TSA Pinpointing performance, determining directions - 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

When making substantial, sustained improvements to student learning, the decision on how well students are performing is pivotal. It helps determine what and how students will learn next and it shapes the course of action that is taken to address students’ learning needs.

This course is aimed at teachers interested in leading a team to make skilful, diligent decisions about student performance. It will equip them to set specific, measurable learning goals that unite and focus the efforts of the team. By undertaking this course, teachers will learn to scale up exemplary teaching by engaging a team of teachers committed to improving their practice and cultivating a culture at their professional setting which focuses on effective teaching as a powerful means of improving student outcomes.

Teachers doing this course will lead a team to collect, visualise, triangulate, and analyse data to make accurate judgements about student learning and direct well-informed improvements to teaching and learning. They will identify, prioritise and refine performance patterns, generating explicit learning goals. They will then use the Centre for Education Statistics and Evaluation’s What Works Best guide and Learning Curve series, as well as the Australian Teaching and Learning Toolkit to impact positively on student performance patterns.

Throughout the course teachers will draw upon the theoretical findings of prominent research including the work of the Australian Institute for Teaching and School Leadership (AITSL), Hattie and the Centre for Educational Statistics and Evaluation (CESE).

There are 4 parts to this course. Various tasks require the participant 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 1.2.4, 2.5.4, 3.2.4, 3.6.4, 5.1.4, 5.4.4, 6.3.4 and 6.4.4 from the Australian professional standards for teachers towards maintaining lead 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 injection 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 B will focus on:

  • reflecting on issues emerging from the course as most significant to their professional setting
  • comparing what they know now about the state of student performance with what they knew before starting this course, and how they foresee these new insights informing their practice
  • considering how the aspirations and goals articulated for the team in Part A relate to the improvement of student outcomes
  • discussing ways they can lead the team in their commitment to these aspirations
  • thinking about how the process of pinpointing performance has supported and challenged the culture of their professional setting
  • reflecting on their responses to any challenges the process posed, including how they might respond differently in the future
  • reflecting on the challenges and opportunities of implementing tasks in Parts A and B with their team and what they would need to do in order to make the difficult tasks easier to implement
  • reviewing the progress of their work-plan to date and their next steps as a result of this conversation.

Part D will focus on:

  • how they have begun to implement continuous improvements to teaching and learning in their professional setting
  • the strengths of the way they implemented these continuous improvements to teaching and learning and why this might be the case
  • the impact of these strengths in implementation on their team members and on students
  • the weaknesses of the way they implemented these continuous improvements to teaching and learning and why this might be the case
  • the impact of these weaknesses in implementation on their team members and on students.

Course outline

Part A. Preparation:

  • approximately 5 hours long - 1 reading, 5 tasks
  • develop a cohesive team
  • create an aspiration for the team.

Part B. Pinpoint student performance:

  • approximately 4 hours long - 5 tasks
  • generate hypotheses about student performance
  • analyse data to verify hypotheses.

Part C. Prioritise and determine directions:

  • approximately 2.5 hours long - 3 tasks
  • identify, prioritise and refine performance patterns
  • generate explicit learning goals.

Part D. Reflection:

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

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