Teacher Dashboards

Teacher dashboards in Phlow Academy are designed to support professional judgement rather than replace it. They help teachers see patterns that are difficult to detect through observation alone, prioritise attention where it matters most, and understand why students are struggling — not just that they are.

These dashboards deliberately avoid surveillance, ranking, and reductive performance metrics. Instead, they offer insight that mirrors how experienced teachers already reason about learning: through patterns of understanding, stability, and response to challenge.

This dashboard shifts attention away from students and toward concepts. It shows how understanding is distributed across ideas, revealing which concepts are broadly secure and which consistently cause difficulty.

By organising information concept-first, the dashboard supports curriculum-level thinking and instructional planning. Teachers can identify pressure points that warrant re-teaching, alternative explanations, or revised sequencing, without immediately attributing difficulty to individual learners.

Rather than counting errors, this dashboard examines where errors occur within learning sequences. It helps teachers distinguish conceptual misunderstandings from execution slips or signs of cognitive overload.

For example, repeated first-step errors suggest missing foundations, while final-step errors may indicate calculation or attention issues. By aggregating these patterns at class or group level, the dashboard supports more precise instructional responses than broad re-teaching or repeated practice.

This dashboard supports one of the most difficult teaching decisions: where to spend limited time. Instead of ranking students by score, it highlights those who would benefit most from short, focused intervention at that moment.

Priorities are grouped by intervention type — such as conceptual clarification, execution support, or confidence rebuilding — helping teachers act efficiently without stigma. Intervention becomes a normal, responsive part of learning flow rather than a signal of failure.

This dashboard groups students by learning behaviour patterns rather than demographics or attainment levels. It helps teachers understand how students engage with learning — for example, who builds steadily, who progresses quickly but fragilely, and who needs more time to settle understanding.

These profiles are descriptive, not fixed labels, and evolve as learning evolves. The focus is on informing support strategies rather than categorising learners.

This dashboard is designed for reflection rather than action. It surfaces patterns across lessons, topics, or cohorts that may not be immediately obvious, such as recurring difficulties, unexpected improvements, or shifts in engagement.

The dashboard does not evaluate teaching or offer conclusions. Instead, it poses prompts that invite professional reflection, supporting teachers in thinking about curriculum design, sequencing, and instructional approaches over time.