced back to one child.

Teacher Confidentiality

Individual teacher results are never visible to leadership. Individual reports belong to the teacher. Leaders only ever see de-identified, aggregated views, and there is no administrator setting that changes this.

Start with one faculty and see what comes back

Download a sample teacher report

Book a pilot

Reach out to us

Start with one faculty and see what comes back

Download a sample teacher report

Book a pilot

Reach out to us

Start with one faculty and see what comes back

Download a sample teacher report

Book a pilot

Reach out to us

Your best evidence about teaching is already in your classrooms

Your best evidence about teaching is already in your classrooms

Your best evidence about teaching is already in your classrooms

You want a consistent approach to improving practice. Observation alone may not get you there.

You want a consistent approach to improving practice. Observation alone may not get you there.

You want a consistent approach to improving practice. Observation alone may not get you there.

One tool. Many perspectives.

One tool. Many perspectives.

One tool. Many perspectives.

What gets measured

Tools aligned with your Instructional Model

Tools aligned with your Instructional Model

Reflective practice, at every level

The habit for teachers. The whole picture for you.

The habit for teachers. The whole picture for you.

Reflection becomes a habit, not an event

Cut the same data by school,faculty and year level

Move between views withoutanother survey round

Move between views withoutanother survey round

Evidence

Many measurements, and a reason for every one of them

Many measurements, and a reason for every one of them

Many measurements, and a reason for every one of them

Proof

Two schools, two specific changes

Two schools, two specific changes

Two schools, two specific changes

Data safety and procurement

Data safety and procurement

Answers for IT and leadership

Answers for IT and leadership

Start with one faculty and see what comes back

Start with one faculty and see what comes back

Start with one faculty and see what comes back

Cut the same data by school,
faculty and year level

Move between views without
another survey round

Move between views without
another survey round