TSA Reflecting on standards - 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

By engaging in a process of reflection and goal setting, this course helps teachers understand and improve their practice. It shows teachers how to use the standards, not as compliance tool, but as a practical means of achieving high quality preparation, practice, improvement and impact in their current teaching. Whether teachers are new or experienced, whether they are unclear about the Standards or not, this course will build on their practical skills, hone their reflective abilities and give them lasting capabilities to support career-long development.

Throughout the course, teachers will draw upon the theoretical findings of prominent research including the work from the Australian Charter for the Professional Learning of Teachers and School Leaders (opens in a new window) 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.

Understanding the role of the supervisor

The term 'supervisor' is intended to be interpreted flexibly here. For example, a 'supervisor' maybe 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 PD

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

  • what they have learned about reflective practice
  • the things they will do differently as a result of their learning about reflective practice
  • the results of their initial reflection against the standards.

Part B will focus on:

  • their prioritised areas for improvement
  • the short-term goals they have set for themselves
  • the evidence they will collect.

Part C will focus on:

  • their thinking about professional learning activities/ experiences
  • what each of their goals involves
  • what they need to know, understand and do to achieve their goals
  • the professional learning activities/ experiences available for them to achieve the goals
  • their anticipated timeframe to undertake the activities/ experiences
  • the implementation of their plan
  • how they may apply changes to their thinking and classroom practices.

Part D will focus on:

  • their successes in relation to the goals
  • any areas they feel they still need to work on
  • their new goals and plan for professional learning activities/ experiences.

Course outline

Part A. Preparation:

  • approximately 3 hours long - 3 tasks
  • learn about reflective practice
  • initial reflection against the standards.

Part B. Where do I need to be?

  • approximately 2.5 hours long - 4 tasks
  • identify and prioritise areas for improvement
  • set improvement goals.

Part C. What do I need to do?

  • approximately 3 hours long - 1 reading, 4 tasks
  • plan for improvement
  • apply changes in the classroom.

Part D. Reflection:

  • approximately 1.5 hours long - 4 tasks
  • reflect against the standard descriptors/ have goals been achieved?
  • set new goals
  • review what you have learned during the course
  • review the standard descriptors you have demonstrated.

Learn more

Return to top of page Back to top