Must every wish be granted?

No. Leadership can answer granted, partial or rejected — but every rejection requires a brief reasoning. That creates transparency without removing leadership's right to make the final call.

Are wishes confidential from colleagues?

Yes. Only leadership, the teacher themselves and the union rep see a given wish. Workbench colleagues see only the final allocation.

Can we measure whether our wish loop is working?

Yes. Hit rate (share of granted wishes) is logged as a KPI year over year and is linked to the school's wellbeing survey — so you can see whether real inclusion also moves wellbeing.

What happens to wishes between rounds?

A teacher can send a new wish for the next round at any time, and leadership can mark a wish as 'rolled over' if it can't be met in the current year.

Teacher wishes

Teacher self-view & wishes teachers in from the start

Every teacher has their own allocation view and can submit wishes for subjects, classes, hours and comments — leadership sees them in the workbench. Johnson, Kraft & Papay (2012) show teachers with real influence over subjects and classes have both higher job satisfaction and better pupil outcomes.

Contact

Teacher self-view

Each teacher sees their current and upcoming allocation at /teacher/min-fagfordeling.

Structured wish form

Subject, class, hours and a free-text comment — not a long unstructured email.

Wishes in the workbench

Leadership sees wishes as a layer over the allocation — right where the decision is made.

Status per wish

Granted, partial, rejected — the teacher gets feedback without having to ask.

Hit-rate as KPI

Schools can track how many wishes are granted year over year.

Wellbeing through inclusion

Teachers heard before the decision feel more ownership of the allocation.

In the classroom

Spring round

Open the wish window in March — close it before allocation starts in April.

New teacher

A new teacher can wish from day one — not only after the first year.

Negotiation

Unanswered wishes surface in validation — so they aren't lost.

For teachers and for school leadership

For teachers

You don't have to wait for leadership to ask. In your self-view you submit wishes for subjects, classes, hours and comments — and see status (granted/partial/rejected) together with an official reasoning. EVA (2021) shows precisely that kind of inclusion correlates with higher wellbeing.

Structured wishes per subject and class — not a long email
Official response status with reasoning
Wish for next year right from day one of employment

For school leadership

Wishes are no longer loose emails in your inbox. They sit as a layer on top of the allocation, right where the decision is made, and unmet wishes trigger a warning in the validation module — so no teacher loses their voice in the puzzle.

Wishes show as a layer on top of the workbench
Unmet wishes trigger a warning in validation
Hit rate is logged as a KPI year over year

Works with

Allocation suite Negotiation AI assistant

Research base

The teacher-wish loop is grounded in international research on staff voice and Danish wellbeing surveys.

Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers' working conditions on their professional satisfaction and their students' achievement. Teachers College Record, 114(10), 1–39
Danmarks Evalueringsinstitut (EVA) (2021). Lærernes arbejdsmiljø og trivsel i folkeskolen. EVA source
Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Learning Policy Institute source
Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44–70
Hargreaves, A., & O'Connor, M. T. (2018). Collaborative Professionalism: When Teaching Together Means Learning for All. Corwin
Danmarks Evalueringsinstitut (EVA) (2018). Skoleledelsens arbejde med fagfordeling og kompetencedækning. EVA source

Frequently asked questions

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