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Pre-observation conversation
Domain
Standard
Date
2 5 - 0 5- 2 0 1 5
Teachers name
L i s a Fo w l e r
Standard 1
Describe the class, age, gender balance, any special needs students/children or groups
Know the students
and how they learn Studies of Society & Environment Modified Year 8, 4 girls 8 boys, all have learning difficulties.
7 students present. Lisa new all students names. Student teacher was also present in the
class. Some have an NEP, others should have.
Standard 2
Describe the curriculum context/lesson sequence/purpose and any cross curriculum links
Know the content
and how to teach it Students are to meet the ACARA requirement for Studies of Society & Environment. Lesson
17 out 40. Students are continuing on with a task (Diorama), demonstrated content
knowledge through classroom discussion at the beginning of the lesson. Students are
continually moving in and out of the classroom for onsite and offsite education.
Standard 3
Plan for and
implement
effective teaching
and learning
Standard 4
Create and
maintain
supportive and
safe learning
environment
Standard 5
Assess,
provide
feedback and
report on student
learning
identify the
agreed APST
Standard or focus
area(s) for the
observation
(e.g. 3.5 Use effective
classroom
What is your learning intention or goal for the students/children during the observation?
Continue working on the Diorama, identify specific aspects of the topic and transfer this to
the Diorama.
What particular strategies or methodologies will be used, including any plans to differentiate
the learning?
Classroom discussion, notes on the whiteboard, student booklet, hold up and display the
assessment task as a photocopy, completed example, questioning, work with students one
Describe any specific classroom routines or strategies, including the use of ICT, intended to
support engagement
Students got their laptops, teacher gave back work related to their diorama, class discussion,
individual support, outlining the task for the lesson on the whiteboard.
During the
observation
Domain
APST Standard
Standard 3
Plan for and implement
effective teaching and
learning
SA TfEl Domain 3
Develop expert
learners
Using the Australian Professional Standards for Teachers: DECD observation tool
During the
observation
Post-lesson observation
conversations
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 parents/carers
7.4 Engage with professional
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?
Post-lesson observation
conversations
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 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?
Using the Australian Professional Standards for Teachers: DECD observation tool
Standard 6
Engage in professional learning
6.5 identify and plan professional
learning needs
6.6 Engage in professional
learning and improve
practice
6.7 Engage with colleagues and
improve practice
6.8 Apply professional learning and
improve student learning
Standard 7
Engage professionally with
colleagues, parents/carers and
the community
7.5 meet professional ethics and
responsibilities
7.6 Comply with legislative,
administrative and organisational
requirements
7.7 Engage with parents/carers
7.8 Engage with professional
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 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?
The acknowledgement that the varying strategies used, actively contributed towards
positive outcomes for students, has given me the confidence to continue with and build
upon such strategies. To have the class events and student participation listed chronically
will allow me to continue with routines, class discussions, use of the white board as a tool,
managing seating, use of laptops etc. I could build a summarising routine into the end of
Post-lesson observation
conversations
lessons, to solidify student learning post lesson and provide direction for the following
lesson.
I need to continue to speak with counsellors and Assistant Principals about the
continuing and social and behavioural complexities of certain, challenging students and
develop appropriate strategies and contingency plans.
I need to keep reward systems consistent. For example, I occasionally use an online class
points system (Class Dojo) to assign and or deduct points from students accordingly. A more
consistent approach to points and rewards would help with problematic behaviour in lessons
subsequent to the observation.