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Cheltenham Girls' High School PDP Lesson Observation Sheet Updated 2015. Observation of practice is an expectation for all teachers that is.
Typology: Lecture notes
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Observation of practice is an expectation for all teachers that is described in both the Australian Teacher Performance and Development Framework and the NSW DEC Performance and Development Framework
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:
Date
Teacher
Accreditation Stage
Link with PDP Goal
Observer
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Describe the class, age, any special needs students/children or groups
Describe the curriculum context/lesson sequence/purpose and any cross curriculum links
What is your learning intention or goal for the students/children during the observation?
What particular strategies or methodologies will be used, including any plans to differentiate the learning?
Describe any specific classroom routines or strategies, including the use of ICT, intended to support engagement
How and when will the students/children receive feedback? This can be over a length of time.
(e.g. 3. 5 Use effective classroom communication )
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Some suggestions...
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Standard 1 Knows students and how they learn 1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability
how does the teacher engage students to be able to deconstruct, reconstruct and assess learning?
consider the ways in which tasks are challenging, relevant and achievable by the students?
how do the variety of activities within the lesson support learning?
observe how the lesson and/or classroom was organised to accommodate specific students’ intellectual, physical and/or social needs?
how did the teaching and learning activities take into account students’ prior learning, skills and/or interests both within and outside the school context?
how does the teacher differentiate the lesson?
Standard 2 Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
how was the lesson made relevant for the students whilst still meeting syllabus requirements?
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The goal of the post lesson conversation(s) is to encourage self-reflection by the teacher and to collaboratively analyse the observations in
relation to the APST. The NSW DEC Performance and Development Framework provides an appropriate context for post lesson conversations by
encouraging non-judgemental, learning focussed and reflective dialogue between colleagues. The DEC Website provides resources to support effective classroom observations and feedback.
The GROWTH Model is a simple yet powerful framework for structuring
post-lesson observation conversations. GROWTH stands for:
Example prompts to commence a post-lesson conversation:
Did the students learn what was intended? How do we know?
Given your intention to... how do you think the lesson went?
What was the best thing about this lesson?
I observed... Could you tell me more about that?
When... happened... Why do you think that was?
What do you think would happen if...?
What might be improved or changed? How could this lesson be built on for the future 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 & 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?
Professional Engagement
Further examples of GROWTH questions
Goals – What do you need to achieve?
Reality – What is happening now?
Options – What could you do?