Classroom practice observation tool

Using the Australian Professional Standards for Teachers

Teacher Name: Jason Drewett Observer Name: Jack Rucioch

Classroom observation is a valuable process that supports school improvement and the development
and recognition of our teachers.
Regular and planned observation can provide the foundation for deep reflection by those involved. The
department’s Performance and Development Guideline recognises that deprivatisation of practice
through observation by peers and leaders provides a valuable opportunity to give and receive both
constructive and appreciative feedback (see Section 4.1.2 of the Guideline)

Effective feedback, review and observation
processes support the ongoing development
of the teacher and the promotion of high-
quality learning experiences for students.
Using the Australian Professional Standards
for Teachers as part of the observation process
guides the professional conversations before,
during and after the observation.
Before using this tool, it is important to
reach agreement about:
➢ the purpose of observation
➢ the curriculum context of the
lesson/ learning situation
➢ the profile of the students/children
➢ who will have access to the data collected.

Role of the teacher being observed Role of the observer

Step 1: Reflect on areas to develop. (Note on p.2)
Step 2: Organise time with your observer for the
pre-observation conversation and plan the
observation.
Step 3: Teach with the observer present at the
agreed time.
Step 4: Organise the post-observation conversation
with your observer (p.5). Align practice to the
Classroom Practice Continuum.
Step 5: Set goals for future focus.
Step 1: Meet with the teacher being observed.
Explore context and purpose with a supportive
headset (p2).
Step 2: Undertake the observation at the agreed time.
Taking non-judgmental notes on what the teachers and
students are saying and doing (p.3 & 4).
Step 3: Facilitate the post-observation conversation using
a coaching style conversation (p.5) to
identify strengths and areas for development.
Step 4: Align practice to the classroom practice
continuum to assist with goal setting.

The department Performance and Development resources

https://edi.sa.edu.au > HR > Managing staff >Performance and development

Australian Teacher Performance and Development framework

www.aitsl.edu.au > Tools & Resources > Australian Teacher Performance
and Development Framework

Australian Professional Standards for Teachers

http://www.aitsl.edu.au > Teach > Teacher Standards

Classroom Practice Continuum

http://www.aitsl.edu.au > Tools & Resources > Classroom Practice Continuum

[Type here]
 Pre-observation conversation
The observation of professional practice will focus broadly on the 'Practice' domain (standards 3, 4
and 5). Before the observation the pre-observation conversation should allow for discussion regarding
the context of the observation and should include the identification of specific areas for the focus of
the observation.
The following prompts are designed to scaffold the conversation
between teacher and observer thus allowing the observer to Date: 16/09/2023
understand how the teacher has designed the learning to ensure
learners' engagement and success.
Domain Standard Discussion
Standard 1 This is a class of year three students, with 10 boys and 6 girls, with a student
being of Aboriginal heritage, while another student is of turkey heritage.
Know the students Additionally, one of the students requires an aid for his hearing.
Professiona

knowledge

and how they learn

l

Standard 2 This lesson is a spelling lesson that if focusing on teaching the grapheme ‘our’,
Know the content which aligns with the current content descriptor in the Australian Curriculum:
and how to teach it ‘students will understand how to use letter-sound relationships spell complex words’.
Additionally, this is lesson number 6 of 10 that has followed the scope and sequence.

Standard 3 The goal for this lesson is: ‘students are learning the grapheme ‘our’ makes the phoneme ‘er’,
with the success criteria being: ‘students will say / write words containing the grapheme ‘our’.
Plan for and implement Also, the lesson will be differentiated in various ways, with the content being delivered visually
effective teaching and on PowerPoint slides, in addition to these PowerPoint slides being printed for those students
learning who learn via reading. Also, the writing activity has printed trace sheets for the lower learners.
Additionally, when students write words they can likewise say words to show understanding.

Standard 4 The room is littered with rules and routines that Jason and the students made together
Create and that the consequences for breaking those rules and routines are on the whiteboard
and maintain a in easy view for the students to see. Also, tools: whiteboards, textas, erasers and books
supportive and safe that the students will need are already on the tables when they walk into the classroom,
learning environments which limits the chances that students will need to get up and move around the room.

Standard 5 The students will be assessed when undertaking the review tests at the start of the lesson,
which will be used to see if students struggle with the graphemes learnt in the early years.
Assess, provide Also, students will be given verbal feedback when saying / writing on the PowerPoint slides
feedback and report and then they will be given written feedback after they undertake their DOT/DASH/DIVES
on student learning and when they write their dictation passages and sentences containing the grapheme ‘our’.

Identify the agreed Focus of the standards in Focus Areas 3, 4 and 5 considering that this is a double lesson.
focus for the
observation and
the corresponding
career stage
Standard/focus
area descriptor

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 Suggestions - what to look for
The following suggestions on 'what the observer might look for' are aligned to the proficient career stage
on the AITSL Classroom Practice Continuum. You are encouraged to discuss what the teacher and the
students may be doing or saying to demonstrate this aspect of professional practice.

Domain Standard Standards focus area TfEL domain What might the observer look for?
Standard 3 3.1 Establish challenging 2.4 • Is communication direct, specific and positive?
Plan for and learning goals
implement
3.2 Plan, structure and sequence • How does the teacher support students to think
effective teaching 1.6
and learning learning programs critically and independently develop questions

3.3 Use teaching strategies Domains 2, 3, 4

3.4 Select and use resources • How does the teacher identify connections
2.3, 3.1, 2.4 between student interests, experiences and
3.5 Use effective classroom backgrounds and the learning activities?
3.4
communication
• Does the teacher select a range of
resources that are relevant to the goals
and content of the lesson?

• How does the teacher articulate student

misconceptions and address the knowledge and
skills required by the students?

4.1 Support student participation Domain 2 • What strategies does the teachers use to
Standard 4 redirect challenging behaviour?
Create and 4.2 Manage classroom activities 2.1, 3.1, 3.4 • How does the teacher ensure that concepts are
maintain
supportive and 4.3 Manage challenging presented in multiple ways and through multiple
2.1, 2.2, 2.4 modalities?
safe learning behaviour
environments • How does the teacher adjust pace and
4.4 Maintain student safety Domain 2
interaction to enable all students to
understand the content and participate
4.5 Use ICT safely, responsibly productively?
4.4
and ethically
• In what ways does the teacher model,
reinforce and maintain safety
Professional

protocols?
practice

• If applicable, how does the teacher monitor student

use of ICT and respond to breaches?

5.1 Assess student learning 2.4, 4.3 • How does the teacher reinforce and
Standard 5
Assess, provide consolidate relevant skills and monitor
5.2 Provide feedback to students 2.3, 2.4, 4.3 student understanding and skill
feedback and
on their learning development?
report on student
learning
5.3 Make consistent and 2.4, 4.1, 4.3 • In what way does the teacher use
comparable judgements
assessment rubrics to make judgments
5.4 Interpret student data about progress?
3.1, 3.2, 4.1,
4.3
• How does the teacher use a variety
of assessment activities to help
students assess their progress?

• How does the teacher support students to

provide peer feedback that progresses learning?

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 During the observation Date: 16/09/2023
• take descriptive, non-judgmental notes
• focus your attention and notes on agreed areas
• record evidence that is directly observable; that is things we do, say, make or write, and
• ensure evidence recorded is authentic, appropriate and accurate.

What is the teacher saying and doing? What are the students/children saying and doing?
8:50am: 8:50am:
Jason a whiteboard, a texta, an eraser and a book
on each of the students’ tables before they enter.
He also moves one of the seating labels to a new spot.

9:00am: 9:00am:
Jason waits at the door to greet his students. The students walk over in a line to the classroom.

9:04am: 9:04am:
Jason waits for the students to sit in their seats. The students find and sit in their assigned seats.

9:06am: 9:06am:
Jason outlines his expectations and reminds students
of the rules and routines, as well as the consequences
for breaking those rules and routines.
This is a critical step in creating a safe environment
and having rules and routines displayed is a good way
to reinforce that fact.

9:10am: 9:10am:
Jason conducts the simple grapheme spelling test, The students write the words: birm, birch and blur
and checks answers when students chin whiteboards. on their whiteboards.
This might have worked better with common words.
Professional

9:14am: 9:14am:
practice

Jason shows the answers to the simple graphemes. The students check answers and make corrections.

9:16am:
Jason reminds students about the calling out rule 9:16am:
and gives the student that called out a verbal warning. A student calls out without raising up their hand.
It is critical to repeat to students of your expectations
if they choose to disregard them and going through
with consequences.

9:20am: 9:20am:
Jason reveals the learning intention for the lesson,
as well as revealing how to meet the success criteria.
It was good having this displayed not only on a slide,
but on the whiteboard keeping it was always in view.

9:22am:
Jason shares the examples for the grapheme ‘our’. 9:22am:
Including the website where the resource comes from
is showing acknowledgment of online resources.
Additionally, great to include Kaurna words in lessons.

9:24am:
Jason reads out eight words with the grapheme ‘our’
and uses sticks two pick two students to repeat a line.
The sticks are a teaching strategy to include students
that may avoid contributing, WELL DONE!
9:24am:
The first student reads out their line.
The second student refuses to read out their line.
As this was a new student to the class pushing her
could have resulted in her shutting down.

9:28am: 9:28am:
Jason encourages the students to raise a hand if they A replacement student reads out their line.
are willing to take over for this student.
It is clear to see this is a safe space since all students
were raising their hands to help their new classmate.

Observers may prefer to use the A3 version 'Professional Practice Observation Notes' located on the intranet.

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 9:30am:
Jason conducts whiteboarding the graphemes activity,
which includes waiting for students to finish a word
before he clicks next slide on the PowerPoint slides,
and checks answers when students chin whiteboards,
which includes giving verbal feedback on corrections.
I was impressed with this routine and how this ran.
9:30am:
The students write graphemes then chin whiteboards,
as this is an established routine to check the answers,
they then put their hands on heads when they receive
the verbal feedback that permits them to move on,
or they need to recheck their spelling and try again.
Additionally, two of these students are tracing words.
The two students who did the tracing was a good way
to differentiate the lesson so that they could succeed.

9:40am: 9:40am:
Jason introduces students to DOT/DASH/DIVE activity, The students raise their hands to contribute a sound.
where they finish two words on the board together. The sticks could have been used in this activity too.
This was a critical step in the teaching learning cycle
because two of the words were done proper together,
so the students knew how to do the remaining words.

9:44am: 9:44am:
Jason reminds students how they treat other students A student calls another student’s contribution dumb.
and gives the student who is wrong a written warning, It was good that this was stopped straight away.
as this is his second warning of the lesson.
It is critical to repeat to the students your expectations
if they choose to disregard them and going through
with consequences.
Professional practice

9:46am:
Jason works with a group of four students to complete
the DOT/DASH/DIVE activity.
The students who did the tracing and the other two
were able to take a lot on board, which was highlighted
in the fact Emily did this individually sitting with you.
Also, it is this differentiation in delivering the content
that allows students to succeed, WELL DONE!
9:46am:
The students do the DOT/DASH/DIVE activity in groups,
while four of the students work together with Jason,
which is open to any other student that is struggling.
The freedom of choice was good in seeing the student
who were and weren’t confident with this activity.

9:56am: 9:56am:
Jason reveals the answers to DOT/DASH/DIVE activity, The students make any corrections if they are needed.
which includes a deep dive into the grapheme ‘our’.
This revision required students to assess their work.

10:00am: 10:00am:
Jason tells students that it is break time for ten mins. The students walked outside to the playground.

10:02am: 10:02am:
Jason talks to the student that was made to feel silly The student with two warnings apolpgised to the girl.
and checks in with her and assures her of her answer. It was great to see this happen occur quite quickly,
He then calls over the student that has two warnings which suggests a positive culture has been established.
and discusses his behaviour with him and reminds him
of his expectations and supports him to make amends.
It was good to check on the girl to check if she was ok,
as well as pulling aside the student who was in trouble
and away from the rest of the class to have a chat.

10:10am: 10:10am:
Jason has students’ lineup and reenter the classroom. The students’ lineup and reenter the classroom.

10:12am: 10:12am:
Jason introduces students to eight sentences activity A cluster of boys were having a very loud conversation
but stops before relaying very important information and disregarding what Jason was trying to tell them.
since a cluster of boys were talking over the top of him.
I liked how you stopped the lesson then waited quietly
for the cluster of boys to stop having their conversation
even if it did take a few minutes to do so.

Observers may prefer to use the A3 version 'Professional Practice Observation Notes' located on the intranet.

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 10:14am: 10:14am:
Jason introduces students to eight sentences activity
and reminds the students to get their work checked
when they have completed four from eight sentences.
These constant reminders for students to check work
were great, notably when you told them to check work
with one another.

10:16am: 10:16am:
Jason walks around the room giving verbal feedback. The students write four sentences in their books.

10:18am:
Jason instructs a student to use a dictionary or a laptop
to search for a word as they are unsure of its meaning.
It was great you made the student search for the word
and not giving in and telling them the correct answer
and giving them options on how to search for the word
was a great choice, as was having those two resources.
10:18am:
The student uses a dictionary to search for the word,
but finds that the dictionary is difficult to understand,
and instead chooses a laptop to search for the word
and finds it.

10:20am: 10:20am:
Jason sits at his desk ready to give written feedback.

10:22am:
Jason gives lasting written feedback to the students,
which reminds them of the rule for the grapheme ‘our’,
in addition to using conjunctions and writing in books.
Professional practice
10:22am:
The students line up and have work checked by Jason
and then return to their seats to complete their work

It is good that the feedback is written in their books using the feedback from the first four sentences.
and done halfway through the lesson to aid reflection,
as this is an important literacy strategy to implement.

10:36am: 10:36am:
Jason instructs students to pack up and place books on The students pack up and clean up the classroom.
his desk to mark the remaining sentences marked.
I think you could have waited a couple of more minutes
to allow the slower students to finish their sentences.

10:40am: 10:40am:
Jason rehashes the learning intention for the lesson, The students walk in a line back to their classroom.
as well as how students have met the success criteria,
and then wishes the students a good rest of the day.
The rehashing of the learning intention was excellent
because it ensured students left with it on their mind.

Observers may prefer to use the A3 version 'Professional Practice Observation Notes' located on the intranet.

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Post-observation conversation
The goal of the post conversation(s) is to encourage
self-reflection by the teacher and to collaboratively
analyse the observations in relation to the teacher
standards.
Teachers need to know more than ‘you are doing
a good job, keep it up’. They require a balance of
support and challenge to improve their practice over
time.
Observers should provide specific improvement
focused feedback at the same time as
recognising and reinforcing teachers’ strengths.
Assisting teachers to reflect on the observational data
collected and to understand the impact of
their behaviours enables teachers to have
greater insight into the relationship between
their goals for student learning and their current
practice.
Post observation conversations should happen
verbally and in a timely manner. This is after the
observer has had time to reflect on their own notes
and ideally within 24 hours of the observation.
Date: 20/09/2023
Example prompts to commence a post-
lesson conversation:
Opening questions:
• What was the best thing about this lesson?
• Give your intention to... how do you think the
lesson went?
• The agreed focus area during this observation
was... how well do you think this aspect was
illustrated?
Probing questions:
• I observed... Could you tell me more about that?
• When... happened...Why do you think that was?
• I noticed that... How does that match your view?
• What do you think would happen if...?
• How were the needs of individuals or
particular groups of students/children met?
• Did the students/children learn what
was intended? How do you know?
Moving forward:
• How effective were the strategies and
approaches? What might be improved or
changed?
• How could this lesson be built on for the future?

Summary of key points discussed

The teaching strategies used in the lesson helped Jason in succeeding to teach the content to his students,
with the teaching-learning cycle definitely on full display, as Jason built the field, then they worked together,
before telling students to work solo on the DOT/DASH/DIVE activity and the writing eight sentences activity.

A great conversation that happened to occur in the beginning of the lesson was around the word ‘pukulpay’,
which is the Kaurna word for ‘journey’, it was good to see the Kaurna student talk about this Kaurna word,
which ended up leading to a bigger conversation about Kaurna dialect, which was unfortunately stopped.
However, if this happened to occur again, I would allow for this to take place and circle back later to spelling.

The differentiated activity with the tracing sheets seemed basic to begin with, but it helped those students
since they could see the grapheme ‘our’ in those words, which really helped in the DOT/DASH/DIVE activity.

The feedback that was given throughout the lesson was direct and encouraged students to look for answers
instead of just receiving them, I think this helped the students to better remember the grapheme ‘our’
because they actually explained the grapheme ‘our’ to me when we were outside during the break time.
Also, it was giving students the feedback via two avenues (verbal and written) that helped various students.

The classroom was setup for success even before students had entered the room due to perfect planning,
example: the student with the aid for his hearing being situated near the board in case he missed key words.
Also, the PowerPoint slides were easy to follow, and I can see that a lot of work and time went into them.
However, the fact the entire year of lessons are on that PowerPoint shows a plan is definitely taking affect.

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 Domain Standard Discussion
Standard 6 Engage in 6.1 Identify and plan professional learning needs
professional learning
6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice

engagement
Professional

6.4 Apply professional learning and improve student learning

Standard 7 Engage 7.1 Meet professional ethics and responsibilities

professionally with
colleagues, parents/ 7.2 Comply with legislative, administrative and organisational requirements
carers and the
community 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
• What aspects of our professional
conversation have made a
positive contribution to your
learning?
• How could you use your self-reflection
from this learning to guide your
professional learning goals and priorities
for future development?
• How might you seek and use feedback
from your students to improve your
practice?
• How will your feedback support
addressing the challenges of practice
identified in the site improvement plan
(SIP)?
• How might you further engage with
colleagues or a professional
network to improve your practice?
• How might this feedback contribute
to your performance and
development plan?
• How will you use any documentation
from this observation to provide
evidence of your career stage
development – ‘graduate' to
'proficient’, maintaining ‘proficient’,
or moving to ‘highly accomplished’ or
‘lead’?

Performance and development planning and

resources
Resources to help prepare a performance and development plan (PDP)
including templates and conversation frameworks.

https://edi.sa.edu.au > HR > For managers > Managing staff >

Performance and Development

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