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TSA Designing quality lessons – supervisor support notes

The purpose of the support notes is to familiarise supervisors with the course, and to provide specific advice on how best to support teachers as they work through the course.

About this course

Great learning experiences for students come from carefully designed lessons. Learning design is deliberate, meaningful, researched and considered.

This course will improve teachers’ skills in lesson design by taking them through the practical steps needed to create a quality lesson.

In this course, teachers will:

  • engage with the theoretical background that informs quality lesson design
  • build knowledge of a repertoire of strategies needed to create quality lessons
  • learn about the design process, decide on a structure and then select or design their own planning template
  • incorporate what they have learnt into the design of a coherent, quality, practical lesson that can be used as the basis for future lesson planning explore the theoretical findings of prominent research, including the work of Wiliam, Blosser and Clarke, and others.

There are 4 parts to this course. Various tasks require the teacher to apply what they have learnt in their school context as part of the course.

Understanding the role of the 'supervisor'

For the purpose of this course, the supervisor may be:

  • a member of the school executive
  • an expert teacher
  • a Highly Accomplished or Lead Teacher
  • a teacher mentor
  • any teacher responsible for supporting other teachers' professional development.

As a supervisor of a teacher working through this course, you should:

  • meet with the teacher you are supervising at recommended points
  • help the teacher make connections between the course content and their teaching practice.

Your role as supervisor

If there are a team of teachers in your school working through this course together, you could lead the whole team. You might also consider:

  • differentiating the facilitation of practical activities to suit the unique needs of your school
  • providing regular feedback to help teachers apply the course content successfully in their classrooms.

Your role as supervisor, however, should be determined by your unique context and the needs of your colleagues. You should think strategically about the amount and type of support that would enable high-impact professional learning.

You may wish to consult the department’s advice on high-impact professional learning for school leaders as you consider your role as supervisor.

It is understood, however, that in some circumstances it may only be possible for some supervisors to have minimal involvement. Teachers are still able to complete the course without direct, ongoing leadership from you.

Course completion and recognition of professional development

Teachers who are maintaining their accreditation can have their professional development (PD) hours for this course recognised as Elective PD.

These course completion conditions are as follows:

  • completion of all tasks and professional readings
  • reflection is completed at the end of each part of A, B and C
  • completion of all course evaluation questions in Part D: Reflection.

Once teachers have completed all course requirements, they can log the course as Elective PD in eTAMS.

Supervisor meeting discussion points

At each meeting, your discussion with the teacher you are supervising should focus on key learning drawn from each part of the course.

Part A will focus on:

  • how and why they selected the intended lesson or learning intention from the learning sequence
  • how they currently plan their lessons – What process they use and how they record it?
  • how their current planning process helps their teaching and student learning
  • their thoughts about the importance of lesson planning.

Part B will focus on:

  • their preferred lesson structure, and their lesson design template.

Part C will focus on:

  • the learning intention, why the lesson/learning is important
  • assessment and criteria
  • the structure of the lesson
  • the strategies and techniques you will use to ensure all students achieve the learning intention.

Part D will focus on:

  • their future practice designing quality lessons
  • how they plan to keep you, as their supervisor, up to date regarding their improvements to teaching
  • how they might consider doing other professional learning TSA courses
  • what their plan for ongoing professional learning is.

Course outline

There are 4 parts to this course. Various tasks require the teacher to apply what they have learnt in their school context as part of the course.

Part A – Preparation

  • approximately 2 hours long – 2 tasks
  • learn about lesson planning
  • reflect on lesson planning

Part B – Planning

  • approximately 6 hours long – 2 readings, 1 task
  • learn about a 7-step process to design a lesson
  • refine the lesson before using it in the classroom

Part C – Designing

  • approximately 9 hours long – 3 readings, 8 tasks
  • apply the 7-step process to design a lesson
  • refine the lesson before using it in the classroom

Part D – Reflection

  • approximately 1 hour long – 2 tasks
  • review what you have learned during the course
  • review the standard descriptors you have demonstrated

Learn more

Supervisors should view the course content to familiarise themselves with TSA Designing quality lessons.

Category:

  • Human resources
  • Teaching and learning

Topics:

  • Effective classroom practice
  • Professional development
  • Professional learning
  • Professional standards
  • Teacher accreditation
  • Teaching
  • Teaching effectiveness

Business Unit:

  • People Culture and Capability
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