TSA Designing quality lessons - 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 this course
Learning needs to drive lesson design as optimal classroom learning happens through good design, rather than incidentally. Learning design is deliberate, meaningful, researched and considered.
This course seeks to improve teachers skills in lesson design by taking them through the practical steps needed to create a quality lesson.
By first engaging them with the theoretical background that governs their design, the course equips them with the knowledge and pedagogies needed to create quality lessons. Then, to prepare teachers to design a quality lesson they will learn about the design process, decide on a structure and then select or design their own planning template.
Teachers will finish by incorporating what they have learnt into the refinement of a coherent, quality, practical lesson design that can be used as the basis for future lesson designing.
Throughout the course teachers will draw upon 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.
Completing this Teaching Standards in Action (TSA) course will contribute 18 hours of NESA registered professional development addressing 2.2.2, 3.1.2, 3.2.2, 4.1.2, 5.1.2, 5.2.2, 5.4.2, 6.2.2 and 6.3.2 from the Australian professional standards for teachers (the standards) towards maintaining proficient 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:
- 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.
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 C. Reflection:
- approximately 1 hour long - 2 tasks
- review what you have learned during the course
- review the standard descriptors you have demonstrated.
- Supervisors should view course content to familiarise themselves with TSA Designing quality lessons.