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TSA Planning lesson sequences - 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

This course aims to refine teachers skills in planning effective lesson sequences by taking them through the steps needed to create one. It equips teachers with the pedagogy and processes that underpin the design of effective lesson sequences by first engaging them with theoretical models that govern their development.

Teachers will then incorporate aspects of these models to develop an overarching design for their lesson sequence and then refine and fine-tune their learning sequence into a coherent, effective, practical product that can be used as a basis for future planning. Throughout the course teachers will draw upon the theoretical findings of prominent research including the work of Wiggings & McTighe 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 12 hours of NESA registered professional development addressing 1.2.2, 2.2.2, 3.1.2, 3.2.2, 3.3.2, 4.1.2, 5.1.2, 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:

  • their choice of curriculum to address when planning the learning sequence
  • setting a timeline for the course
  • their understanding of the theoretical background of the processes used.

Part B will focus on:

  • their identified desired results
  • their rationale for the learning
  • their design for a culminating assessment task
  • and their explicit criteria for the assessment task.

Part C will focus on:

  • how they identify and sequence specific learning intentions
  • how they describe why the learning is important
  • how they consider the context for learning experiences
  • their development of success criteria for ongoing assessment
  • how they refine or fine tune the planned learning sequence.

Part D will focus on:

  • their future practice with the NSW quality teaching model, ‘backward design’, ‘assessment for learning’ and ‘learning intentions’
  • 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 of TSA courses
  • what their plan for ongoing professional learning is.

Course outline

Part A. Preparation:

  • approximately 2 hours long - 4 tasks
  • revise the NSW quality teaching model of pedagogy
  • learn about 'backward design' and 'assessment for learning'.

Part B. Teaching strategies:

  • approximately 4 hours long - 1 reading, 6 tasks
  • identify desired results
  • design a culminating assessment task.

Part C. Teaching techniques:

  • approximately 5 hours long - 3 readings, 6 tasks
  • plan a sequence of learning
  • refine or fine tune the planned learning sequence.

Part D. Reflection:

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

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