TSA Designing lessons with colleagues - 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
This course is designed for teachers to take their existing capabilities in effective lesson design and equip them with the skills needed to extend their effectiveness beyond their classroom. By doing this course, teachers will learn about practical theories that foster lasting change in practice and take-away tools and techniques that will help them plan and implement quality lesson design with colleagues across all contexts.
Throughout the course teachers will draw upon the theoretical findings of prominent research including the work of the Australian Institute of Teaching and School Leadership (AITSL), Greenfield, Knight and Ma 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 1.3.3, 1.5.3, 2.1.3, 2.2.3, 2.3.3, 2.5.3, 3.1.3, 3.2.3, 3.3.3, 4.1.3, 5.1.3, 5.2.3, 5.4.3, 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 meeting will focus on:
- the teachers they have chosen to work with
- the areas they will focus on with these teachers
- how they could use the Tuning protocol (see Appendix A) in their context with these teachers.
Part B meeting will focus on:
- their professional learning outline
- their plan for coaching including how they intend to support individual needs
- strategies to sustain the planning of quality learning sequences/lessons with the teachers in their context.
Part C meeting will focus on:
- their understanding of the steps to gradually release responsibility to teachers and how they will play out in their professional setting, based on their knowledge of the teachers they are supporting
- their professional learning outline for the implementation of learning lessons/sequences
- their plan for coaching, including how they intend to support individuals in classrooms and how this support is differentiated to cater for differing individual needs
- how they will ensure that the new practices and strategies are sustained and embedded in practice.
Part D meeting will focus on:
- confirm course completion and reflect on their answers to Task: Reflecting on designing lesson with colleagues
- confirm course completion in MyPL
- how they plan to maintain a log of their coaching journey as they implement their plan for coaching
- their future coaching focus
- how they might consider doing another Highly Accomplished professional learning course on the Teaching Standards in Action platform
- what their plan for ongoing professional learning is.
Part A. Preparation:
- approximately 3.5 hours long - 4 tasks
- determine how you will work with colleagues
- plan and deliver a presentation.
Part B. Supporting planning:
- approximately 4 hours long - 3 tasks
- prepare an outline for professional learning
- develop a plan to support teachers to join.
Part C. Coaching in action:
- approximately 4 hours long - 1 reading, 3 tasks
- learn about gradually releasing responsibility
- develop a plan to support teachers to implement plans.
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.
As the supervisor you are encouraged to provide feedback to the teacher you are supervising in Part A of the course. Please provide feedback using the Tuning protocol below.
|1||5 mins max||Introduction||Supervisor||The protocol goals, guidelines and schedule are introduced.|
|2||15-20 mins||Presentation||Facilitator||The facilitator delivers the presentation to participants (who should remain silent unless requested to contribute to an activity or discussion as part of the presentation).|
|3||2-3 mins||Clarifying questions||Participants||Participants ask clarifying questions about the content of the presentation (this is not a time for feedback).|
|4||5-7 mins||Pause for reflection||Participants||Participants share feedback.|
|5||5 mins||Warm and cool
|Participants||Participants share feedback.|
|The facilitator comments on feedback and the questions they choose to address (the supervisor may intervene to focus or clarify).|
- Supervisors should view course content to familiarise themselves with TSA Designing lessons with colleagues.