TSA Coaching for classroom change - supervisor notes

The purpose of these notes is to familiarise supervisors with the course and provide specific support to facilitate optimal implementation with teachers in their professional setting.

Supervisor's support notes

About the course

To stay ahead as a teacher, simply understanding what constitutes quality classroom practice is not enough. To be an exemplar in our constantly evolving profession, teachers need the skills to lead change from within. And, those with strengths in coaching and managing change are best positioned to lead this change effectively.

This course aims to put teachers into this position, by giving them the knowledge and skills to implement change in their context, and implement it deeply. By undertaking it, they’ll develop core competencies associated with professional learning, coaching and differentiation in adult learning. As well, they’ll do practical tasks that will help them manage and plan for deep, lasting change. In as little as 12 hours, teachers will develop a suite of practical capabilities that will help them affect significant change and set them up to be an exemplar to our profession.

Throughout the course teachers will draw upon the theoretical findings of prominent research including the work of Boyd, Darling-Hammond, Dinham, Fullan and Timperley amongst 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.

Completing this Teaching Standards in Action (TSA) course will contribute 12 hours of NESA registered professional development addressing 6.2.3, 6.3.3 and 6.4.3 from the Australian professional standards for teachers towards maintaining highly accomplished teacher accreditation in NSW.

Understanding the role of the supervisor

The term ‘supervisor’ is intended to be interpreted flexibly here. For example a ‘supervisor’ may be a school executive, an expert teacher, a teacher mentor or any teacher with a responsibility for leading the professional learning of others.

Your role as the ‘supervisor’ in these courses is to meet with the teachers at the recommended points in the course and support the teacher to make connections between the course content and the context in which they work.

Degree of involvement

The TSA courses can be successfully completed with varying degrees of support from a supervisor. In an ideal scenario the ‘supervisor’ will work closely with a group of teachers providing regular feedback and support about the application of course content to classroom practice and differentiate delivery accordingly. It is understood however that in some circumstances it may only be possible for supervisors to have minimal involvement.

Advice for implementation

The courses are designed with the characteristics of powerful professional development (PD) embedded within their structure. To maximise the impact of these characteristics, strategic planning of how best to enable teachers to embrace and embed the professional learning content into sustainable teaching practices will be beneficial. Every context will benefit from different enablers and supervisors are encouraged to think creatively and innovatively in how they implement the TSA courses.

Course completion and recognition of NESA registered PD hours

Teachers maintaining their accreditation will have their PD hours for this course recognised as NESA registered PD.

A record of their course completion will be automatically transferred to their NESA online account once course completion conditions are met. 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.

Before the PD hours can appear in a teacher’s NESA PD progress report, teachers will need to complete a course evaluation in their NESA online account.

Supervisor meeting discussion points

At each meeting, the teacher will focus on these discussion points:

Part A will focus on:

  • the key features of coaching
  • the differences between mentoring and coaching
  • their definition of coaching
  • how they could use coaching
  • the connections that are emerging for them between coaching and the NSW Quality teaching model of pedagogy.

Part B will focus on:

  • their revised definition of coaching
  • their representation of how coaching and the NSW Quality teaching model of pedagogy are interconnected and support each other
  • their outline of how they will apply coaching to their particular context in the future.

Part C will focus on:

  • how they will work differently with experts, novices and experienced teachers
  • how they will work differently with teachers based on their learning about CBAM
  • how they will use and apply the NSW Quality teaching model when coaching
  • their plan for coaching
  • how they will avoid the attempt, attack, abandon cycle
  • their list of ‘coaching heavy’ examples
  • whether they need to take the teachers they work with through any of the Teaching Standards in Action courses.

Part D will focus on:

  • how they plan to maintain a log of their coaching journey as they implement their plan for coaching
  • how they plan to keep you, their supervisor, up to date regarding their coaching focuses as they continue to work alongside their colleagues
  • how they might consider doing another TSA professional learning course for Highly accomplished
  • what their plan for ongoing professional learning is.

Course outline

Part A. Preparation:

  • approximately 1.5 hours long - 2 tasks
  • clarify the difference between mentoring and coaching
  • define coaching.

Part B. Coaching:

  • approximately 5 hours - 3 readings, 2 tasks
  • understand coaching as an effective teacher learning strategy
  • consider coaching in context.

Part C. Coaching in action:

  • approximately 5 hours long - 2 readings, 4 tasks
  • learn about different teacher needed
  • develop a plan for coaching.

Part D. Reflection:

  • approximately 0.5 hours long - 2 tasks
  • review what you have learned during the course
  • review the standard descriptors you have demonstrated.

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