‘Observation of practice is an expectation for alleachers that Using this tool to scaffold professional conversations before is described in both the Austalan Teacher Perfomance and. ‘and after observation wil assist teachers to engage with the Development Famework and the DECD Performanceand. ‘Austallan Professional Standards fr Teachets APST) Before using Development Gudeling ‘thistoolitis importantto reach agreement about: Effective feedback, review and observation processes supportthe + the purpose ofthe observation ‘ongoing development ofthe teacher and the promotion of high ._ghecuriculum context of the lesson/learming situation ‘quality learning experiences for students. > euapiau atthe RGRRLST + who will have access to the data collected. Pre-observation conversation pate 10, | “Ia ‘The pre-observation conversation canbe _calfolded using the Profesional Knowiedgeand Professional Practice domains ofthe APST. ne es Know the content and how to teach it Standard 1 the cos ge end balan ny pec need denne ores Know the studentsand] Pee. A= stuck a S$ howtielam a epecolh Fonts. 2x SwO Standard? Deserve the crieulum cpntetson eaenc/purpese nd ey goss cur ks See (esse TaeS Standard 3 Pian for and implement effective teaching and learning Standard Create and maintain supportive and safe learning environment het: your earning intention or goal forthe stdent/chidren rng the observtion? See attenched pian Whar particu srtegles or methodologies willbe se including any plans to diferentiat the eaming? See ottechea Clan Describe any speci clssoom routines or strategies inching the use of CT, Intended fo support engagement Standard 5 Assess, provide feedback and report or student learning How and when il the studentschldren receive feedback? Tentify the agreed APST Standard or focus areas) for the observat fog 35 Ureeective astaam communication ei araersey Shek, Cisditemren| 42 Demonsrott we capacity +o organrtse Aassyoen OAS ae Government of South Australia Deparment for Education and Che Development reachersname Very Beursay(Griftth Green SeDuring the observation Some suggestions. Peron Standard 3 Pian for and implement effective teaching and learning Also refer to: SATIEL Domain 3 Develop expert learners 3.1 Establish challenging learning goals Plan, structure and sequence learning programs Use teaching strategies Select and use resources a2 a3 a4 35 Use effective classroom strategies Evaluate and improve teaching ‘programs 36 37. Engage parents/ carers in the learning process ‘Observe non-verbal communication used by the teacher Look for examples of ways the teacher ‘models questioning and thinking from a ‘number of perspectives. How did the teacher engage the students/ children atthe beginning ofthe lesson? ‘What techniques were used to ensure that students/children were engaged throughout the lesson? How did the teacher model goal-setting with and for the students children ? ‘What evidence is there of the teacher using a range of teaching strategies and resources? How does the teacher encourage students/ children to make sense oftheir learning? ‘Look for ways thatthe teacher differentiates Savana A Sppen widen eon | (enon mahi sth theta tal ses le and safe learning environment ieee renee oe _can access the learning, are challenged, 4.3 Manage challenging behaviour supported and engaged ‘Also refer to: 44 Maintain student safety + How does the teacher respond to throne sno behind? ‘SATFEL Domain 2 ‘4S: Use ICT safely, responsibly and astarinar dehy | aely «Hew does the ence notte ering ies wine suena «Ho desi tli te wipe energie mule ‘+ Happlicable, how is ICT integrated into the ee Stands Si Ass sent leing [> Look fr wnyrin bch he teachers Feat eh eh scinntaesorbuls nate (Govtacudiiasng” [#2 Beelendndtsnentson | Seems ie ey non nd and + Lak eramples when te echt Abo refer to: SATFEL Domain 4 Personalise and connect learning 5.2. Make consistent and comparable judgements 54 Interpret student data 55 Report on student achievement intervenes at various stages in the learning process Consider ways in which the lesson is connected and relevant to the learner's personal experience. What opportunities are created for assessing for evaluating student /children learning? How does the teacher provide feedback toindividual students/children on thelr learning? Using the Australia onal Standards for Teachers: DECD observatioBo During the observation SSNS \sSten 35 Udita mosressens: Day Sus. verde § austiny bs Ste y Pree eM Qureshi eee ea ey Wanna . Ts it sous thin gy trot Coe We vn atte TRA Story AQveshening ot Goria! \ecers fo” SAS Ur 2 Urnchar SPERMITG | Cleo, Sela ot = expestaten of \eSsen a Onan Ceengy Moke Ne Sure ow Moke 1 Peig Brea. USGA Aamensheakh wn Wsty uchon sg of ach cae con hctat ly - fet4er re -explaned 33-93 be deseS YASH VeRO RS 4S BEEN BAA ~ Cegmn' 5) Lane wissest than . este. | eco Cub resourees , oN the joc — Follows te ‘ inst Duke 8 -~CAASINY Sven § Suck as aatri-4 ure MWorre hb And enka VE insy vor on$ Are ark \ Z Crea lan Professional Standards for Teachers: DECD observat