Implementing Quality Lessons

Implementing Quality Lessons

Implementing quality lessonsCourse code RG00318

Supervisor supportnotes

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.

About the course

From differentiation, to asking effective questions, to giving quality feedback, this practical course will help teachers plan and implement their lessons using up-to-date teaching strategies and techniques that have been shown to have a substantial positive impact on student learning. As they progress through the course,teachers will apply these strategies and techniques to their practice and in the process, expand their repertoire that they can draw on in all classes, across all grades, throughout their teaching career.

Throughout the course teachers will draw upon the theoretical findings of prominent research including the work of Hattie, Black and William amongst others.

There are four 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 TSA – Implementing quality lessonswill contribute 10 hours of NESA Registered Professional Development addressing1.5.2, 2.1.2, 2.2.2, 3.3.2, 3.4.2, 3.5.2, 4.2.2, 5.1.2, 5.2.2, 5.4.2, 6.1.2, 6.2.2 and 6.3.2from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Understanding the role of the Supervisor

The term ‘supervisor’ is intended to be interpreted flexibly within TSA courses. 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 the TSA 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 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 Professional Development hours

Teachers maintaining their accreditation will have their professional development hours for this course recognised as NESA Registered Professional Development.

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
  • participation in supervisor meetings
  • completion of all course evaluation questions in Part D: Reflection.

Before the professional development hours can appear in a teacher’s NESA Professional Development Progress Report, teachers will need to complete a course evaluation in their NESA online account.

The discussion points the teacher will focus on for each supervisor meeting are outlined below.

Part A meeting will focus on:

  • the key features of the Gradual Release of Responsibility model
  • how they are currently using this model in their teaching
  • Hattie’s techniques for successful learning
  • how they are currently using the techniques mentioned by Hattie.

Part B meeting will focus on:

  • theirunderstanding of modelled, guided and independent teaching strategies
  • how they will use modelled, guided and independent teaching strategies in their lesson/s
  • how they will use differentiated instruction, scaffolding and grouping in their lesson/s.

Part C meeting will focus on:

  • how they will sequence learning in manageable chunks
  • how they will apply pacing, timing and transitions to their lesson/s
  • how they will offer managed choice in their lesson/s
  • how they will use effective questioning in their lesson/s
  • how they will provide opportunities for quality feedback
  • how they will provide opportunities for self and peer assessment.

Part D meeting will focus on:

  • what they have learned about designing a quality lesson
  • how their thinking has changed
  • how they have changed the way they plan lessons.

Implementing quality lessons Course code RG00318

Course outline

Part and content / Readings / Tasks / Hours
Part A: Preparation
  • Learn about teaching strategies and the Gradual Release of Responsibility model that underpins them Learn about lesson planning
  • Learn about teaching techniques
/ 3 / 2
Part B: Teaching strategies
  • Apply Modelled, Guided and Independent Teaching strategies to a lesson plan
  • Apply differentiated instruction, scaffolding and grouping to a lesson plan
/ 2 / 2 / 3
Part C: Teaching techniques
  • Incorporate research-based
  • Refine the lesson before delivering it in the classroom
/ 6 / 4.5
Part D: Reflection
  • Review what you have learned during the course
  • Review Standard Descriptors you have demonstrated
/ 2 / 0.5

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