Graduate Teacher Professional Conversation Log

Name: Kelly Ward Coach: Deborah Parker Date: 19/11/21

Year
Level/Learning
School: Ridgeview SC Start: 9:34am Finish: 10:38am
Area: 7-9
Visual Arts
Summary
Discussion of the Visible Learning Routines. Have had a look and think it is a good resource that I Priority?
plan to implement, just have not had time, been off sick and need to catch up. Would prefer to use
at the start of the unit when all the planning is set up like at the start of the artist research for Implementing a Visible Thinking Routine in the start of the next unit –
example. Target #2 on the action plan embedding success criteria and using the four-square Observation feedback requested on this
criterion reflection model is another good idea but due to time and / resourcing issues I am not
sure how to start with this. Reviewed an example of the skill in practice using the content from the
observation lesson – discussion of quick ways to collect the data such as in the students’ Ideally?
portfolios or on post it notes. Look at trialling with one or two lessons in Wk. 7/8 if I get time.
Teacher modelling desk target #3 in the action plan I have attempted. It did not go very well as it Resourcing to provide trolley / print budget
was a group of Yr. 7’s, lost of issues with space and fitting everyone in around the desk, students
were not listening, I felt is created health and safety issues. Discussion of other structures to use – Goal:
group at a time / split work tasks is working better allows better behaviour management during the
demonstration of skills. Will keep trialling this with the classes in Wk. 8/9. Trolley research By the end of week eight, I am going to trial a visible thinking routine so that
progressed – ideas and pricing collected. Concerns regarding budget to purchase. Discussion of student engagement with the start of the unit improves.
feedback from the lesson observation focused on setting challenging learning goals. Key
feedback showed areas for development in the success criteria (What I am looking for).
Discussion of teaching paragraph modelling, providing grade referenced examples of success and
‘we do’ examples before commencing task. Discussion of providing context to students – why are
we learning to do this? Feedback from observation showed high level of general feedback
questioning types ‘does anyone need help’, ‘everyone ok with that’ – suggested focus for next
lesson observation feedback types. Discussion of avoiding self-reporting when CFU
Teacher’s next steps: Next meeting date and time:

 Trial one Visible Thinking Routine in the next new unit – Wk. 7/8 – feedback will be provided in the lesson observation Wk. 8 Friday
requested for this.
 Provide the success criteria alongside a grade reference example / worked example at the start of the lesson after the Focus for next meeting:
learning objective is provided.
 Visible Thinking Routine
 Success criteria
 Feedback types

Graduate Teacher Professional Conversation Log

©Department of Education 2018
Reviewed Jan 2019

Standard 1
Know students and how
they learn
1.1 Physical, social and
intellectual development
and characteristics of
students
1.2 Understand how
students learn
1.3 Students with linguistic,
cultural, religious and
socioeconomic backgrounds
1.4 Strategies for teaching
Aboriginal and Torres Strait
Islander students
1.5 Differentiate teaching to
meet the specific learning
needs of students across
the full range of abilities.
1.6 Strategies to support
full participation of students
with disability
Graduate Teacher Professional Conversation Log
©Department of Education 2018
Reviewed Jan 2019
Graduate Teacher Professional Conversation Log
Standard 2
Know content and how to
teach it
2.1 Content and teaching
strategies of the teaching
area
2.2 Content selection and
organisation
2.3 Curriculum, assessment
and reporting
2.4 Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5 Literacy and numeracy
strategies
2.6 Information and
Communication Technology
(ICT)
Standard 3
Plan for and implement
effective teaching and
learning
3.1 Establish challenging
learning goals
3.2 Plan, structure and
sequence learning programs
3.3 Use teaching strategies
3.4 Select and use
resources
3.5 Use effective classroom
communication
3.6 Evaluate and improve
teaching programs
3.7 Engage parents/carers
in the educative process
Standard 4
Create and maintain
supportive and safe learning
environments
4.1 Support student
participation
4.2 Manage classroom
activities
4.3 Manage challenging
behaviour
4.4 Maintain student safety
4.5 Use ICT safely,
responsibly and ethically
Standard 5
Assess, provide feedback and
report on student learning
5.1 Assess student learning
5.2 Provide feedback to
students on their learning
5.3 Make consistent and
comparable judgements
5.4 Interpret student data
5.5 Report on student
achievement
Standard 6
Engage in professional
learning
6.1 Identify and plan
professional learning needs
6.2 Engage in professional
learning and improve
practice
6.3 Engage with colleagues
and improve practice
6.4 Apply professional
learning and improve
student learning
Standard 7
Engage professionally with
colleagues, parents/carers
and the community
7.1 Meet professional ethics
and responsibilities
7.2 Comply with legislative,
administrative and
organisational requirements
7.3 Engage with the
parents/carers
7.4 Engage with
professional teaching
networks and broader
communities