Annually in May, an FCPS survey created for course evaluation by the students is distributed to all Hayfield Secondary teachers.  Instructions suggest that educators use the results of this confidential survey to reflect throughout the summer on course strengths, weaknesses, and changes needed based on student feedback. The survey must be given to one class, but the instructor may chose to allow all students to participate.  Personally, the more students that participate in the survey, the more beneficial the feedback.  Although the survey is informal in nature and the results are not being reported to the administrators, student critique is invaluable in changing one's thinking to approach a teaching topic.  For example, instruction on taxes always included the completion of a W-4 form.  Students suggested that completing a W-4 form should be included in the first few days of course instruction with the cooperative education internship forms.  The suggestion was well taken and made perfect sense; the truth is that the instructor never thought about it in that respect.  Hence, instruction on completing a W-4 form is at the beginning of the year and then reinforced in the income taxes unit during third quarter.

A second method of feedback is an Education for Employment unit critique of topics covered. It is extremely important for a student to be aware of "why" he/she is learning certain concepts/skills.  The openness in communication between students and the EFE instructor conveys the message that if one ever has to wonder "why" a particular concept or activity is being assigned, please ASK!!!  The unit summary is a collaborative effort to highlight concepts over an instructional period and justification of their value in the workplace and life is reinforced. An example of this is was when a student questioned why one has to learn to write a resume and accompanying cover letter when applying for an entry level job. The discussion expanded to the larger picture of these skills being needed throughout life as individuals change careers/jobs five to seven times in a lifetime.  Nothing is constant, but rather ever-changing.  Also an Education for Employment 2 student shared a personal job search experience of landing the job immediately as the employer was so impressed that the student arrived with a folder containing a resume, cover letter, and instructor's business card.  These unit critiques allow the students to better verbalize the knowledge learned to parents and peers, thus increasing the credibility of Education for Employment as a valuable optional elective for all high school students.  

A final informal method of feedback from the college students is communication through email and visits during college breaks.  In a class such as Education for Employment, a closeness and academic support beyond high school is developed between the instructor and students; hence many former students stay in contact through the above means. Any feedback offered is appreciated as the goal of instruction is to keep it student-centered with relevance and active participation in learning.