Professional Documents
Culture Documents
Effective feedback, review and observation processes support the t the purpose of the observation
ongoing development of the teacher and the promotion of high t the curriculum context of the lesson/learning situation
quality learning experiences for students.
t the profile of the students/children
t who will have access to the data collected.
Pre-observation conversation
1 The pre-observation conversation can be
Date 6/2/17
scaffolded using the Professional Knowledge and Teacher’s name Jade Francey
Professional Practice domains of the APST.
Observer’s name Emma Jones
DOMAIN STANDARD DISCUSSION
Standard 1 Describe the class, age, gender balance, any special needs students/children or groups
Know the students and
how they learn 22 students, 4 NEP’s, 14 female 8 male
Professional
Knowledge
Standard 2 Describe the curriculum context/lesson sequence/purpose and any cross curriculum links
Know the content and
how to teach it Year 9 Financial Maths
Core Skills lesson - Addition
Standard 3 What is your learning intention or goal for the students/children during the observation?
Plan for and implement
effective teaching and to be able to add without a calculator
learning
What particular strategies or methodologies will be used, including any plans to differentiate the learning?
Explicit teaching
Warm-up - recap simple addition
Main lesson - scaffolded into I-Do, We-Do, You-Do with A, B, C-level identified
Standard 4 Describe any specific classroom routines or strategies, including the use of ICT, intended to support engagement
Professional
supportive and safe explicit teaching, brainteaser at start of lesson, VIVO reward system, digital timer on whiteboard for task
learning environment
DOMAIN APST STANDARD APST FOCUS AREAS WHAT MIGHT THE OBSERVER LOOK FOR?
Standard 4 4.1 Support student participation t Look for ways that the teacher differentiates
Create and maintain a supportive the task so that all students /children
4.2 Manage classroom activities can access the learning, are challenged,
and safe learning environment
4.3 Manage challenging behaviour supported and engaged
Professional
Practice
Also refer to: 4.4 Maintain student safety t How does the teacher respond to
inappropriate student /child behaviour?
SA TfEL Domain 2 4.5 Use ICT safely, responsibly and
Create safe conditions for rigorous ethically t How does the teacher negotiate the learning
learning with the students/children?
Standard 5 5.1 Assess student learning t Look for ways in which the teacher seeks,
Assess, provide feedback and acknowledges or builds on what the
5.2 Provide feedback to students on students /children already know and can do
report on student learning
their learning
t Look for examples of when the teacher
5.3 Make consistent and comparable intervenes at various stages in the learning
Also refer to: judgements process
SA TfEL Domain 4
5.4 Interpret student data t Consider ways in which the lesson is
Personalise and connect learning
5.5 Report on student achievement connected and relevant to the learner’s
personal experience.
Using the Australian Professional Standards for Teachers: DECD observation tool
During the observation
2
WHAT IS THE TEACHER SAYING AND DOING? WHAT ARE THE STUDENTS/CHILDREN SAYING AND DOING?
guessing brainteaser
Had brainteaser on board to settle class
getting books and equipment out
Warm-Up
Warm-Up
-Putting questions on board that recap topic
- calling out answers
-Teacher questioned incorrect answers instead of saying they
- most students participating
were wrong
- encouraging students to participate
What?
What?
- listening
- teacher explained lesson intention and success criteria
I-Do
I-Do
- Teacher recapped behaviour expectations of I-Do
- listening
- explained real-life relevance of topic
- one student on phone
- explained and modelled C, B and A-level questions and
- calling out some answers
expectations
We-Do
We-Do
- reiterated expectations of We-Do
- shouting out answers
- putting questions up on the board for students to answer
rapid fire
You-Do
You-Do
- explained what A, B & C-level work is and the expectations
- choosing what level of work to complete (A, B or C-level)
- walked around class checking NEP’s first then helping
- independent work
Professional
others
- some chatting
Practice
- helping students one-on-one
- marking student work when students wanted feedback
- putting electronic timer on board for duration
Using the Australian Professional Standards for Teachers: DECD observation tool
Post-lesson observation conversations
3 The goal of the post lesson conversation(s) is to encourage
self-reflection by the teacher and to collaboratively SUMMARY OF KEY POINTS DISCUSSED IN THE
analyse the observations in relation to the APST. The DECD POST-LESSON OBSERVATION CONVERSATION
Conversation Framework provides an appropriate context for
post lesson conversations by encouraging non-judgemental,
learning focussed and reflective dialogue between Good participation of students
colleagues. This approach is facilitated by the use of open clear expectations
questioning.
t Given your intention to... how do you think the lesson went?
their purpose?
6.4 Apply professional learning and improve
t What might be improved or changed? student learning
Further reflection and analysis is encouraged by collaboratively and individually reflecting forward.
t What aspects of our professional conversation have made a positive contribution to your learning?
t How could you use your self-reflection from this learning to guide your professional learning goals and priorities
for future development?
t How might you seek and use feedback from your students to improve your practice?
t How might you further engage with colleagues or a professional network to improve your practice?
t How might this feedback contribute to your Performance and Development Plan?
Using the Australian Professional Standards for Teachers: DECD observation tool