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Using the Australian Professional Standards for Teachers

DECD observation tool


Observation of practice is an expectation for all teachers that Using this tool to scaffold professional conversations before
is described in both the Australian Teacher Performance and and after observation will assist teachers to engage with the
Development Framework and the DECD Performance and Australian Professional Standards for Teachers (APST). Before using
Development Guideline. this tool it is important to reach agreement about:

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

Create and maintain


Practice

supportive and safe explicit teaching, brainteaser at start of lesson, VIVO reward system, digital timer on whiteboard for task
learning environment

Standard 5 How and when will the students/children receive feedback?


Assess, provide
feedback and report on Warm-Up (instant feedback), We-Do (instant feedback), You-Do (individual feedback)
student learning

Identify the agreed


1.1, 1.3, 2.5, 4.1, 4.2, 4.3,
APST Standard or
focus area(s) for the
observation
(eg 3.5 Use effective
classroom communication)
During the observation
2 Some suggestions...

DOMAIN APST STANDARD APST FOCUS AREAS WHAT MIGHT THE OBSERVER LOOK FOR?

Standard 3 3.1 Establish challenging learning t Observe non-verbal communication used by


Plan for and implement effective goals the teacher
teaching and learning
3.2 Plan, structure and sequence t Look for examples of ways the teacher
learning programs models questioning and thinking from a
Also refer to: number of perspectives.
3.3 Use teaching strategies
SA TfEL Domain 3 t How did the teacher engage the students/
3.4 Select and use resources children at the beginning of the lesson?
Develop expert learners
3.5 Use effective classroom t What techniques were used to ensure that all
DPNNVOJDBUJPO students/children were engaged throughout
3.6 Evaluate and improve teaching the lesson?
programs t How did the teacher model goal-setting with
3.7 Engage parents/ carers in the and for the students /children ?
learning process t What evidence is there of the teacher using a
range of teaching strategies and resources?

t How does the teacher encourage students/


children to make sense of their learning?

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?

t How does the teacher model and ensure


respect among the students/children?

t If applicable, how is ICT integrated into the


lesson?

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.

t What opportunities are created for assessing


or evaluating student /children learning?

t How does the teacher provide feedback


to individual students/children on their
learning?

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.

The DECD website provides further resources to support


effective classroom observations and feedback processes,
including how lesson observations can be aligned for
national certification purposes. It is important to highlight
observations and questions that relate to the agreed area
of focus. However in some situations it is also relevant and
beneficial to reflect upon observations that are more general,
or related to a Standard other than the agreed focus.

Example prompts to commence a post-lesson conversation:

t Given your intention to... how do you think the lesson went?

t I observed... Could you tell me more about that?

t When... happened... Why do you think that was?

t I noticed that... How does that match your view? Standard 6


Engage in professional learning
t What do you think would happen if...?
6.1 Identify and plan professional learning
t The agreed focus area of observation during this lesson needs
was... how well do you think this aspect was illustrated?
6.2 Engage in professional learning and
t Did the students learn what was intended? improve practice
How do we know?
6.3 Engage with colleagues and improve
t Were the strategies and approaches effective for practice
Engagement
Professional

their purpose?
6.4 Apply professional learning and improve
t What might be improved or changed? student learning

t How were the needs of individuals or particular groups of Standard 7


students/children met? Engage professionally with colleagues,
t What was the best thing about this lesson? parents/carers and the community
7.1 Meet professional ethics and responsibilities
t How could this lesson be built on for the future?
7.2 Comply with legislative, administrative and
organisational requirements

7.3 Engage with parents/carers

7.4 Engage with professional teaching


networks and broader communities

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