TEACHING OBSERVATION

Preservice teacher Date Notes for users:

Catherine Spear 19/9/19 The University Supervisor will
School/site Name and role of observer: undertake an observation of teaching
Parafield Gardens High School Patricia Greaves UniSA Supervisor as part of the final placement.
Number in class/group Year/group/ability information The AITSL Standards provide focus for
17 students Year 9 observation and can stimulate
Professional Experience Course Week of placement: professional dialogue around
Prof Ex 4 4th strengths and developmental needs.
Teaching focus Observation focus (standards/target(s))
Visual Art – Advertisement Poster 2, 3, 4 & 5

Previous targets (achieved/still to be achieved - link to Graduate Standards where appropriate)

OBSERVATION (link to Graduate Standards where appropriate)

Professional Knowledge (S1 Know students/children and how they learn, S2 Know the content and how to teach it)
Catherine had strong content knowledge which was effectively communicated throughout the session. Lesson was
sequenced appropriately and she had a clear understanding of the needs of the students through the various
strategies employed to engage and support the learning.

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)
Learning intentions were visually explicit and clearly presented to the students at the beginning of the lesson. Students
understood and knew what was expected of them and they were all on task to complete the lesson requirements.
Planning was clearly evident through the sequential flow of the lesson, resources made available for students and her
personal folio of designs to assist students with the development of their designs.

Catherine demonstrated effective classroom communication through providing clear and explicit instructions, mad
excellent use of questioning techniques to monitor student learning and gain feedback from the students as to their
level of understanding of the task(s). A well - managed and supportive learning environment with positive relationships
was evident through the interactions between the students and between Catherine and the students.

Safety was a key element embedded within the teaching and learning evident through the demonstration, application
to the skills demonstrated and with general classroom organisation.

Professional Engagement (S6 Engage in professional learning, S7 Engage professionally with colleagues, parents/carers and
the community)

Not Applicable

Teaching Strengths (link to Graduate Standards where appropriate)

Developmental teaching targets arising from this observation (link to Graduate Standards where
appropriate)
 Australian Professional Standards for Teachers – Graduate Level Overview

PROFESSIONAL KNOWLEDGE Standard 1: Know students and how they learn

1.1: Physical, social and 1.2 Understand 1.3 Students with diverse 1.4 Strategies for teaching 1.5 Differentiate teaching 1.6 Strategies to support
intellectual development how students linguistic, cultural, religious Aboriginal and Torres Strait to meet the specific full participation of
and characteristics of learn and socioeconomic Islander students learning needs of students students with disability
students Graduate level: backgrounds Graduate level: across the full range of Graduate level:
Graduate level: Demonstrate Graduate level: Demonstrate broad abilities Demonstrate broad
Demonstrate knowledge knowledge and Demonstrate knowledge of knowledge and Graduate level: knowledge and
and understanding of understanding of teaching strategies that are understanding of the impact Demonstrate knowledge understanding of
physical, social and research into responsive to the learning of culture, cultural identity and understanding of legislative requirements
intellectual development how students strengths and needs of and linguistic background on strategies for and teaching strategies
and characteristics of learn and the students from diverse the education of students differentiating teaching to that support participation
students and how these implications for linguistic, cultural, religious from Aboriginal and Torres meet the specific learning and learning of students
may affect learning teaching. and socioeconomic Strait Islander backgrounds needs of students across with disability.
backgrounds the full range of abilities
PROFESSIONAL KNOWLEDGE Standard 2: Know the content and how to teach it
2.1 Content and teaching 2.2 Content 2.3 Curriculum, 2.4 Understand and respect 2.5 Literacy and 2.6 Information and
strategies of the teaching selection and assessment and Aboriginal and Torres Strait numeracy Communication
area organization reporting Islander people to promote strategies Technology (ICT)
Graduate level: Graduate level: Graduate level: Use reconciliation between Indigenous Graduate level: Graduate level:
Demonstrate knowledge Organise curriculum, assessment and non-Indigenous Australians Know and Implement teaching
and understanding of the content into an and reporting knowledge Graduate level: Demonstrate understand literacy strategies for using ICT
concepts, substance and effective to design learning broad knowledge of, and numeracy to expand curriculum
structure of the content learning and sequences and lesson understanding of and respect for teaching strategies learning opportunities
and teaching strategies of teaching plans. Aboriginal and Torres Strait and their for students.
the teaching area sequence Islander histories, cultures and application in
languages. teaching areas.
PROFESSIONAL PRACTICE Standard 3: Plan for and implement effective teaching and learning
3.1 Establish 3.2 Plan, structure and 3.3 Use teaching 3.4 Select and use 3.5 Use effective 3.6 Evaluate and 3.7 Engage parents/
challenging learning sequence learning strategies resources classroom improve teaching carers in the
goals programs Graduate level: Graduate level: communication programs educative process
Graduate level: Set Graduate level: Plan Include a range Demonstrate Graduate level: Graduate level: Graduate level:
learning goals that lesson sequences using of teaching knowledge of a Demonstrate a range Demonstrate Describe a broad
provide achievable knowledge of student strategies. range of of verbal and non- knowledge of range of strategies
challenges for learning, content and resources, verbal strategies that can be for involving
students of varying effective teaching including ICT, that communication used to evaluate parents/ carers in
abilities and strategies. engage students in strategies to support teaching programs to the educative
characteristics. their learning student engage improve student process
learning
PROFESSIONAL PRACTICE Standard 4: Create and maintain supportive and safe learning environments
4.1 Support student 4.2 Manage classroom 4.3 Manage challenging 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and
participation activities behavior Graduate level: Describe ethically
Graduate level: Identify Graduate level: Demonstrate Graduate level: strategies that support Graduate level: Demonstrate an
strategies to support inclusive the capacity to organise Demonstrate knowledge of students’ well-being and safety understanding of the relevant
student participation and classroom activities and practical approaches to working within school and/or issues and the strategies available
engagement in classroom provide clear directions. manage challenging system, curriculum and to support the safe, responsible
activities. behaviour legislative requirements. and ethical use of ICT in learning
and teaching.
PROFESSIONAL PRACTICE Standard 5: Assess, provide feedback and report on student learning
5.1 Assess student learning 5.2 Provide feedback to 5.3 Make consistent and 5.4 Interpret student data 5.5 Report on student achievement
Graduate level: Demonstrate students on their learning comparable judgements Graduate level: Graduate level: Demonstrate
understanding of assessment Graduate level: Demonstrate Graduate level: Demonstrate Demonstrate the capacity understanding of a range of
strategies, including informal and an understanding of the understanding of assessment to interpret student strategies for reporting to students
formal, diagnostic, formative and purpose of providing timely moderation and its application assessment data to and parents/carers and the
summative approaches to assess and appropriate feedback to to support consistent and evaluate student learning purpose of keeping accurate and
student learning. students about their learning. comparable judgements of and modify teaching reliable records of student
student learning. practice. achievement
PROFESSIONAL ENGAGEMENT Standard 6: Engage in professional learning
6.1 Identify and plan professional learning 6.2 Engage in professional 6.3 Engage with colleagues and 6.4 Apply professional learning and improve
needs learning and improve practice improve practice student learning
Graduate level: Demonstrate an understanding Graduate level: Understand the Graduate level: Seek and apply Graduate level: Demonstrate an understanding
of the role of the Australian Professional relevant and appropriate sources constructive feedback from of the rationale for continued professional
Standards for Teachers in identifying of professional learning for supervisors and teachers to learning and the implications for improved
professional learning needs. teachers. improve teaching practices. student learning
PROFESSIONAL ENGAGEMENT Standard 7: Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and 7.2 Comply with legislative, administrative 7.3 Engage with the parents/carers 7.4 Engage with professional teaching
responsibilities and organisational requirements Graduate level: Understand networks and broader communities
Graduate level: Understand and Graduate level: Understand the relevant strategies for working effectively, Graduate level: Understand the role of
apply the key principles described legislative, administrative and organisational sensitively and confidentially with external professionals and community
in codes of ethics and conduct for policies and processes required for teachers parents/carers representatives in broadening teachers’
the teaching profession according to school stage. professional knowledge and practice.