TSA Understanding quality teaching - supervisor notes

The purpose of the supervisor support notes is to familiarise supervisors with the course, and to provide specific support to facilitate optimal implementation with teachers in their professional setting.

Supervisor's support notes

About this course

According to Professor John Hattie - it is the quality of teaching that students receive that has the single biggest influence on their achievement - an influence that the teacher can control. But becoming a quality teacher takes more than an afternoon workshop. It takes a career-long commitment to developing pedagogy and the deliberate application of up-to-date, evidence-based approaches to teaching.

This course is aimed at teachers with a serious commitment to the quality of their teaching.

They will first inquire into research about the influence of quality teaching on student outcomes. Since quality pedagogy leads to quality teaching, they’ll then consider the role of the NSW Quality teaching model of pedagogy in improving their practice.

So that teachers can apply this learning to their future teaching practice, they’ll finish by drawing connections between quality pedagogy and the practices in the CESE (Centre for Education Statistics and Evaluation) publication: ‘What works best: evidence based practices to help improve NSW student performance’. Throughout the course teachers will draw upon the theoretical findings of prominent research including the work of John Hattie and the CESE 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 8 hours of NESA registered professional development addressing 1.2.2, 1.5.2, 3.1.2, 3.3.2, 3.6.2, 4.1.2, 4.2.2, 6.2.2, 6.3.2 and 6.4.2 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 this course context is to meet with the relevant 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 so 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 timeline for the course
  • their understanding of the primacy of teacher quality.

Part B will focus on:

  • their definition of the NSW quality teaching model
  • their definition of each dimension of the NSW quality teaching model
  • their definition of the 4 quality teaching key questions.

Part C will focus on:

  • how they will put their pedagogy into evidence based practice.

Part D will focus on:

  • their future practice with the NSW quality teaching model and ‘What works’ documents
  • 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.

Course outline

Part A. Preparation:

  • approximately 2 hours long - 3 tasks
  • prepare to engage with the tasks and processes related to the course
  • learn about the primacy of quality teaching.

Part B. Quality teaching model:

  • approximately 3 hours long - 4 tasks
  • learn about the NSW quality teaching model
  • be introduced to the dimensions of the quality teaching model
  • understand each dimension of the quality teaching model
  • learn about using the 4 quality teaching key questions.

Part C. What works best:

  • approximately 2 hours long - 1 reading, 1 task
  • find out how to put pedagogy into evidence-based practice.

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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