TEACHING OBSERVATION

Preservice teacher Date Notes for users:

Victoria Hender 15.09.20 The University Supervisor will

undertake an observation of
School/site Name and role of observer: teaching as part of the final
Gulfview Heights PS Tiziana Margaritis – University placement.
Supervisor The AITSL Standards provide focus
Number in class/group Year/group/ability information for observation and can stimulate
professional dialogue around
30 Reception strengths and developmental
needs.
Professional Experience Course Week of placement:

Professional Experience 4 4

Teaching focus Observation focus (standards/target(s))

English-Literacy

OBSERVATION (link to Graduate Standards where appropriate) It was great to see your reflection on swimming and
how engaged the children were and happy to discuss it. You knew the children’s names which shows that you have a
great rapport with them. You had an excellent presence in the classroom and it was great that you were asking the
children what their first sentence would be to help them to begin the activity. You had good behaviour management
by saying their names and moving them closer to you and also sending them to another class as need be. You had a
calm and friendly approach by calling them ‘mate’. I understand that there are various levels in the class and you
mentor teacher outlined that you have differentiated well for each group and are taking on feedback well whilst
trying to make improvements prior to asking so taking that initiative. You spoke well and gave clear instructions to
the children. It was great to see that you went around to students who needed extra guidance and attention.

Professional Knowledge (S1 Know students/children and how they learn, S2 Know the content and how to teach it)

Demonstrated knowledge of teaching strategies that are responsive to the learning strengths and needs of students
from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Professional Practice (S3 Plan for and implement effective teaching and learning, S4 Create and maintain supportive
and safe learning environments, S5 Assess, provide feedback and report on student/children’s learning)
I could tell that your lesson was well planned, and time structured well. Students felt supported by your withitness
(movement) between groups in the classroom. Students well-spaced out and highly engaged in the task.

Professional Engagement (S6 Engage in professional learning, S7 Engage professionally with colleagues,
parents/carers and the community)
Excellent relationship with mentor teacher and he was very happy with your level and a great support for you.
 Australian Professional Standards for Teachers – Graduate Level Overview

PROFESSIONAL KNOWLEDGE Standard 1: Know students and how they learn

1.1: Physical, 1.2 1.3 Students with 1.4 Strategies for 1.5 Differentiate 1.6 Strategies to
social and Understand diverse linguistic, teaching teaching to meet support full
intellectual how students cultural, religious Aboriginal and the specific participation of
development and learn and socioeconomic Torres Strait learning needs of students with
characteristics of Graduate backgrounds Islander students students across disability
students level: Graduate level: Graduate level: the full range of Graduate level:
Graduate level: Demonstrate Demonstrate Demonstrate abilities Demonstrate
Demonstrate knowledge knowledge of broad knowledge Graduate level: broad
knowledge and and teaching strategies and understanding Demonstrate knowledge and
understanding of understanding that are of the impact of knowledge and understanding of
physical, social of research responsive to the culture, cultural understanding of legislative
and intellectual into how learning strengths identity and strategies for requirements
development and students learn and needs of linguistic differentiating and teaching
characteristics of and the students from background on the teaching to meet strategies that
students and implications diverse linguistic, education of the specific support
how these may for teaching. cultural, religious students from learning needs of participation and
affect learning and Aboriginal and students across learning of
socioeconomic Torres Strait the full range of students with
backgrounds Islander abilities disability.
backgrounds

PROFESSIONAL KNOWLEDGE Standard 2: Know the content and how to teach it

2.1 Content and 2.2 Content 2.3 Curriculum, 2.4 Understand and 2.5 Literacy 2.6 Information
teaching selection assessment and respect Aboriginal and and and
strategies of the and reporting Torres Strait Islander numeracy Communication
teaching area organization Graduate level: people to promote strategies Technology (ICT)
Graduate level: Graduate Use curriculum, reconciliation between Graduate Graduate level:
Demonstrate level: assessment and Indigenous and non- level: Know Implement
knowledge and Organise reporting Indigenous Australians and teaching
understanding of content into knowledge to Graduate level: understand strategies for
the concepts, an effective design learning Demonstrate broad literacy and using ICT to
substance and learning and sequences and knowledge of, numeracy expand
structure of the teaching lesson plans. understanding of and teaching curriculum
content and sequence respect for Aboriginal strategies learning
teaching and Torres Strait and their opportunities for
strategies of the Islander histories, application in students.
teaching area cultures and teaching
languages. areas.

PROFESSIONAL PRACTICE Standard 3: Plan for and implement effective teaching and learning
 3.1 Establish 3.2 Plan, 3.3 Use 3.4 Select 3.5 Use 3.6 Evaluate 3.7 Engage
challenging structure and teaching and use effective and improve parents/
learning goals sequence strategies resources classroom teaching carers in the
Graduate learning Graduate Graduate communication programs educative
level: Set programs level: level: Graduate Graduate level: process
learning goals Graduate Include a Demonstrate level: Demonstrate Graduate
that provide level: Plan range of knowledge Demonstrate a knowledge of level:
achievable lesson teaching of a range of range of verbal strategies that Describe a
challenges for sequences strategies. resources, and non-verbal can be used to broad range
students of using including ICT, communication evaluate of strategies
varying knowledge of that engage strategies to teaching for involving
abilities and student students in support programs to parents/
characteristics. learning, their student engage improve carers in the
content and learning student educative
effective learning process
teaching
strategies.

PROFESSIONAL PRACTICE Standard 4: Create and maintain supportive and safe learning environments
4.1 Support student 4.2 Manage 4.3 Manage 4.4 Maintain student 4.5 Use ICT safely,
participation classroom activities challenging safety responsibly and ethically
Graduate level: Graduate level: behavior Graduate level: Graduate level:
Identify strategies to Demonstrate the Graduate level: Describe strategies Demonstrate an
support inclusive capacity to organise Demonstrate that support understanding of the
student participation classroom activities knowledge of students’ well-being relevant issues and the
and engagement in and provide clear practical and safety working strategies available to
classroom activities. directions. approaches to within school and/or support the safe,
manage system, curriculum responsible and ethical
challenging and legislative use of ICT in learning
behaviour requirements. and teaching.

PROFESSIONAL PRACTICE Standard 5: Assess, provide feedback and report on student learning
5.1 Assess student 5.2 Provide feedback 5.3 Make consistent 5.4 Interpret 5.5 Report on student
learning to students on their and comparable student data achievement
Graduate level: learning judgements Graduate level: Graduate level:
Demonstrate Graduate level: Graduate level: Demonstrate the Demonstrate
understanding of Demonstrate an Demonstrate capacity to understanding of a
assessment strategies, understanding of the understanding of interpret student range of strategies for
including informal and purpose of providing assessment assessment data reporting to students
formal, diagnostic, timely and moderation and its to evaluate and parents/carers and
formative and appropriate application to student learning the purpose of keeping
summative feedback to students support consistent and modify accurate and reliable
approaches to assess about their learning. and comparable teaching practice. records of student
student learning. judgements of achievement
student learning.

PROFESSIONAL ENGAGEMENT Standard 6: Engage in professional learning

 6.1 Identify and plan 6.2 Engage in
professional learning needs professional learning
Graduate level: Demonstrate and improve practice
an understanding of the role of Graduate level:
the Australian Professional Understand the
Standards for Teachers in relevant and
identifying professional learning appropriate sources of
needs. professional learning
for teachers.
PROFESSIONAL ENGAGEMENT Standard 7: Engage professionally with colleagues, parents/carers and the
community
7.1 Meet professional 7.2 Comply with legislative,
ethics and administrative and
responsibilities organisational requirements
Graduate level: Graduate level: Understand
Understand and apply the relevant legislative,
the key principles administrative and
described in codes of organisational policies and
ethics and conduct for processes required for
the teaching profession teachers according to school
stage.
6.3 Engage with 6.4 Apply professional learning
colleagues and and improve student learning
improve practice Graduate level: Demonstrate an
Graduate level: Seek understanding of the rationale
and apply constructive for continued professional
feedback from learning and the implications
supervisors and for improved student learning
teachers to improve
teaching practices.
7.3 Engage with the 7.4 Engage with professional
parents/carers teaching networks and
Graduate level: broader communities
Understand strategies Graduate level: Understand
for working effectively, the role of external
sensitively and professionals and community
confidentially with representatives in broadening
parents/carers teachers’ professional
knowledge and practice.