LESSON OBSERVATION REPORT
Teacher:
Hannah Setter
School:
REC
Key Focus Areas from National Professional Standards for Teachers
(Delete any not relevant to the class room observation)
 Create and maintain supportive and safe learning environments
 Assess, provide feedback and report on student learning
INDICATORS
National Professional Standards for
Teachers
( Include only those relevant to the Key
Focus Areas for Observation)
Creates and maintains supportive and
safe learning environments
 Establishes and implements inclusive
and positive interactions to engage and
support all students in classroom
activities.
 Establishes and maintains orderly and
workable routines to create an
environment where student time is spent
on learning tasks.
 Manages challenging behaviour by
establishing and negotiating clear
expectations with students and
addresses discipline issues promptly,
fairly and respectfully.
 Ensures students’ wellbeing and safety
within school by implementing school
and/or system, curriculum and legislative
requirements.
Assess, provide feedback and report on
student learning:
 Provides timely, effective and appropriate
feedback to students about their
achievements relative to their learning
goals.
Observer: Date:
Adam Langley 6/6/19
Subject: Year / Class: 8
PE Number of Students: 13
Indicator COMMENTS
Demonstrated (Include examples. Describe what was seen & heard that
demonstrates satisfactory or unsatisfactory performance.
YES NO Record observations using objective and non-judgemental
language )
 
Hannah used a variety of strategies to support student engagement and

remove barriers to learning yet add barriers to increase stretch. These
included allocating specific roles utilisation of excellent relationships with
the students. Her lesson was student lead and was focused around
inclusivity within games. This was highlighted and reinforced and
created a positive learning environment that allowed for safe exploration
reflection and adaptation.
Hannah was well planned and provided an environment for student
centred learning. She aided the students by adding time frames

allocating jobs to students and providing the relevant resources required
for the students to fully engage within the lesson. Hannah’s positioning
was good throughout and allowed her to monitor the lesson and adapt
the activities when required.
Hannah challenged several inappropriate behaviours and dealt with
them calmly and in a way that allowed her to use the excellent
 relationships she has built with the students to address them and
refocus. She used a variety of strategies that allowed her to manage low
level behaviours and prevent them from escalating. Hannah was aware
of and used school behavioural management procedures.
Hannah provided a physically and emotionally safe learning environment
by making modifications to activities, the use of appropriate equipment

and promoting the student centred lesson. Hannah followed school
policies and procedures within the lesson with regards to behaviour
management.
Hannah used effective question and answer sessions as a strategy for
students to provide their own feedback and facilitated the inclusion of
 this feedback within the lesson development. Hannah was able to guide
discussion and effectively add to peer feedback within class discussions.
Hannah used praise at appropriate times and added why this was good
therefore highlighting and reinforcing the desired outcomes to students.
 TEACHERS RESPONSE TO FEEDBACK

After having several discussions with Adam (my mentor) over the previous weeks, I have taken the
feedback in which was to ensure I was differentiating for the students who are more experienced
players. I made a conscious effort to challenge those students at the beginning of the lesson. It has
been proven to reduce behavioural issues in my class when particular students are being challenged
and not finding themselves bored. On multiple occasions throughout the lesson, I brought the class
in for a discussion- inquiry time (IQT) before and after each of the activities. This allowed time for
effective questioning (guided on Blooms Taxonomy) to be put in place, which helped me monitor
student understanding and learning during the lesson. Although there are always challenges within
this class, overall I was happy with the way this lesson was run, and I am starting to see my
behaviour management toolbox growing larger.

Signed: (Teacher): Hannah Setter Date: 7/6/19

Notes on Using the Lesson Observation Report:

Preparing the Report:

Prior to the lesson observation the key focus areas to be observed must be identified and recorded
on the Lesson Observation Report. Key focus areas for the observation/s must be consistent with
those identified through the performance management process.

The key focus areas form the basis for establishing the performance indicators which are included in
the column titled Indicators. Indicators should reflect performance standards that can be observed in
practice e.g. actions, behaviours, content of lesson etc and relate to the performance standards
reflected in Teachers’ Work or the National Professional Standards for Teachers.

It is recommended that the identified performance standards be discussed with the teacher prior to
the lesson observations and they are provided with a copy of the form to ensure they are informed of
the process and the required standards of performance.

The Lesson Observation:

During the lesson observation, the observer can use the list of performance indicators as a check list
to record if the teacher has, or has not demonstrated the appropriate standard of performance. It is
recommended that comments be recorded to support the assessment.

It is not essential to comment on all performance indicators, but include details of specific
observations and professional judgement relating to the teacher’s performance. Documented
comments should be factual (e.g. when, who, what) and recorded in a non-emotive and objective
manner. For example:

 Plans and builds in assessment tasks
as formative and summative aspects
of the teaching and learning.
Yes No Task required students to copy information making no
 analysis or interpretation. The lesson included questions
from the teacher that required factual recall from three
or four students. No verbal feedback or clarification
provided to students. No assessment information
recorded or collected.

If behaviour management issues occur in a lesson and the teacher does not or is unable to respond,
the observer may need to consider the level of risk to the students and the teacher. If, following a
reasonable period of time, the teacher has not responded to the behaviour or has not effectively
responded to the situation, the observer may consider the following options:

 Draw the matter to the attention of the teacher with a prompt for him/her to respond to the
inappropriate behaviour and take appropriate action.
 Take action to respond to the inappropriate behaviour.

It is important that situations of this nature be clearly documented and include what happened, who
was involved, what actions were taken and by whom, and timeframes. Such reports must be
recorded factually in a non-emotive and objective manner.

It is common for colleagues observing other colleagues or intervening in a colleagues practice to feel
uncomfortable at making this overly public to students, or that by intervening they may alter the
accuracy and validity of the classroom observation of practice. Prior to establishing a routine of
collegiate observation it should be agreed with the teacher that while an observer will be in the room
it remains their responsibility to manage the learning environment. Intervention by the observer will
occur if students’ safety is at risk, or significant unsatisfactory student behaviour has not been
responded to or if requested by the teacher. The teacher should be forewarned that student safety
and sustaining a culture of appropriate student learning behaviour will be the priority.

After the Lesson Observation:

As soon as practicable following the lesson, the observer and the teacher must meet to discuss the
observation report. The purpose of that meeting is for the observer to tell the teacher what was
observed and recorded. The observer is not required to justify this but may offer to clarify something
for the teacher.

The teacher must be provided an opportunity to respond to the feedback and record their response
on the Lesson Observation Report form. If the teacher requests additional time to consider the
feedback before documenting their response, the observer should provide the teacher with a
photocopy of the report and negotiate another meeting time to finalise the report. It is recommended
that any subsequent meeting be conducted within 24 hours to ensure the process is finalised before
the next lesson observation or performance review meeting.

After the teacher has recorded their comments/response to the report, the observer and the teacher
may discuss and record strategies the teacher could use in future lessons to address performance
concerns. It is not the responsibility of the observer alone to provide the teacher with these
strategies. Instead, this discussion can be used to ask the teacher to consider how they may equip
themselves to respond to the concerns identified in the observation. For example, the observer may
ask the teacher the following types of questions:

 “Have you thought of reviewing the school policies to confirm your responsibilities and what is
required of you in these situations?”
 “What do you think you would do differently if that situation occurs again?”
 What did you notice about the way I intervened when the students were misusing the equipment?
What will you do if this re-occurs?

The observer should keep in mind that the aim of the performance management process is to engage
the teacher to take responsibility for their performance development and performance outcomes. It is
important that any staff member subject to an unsatisfactory performance process is afforded every
reasonable opportunity to remedy their alleged unsatisfactory performance. However, this does not
mean that those involved in the performance management process are responsible for that teacher’s
performance. Ultimately, that responsibility rests with the teacher and it is reasonable to expect that
they will use their own initiative to up-skill themselves in the aspects where it has been identified that
their performance needs to improve. Documenting the strategies for development in a way that
identifies those suggested by the teacher may assist the Leader conducting the performance
management process to assess the degree to which the teacher is engaged to improve their
performance.

When the report is completed the observer and the teacher sign and date the form. If the teacher
elects not to sign the report, the observer should record that the teacher has declined the opportunity
to sign the report. The original copy of the report must be forwarded to the leader who is responsible
for conducting the performance management process and a copy provided to the teacher for further
discussion at the next scheduled performance review meeting.