Using the Australian Professional Standards for Teachers

DECD observation tool

Observation of practice is an expectation for all
teachers that is described in both the Australian
Teacher Performance and Development
Framework and the DECD Performance and
Development Guideline.
Effective feedback, review and observation processes
support the ongoing development of the teacher and
the promotion of high quality learning experiences for
students.

Using this tool to scaffold professional

conversations before and after observation will
assist teachers to engage with the
Australian Professional Standards for Teachers (APST).
Before using this tool it is important to reach
agreement about:
the purpose of the observation
the curriculum context of the lesson/learning situation
the profile of the students/children
who will have access to the data collected?

Pre-observation conversation

The pre-observation conversation can be

scaffolded using the Professional Knowledge
and
Professional Practice domains of the APST.

Domain

Standard

Date

2 5 - 0 5- 2 0 1 5

Teachers name

L i s a Fo w l e r

Observers name Craig Coleman

Discussion

Standard 1
Describe the class, age, gender balance, any special needs students/children or groups
Know the students
and how they learn Studies of Society & Environment Modified Year 8, 4 girls 8 boys, all have learning difficulties.
7 students present. Lisa new all students names. Student teacher was also present in the
class. Some have an NEP, others should have.

Standard 2
Describe the curriculum context/lesson sequence/purpose and any cross curriculum links
Know the content
and how to teach it Students are to meet the ACARA requirement for Studies of Society & Environment. Lesson
17 out 40. Students are continuing on with a task (Diorama), demonstrated content
knowledge through classroom discussion at the beginning of the lesson. Students are
continually moving in and out of the classroom for onsite and offsite education.

Standard 3
Plan for and
implement
effective teaching
and learning

Standard 4
Create and
maintain
supportive and
safe learning
environment
Standard 5
Assess,
provide
feedback and
report on student
learning
identify the
agreed APST
Standard or focus
area(s) for the
observation
(e.g. 3.5 Use effective
classroom

What is your learning intention or goal for the students/children during the observation?
Continue working on the Diorama, identify specific aspects of the topic and transfer this to
the Diorama.

What particular strategies or methodologies will be used, including any plans to differentiate
the learning?
Classroom discussion, notes on the whiteboard, student booklet, hold up and display the
assessment task as a photocopy, completed example, questioning, work with students one
Describe any specific classroom routines or strategies, including the use of ICT, intended to
support engagement
Students got their laptops, teacher gave back work related to their diorama, class discussion,
individual support, outlining the task for the lesson on the whiteboard.

How and when will the students/children receive feedback?

Every lesson verbally and written when it is guiding their learning each lesson, written once a
task has completed.

3.1 Standard 1, 2, 3.3 Use teaching strategies, 3.5 Use effective

classroom strategies, 4.1 Support student participation, 4.2 manage
classroom activities, 4.3 manage challenging behaviour

During the
observation

Domain

APST Standard

APST FOCUS Areas

What might The Observer look For?

Standard 3
Plan for and implement
effective teaching and
learning

3.2 Establish challenging

learning goals

Observe non-verbal communication

used by the teacher

3.3 Plan, structure and

sequence learning
programs

Also refer to:

3.4 Use teaching strategies

Look for examples of ways the

teacher models questioning and
thinking from a number of
perspectives.

SA TfEl Domain 3
Develop expert
learners

3.5 Select and use resources

3.6 Use effective
classroom
strategies
3.7 Evaluate and improve
teaching programs
3.8 Engage parents/ carers
in the learning process

How did the teacher engage the

students/ children at the beginning
of the lesson?
What techniques were used to ensure
that
all
students/children
were
engaged throughout the lesson?
How did the teacher model goalsetting with and for the students
/children?
What evidence is there of the
teacher using a range of teaching
strategies and resources?

4.1 Support student participation

Standard 4
Create and maintain a
4.2 manage classroom
supportive and safe learning
activities
environment

Also refer to:

SA TfEl Domain 2
Create safe conditions for
rigorous learning

4.3 manage challenging

behaviour
4.4 maintain student safety
4.5 Use iCT safely,
responsibly and ethically

How does the teacher encourage

look for ways that the teacher
differentiates the task so that all
students /children
can access the learning, are
challenged, supported and engaged
How does the teacher respond
to inappropriate student /child
behaviour?
How does the teacher negotiate the
learning with the students/children?
How does the teacher model and
ensure respect among the
students/children?

5.1 Assess student learning

Standard 5
Assess, provide feedback
5.2 Provide feedback to
and report on student
students on their learning
learning

Also refer to:

SA TfEl Domain 4
Personalise and connect
learning

5.3 make consistent and

comparable judgements
5.4 interpret student data
5.5 report on student achievement

If applicable, how is iCT integrated

into the lesson?
look for ways in which the teacher
seeks, acknowledges or builds on
what the students /children already
know and can do
look for examples of when the
teacher intervenes at various
stages in the learning process
Consider ways in which the
lesson is connected and
relevant to the learners
personal experience.
What opportunities are created for
assessing or evaluating student
/children learning?
How does the teacher provide
feedback to individual
students/children on their

Using the Australian Professional Standards for Teachers: DECD observation tool

During the
observation

What is The Teacher Saying And Doing?

Doing?

Teacher gave a brief lesson outline

Get your task sheet out, held the sheet
up, and wrote notes on the whiteboard,
asked for student input, photocopies on
the whiteboard, page layout. Very
helpful for visual and auditory learners.
Lisa wanted each person to have a go
and pointed out that the one noisy
student (Arne) will have his chance to
contribute but when it was their turn.
Praised good input. Give someone else
a chance please
Lisa provided positive feedback to good
answers.
Students wanted to contribute to the
class discussion.
Guided student work, scaffolded layout,
content, what was to be achieved this
lesson.
Gave good feedback to Ricky about
layout, wanted students to have a go
instead of the teacher doing all the
work.
Lisa moved around the classroom to
check on each students progress.
Lisa recognized Arne calling out
continuously, ignored most of his
comments when necessary and praised
him when necessary.
Lisa gave students very small tasks one
at a time and connected this to the big
picture outcomes.
Lisa managed to effectively deal with
students continually calling out and
helping a student she was sitting next
to.
Every student received individual
assistance after the class discussion in
a timely manner.
Lisa identified a student on their phone
and used this as an indicator that the
student was struggling with their
learning, Lisa assisted with explaining
the next section of work.
Lisa was very polite, got down to the
students eye level instead of standing
up, spoke calmly, and was encouraging
and supportive.

What Are The Students/Children Saying And

Students logging onto their computer

Gave a student a goal, to work
appropriately with others before being
separated.
Listening, playing on the computer,
looking at their work, answering
teacher questions, asking clarifying
questions.
Could I please get a drink? No you can
wait until lunch, valid comment as
there was only 30 minutes to go, and
it may have also been a regular tactic
to avoid work.
Students were on task, engaged in
learning and trying to do good work,
they all worked independently.
A student was asked to put their
phone away.

Using the Australian Professional Standards for Teachers: DECD

observation tool

Post-lesson observation
conversations

The goal of the post lesson conversation(s) is

to encourage
self-reflection by the teacher and to
collaboratively a n a l y s e the observations in
relation to the APST. The DECD
Conversation Framework provides an
appropriate context for post lesson
conversations by encouraging non-judgemental,
learning focussed and reflective dialogue
between colleagues. This approach is facilitated
by the use of open questioning.
The DECD website provides further resources
to support effective classroom observations
and feedback processes, including how
lesson observations can be aligned for
national certification purposes. It is important
to highlight observations and questions that
relate to the agreed area of focus. However
in some situations it is also relevant and
beneficial to reflect upon observations that are
more general, or related to a Standard other
than the agreed focus.

Summary OF Key Points Discussed

in the POST-lesson Observation
Conversation
Students did achieve the goals set by the teacher,
strategies used by the teacher were highly effective
in engaging and scaffolding was absolutely
necessary. It was evident that there is a variety of
learning needs in the class and the pedagogy used
catered for their individual learning needs.
Best thing about the lesson was all students knew
what was expected and all students were actively
engaged in their learning for at least 95% of the time.
It was noted that some of the exceptionally
academically challenged students were not present
at this lesson. When they are in class Lisa is very
careful about seating arrangement.

Example prompts to commence a postlesson conversation:

Given your intention to... how do you think the
lesson went?
I observed... Could you tell me more about
that?
When... happened... Why do you think that
was?
I noticed that... how does that match your
view?
What do you think would happen if...?
The agreed focus area of observation
during this lesson was... how well do you
think this aspect was illustrated?
Did the students learn what was
intended? How do we know?
Were the strategies and approaches
effective for their purpose?
What might be improved or changed?
How were the needs of individuals or
particular groups of students/children met?
What was the best thing about this lesson?
How could this lesson be built on for the
future?

Standard 6
Engage in professional learning
6.1 identify and plan professional
learning needs
6.2 Engage in professional
learning and improve
practice
6.3 Engage with colleagues and
improve practice
6.4 Apply professional learning and
improve student learning

Standard 7
Engage professionally with
colleagues, parents/carers and
the community
7.1 meet professional ethics and
responsibilities
7.2 Comply with legislative,
administrative and organisational
requirements
7.3 Engage with parents/carers
7.4 Engage with professional

Further reflection and analysis is encouraged by collaboratively and individually reflecting forward.
What aspects of our professional conversation have made a positive contribution to your learning?

Post-lesson observation
conversations

How could you use your self-reflection from this learning to guide your professional
learning goals and priorities for future development?
How might you seek and use feedback from your students to improve your practice?
How might you further engage with colleagues or a professional network to improve your practice?
How might this feedback contribute to your Performance and Development Plan?

Using the Australian Professional Standards for Teachers: DECD observation tool

Standard 6
Engage in professional learning
6.5 identify and plan professional
learning needs
6.6 Engage in professional
learning and improve
practice
6.7 Engage with colleagues and
improve practice
6.8 Apply professional learning and
improve student learning

Standard 7
Engage professionally with
colleagues, parents/carers and
the community
7.5 meet professional ethics and
responsibilities
7.6 Comply with legislative,
administrative and organisational
requirements
7.7 Engage with parents/carers
7.8 Engage with professional

Further reflection and analysis is encouraged by collaboratively and individually reflecting forward.
What aspects of our professional conversation have made a positive contribution to your learning?
How could you use your self-reflection from this learning to guide your professional
learning goals and priorities for future development?
How might you seek and use feedback from your students to improve your practice?
How might you further engage with colleagues or a professional network to improve your practice?
How might this feedback contribute to your Performance and Development Plan?

The acknowledgement that the varying strategies used, actively contributed towards
positive outcomes for students, has given me the confidence to continue with and build
upon such strategies. To have the class events and student participation listed chronically
will allow me to continue with routines, class discussions, use of the white board as a tool,
managing seating, use of laptops etc. I could build a summarising routine into the end of

Post-lesson observation
conversations
lessons, to solidify student learning post lesson and provide direction for the following

lesson.
I need to continue to speak with counsellors and Assistant Principals about the
continuing and social and behavioural complexities of certain, challenging students and
develop appropriate strategies and contingency plans.
I need to keep reward systems consistent. For example, I occasionally use an online class
points system (Class Dojo) to assign and or deduct points from students accordingly. A more
consistent approach to points and rewards would help with problematic behaviour in lessons
subsequent to the observation.