Source from Teachers Registration Board of Tasmania
Standards 4 - Create and maintain supportive
and safe learning environments
4.1-Support student participation- Proficient Stage: Establish and implement inclusive and positive
interactions to engage and support all students in classroom activities
+Lesson observation notes and discussion about
- interactions with students (using students’ names, shows respect
for significant events in students’ lives, listening positively to
students, acknowledging students’ contributions, allowing students to
respond appropriately, being accessible to students, displaying equitable
amounts of time/engagement with individuals, dealing with issues/problems
fairly, exhibiting a caring attitude and showing interest in all students
acknowledgement and value for student responses and inclusive distribution
of questions around the class so that all can participate, including use
of further questions to draw out answers from reluctant students)
- the classroom/learning environment, lesson content and structure,
communication strategies and the effectiveness of classroom discussion and
group work
- celebration of student work, including publicly acknowledging or
praising student effort, offering constructive feedback, encouraging
individual talents and gifts and offering students extra help, time or
explanation if required
- the teacher’s modelling of respect, rapport, work ethic, politeness
and positive language and tone when dealing with students, colleagues and
parents/carers
+Lesson
observation notes and/or annotated class roll to display awareness of students’
needs and backgrounds
+Documented or observed management of student
behaviour including implementation of clear expectations, protocols and/or
rules and consequences
+Video/photo
of classroom environment incorporating an audit of how it will promote
inclusive and positive interaction to engage and support all students
4.2- Manage
classroom activities -Proficient Stage: Establish
and maintain orderly and workable routines to create an environment where
student time is spent on learning tasks
+Lesson
observations, notes and discussion of
- student time spent on learning tasks
- established explicit routines which are
implemented and enforced consistently
- systems implemented that encourage student
learning
+Classroom management documentation, including annotated copy of school behaviour management forms
+Documented and/or observed implementation of classroom management strategies, including entering/exiting the room, interactions and moving in the classroom during lessons
+Lesson plans and structure that show effective time management, set realistic time frames, are well paced and move through a variety of tasks, allow time for varying time on tasks for different levels, ensure timetable is related to curriculum with appropriate amount of time allocated to each KLA in primary schools
+Lesson plans showing that classroom routines are clearly articulated and negotiated, lesson outline, opening and closure is planned
4.3-Manage
challenging behaviour - Proficient Stage: Manage
challenging behaviour by establishing and negotiating clear expectations with
students and addressing discipline issues promptly, fairly and respectfully
+Lesson
observations, notes, videos, photos and discussion notes which show clear
evidence of student interactions and understanding of expectations and
consequences
+Emails
or other correspondence or records that shows implementation and maintenance of
school discipline and welfare policies, implementation of the school’s referral
process
+Documents,
such as emails, letters or notes from conversations and meetings to show how
the teacher follows up and ensures students complete tasks
+Lesson
plans, observations, notes, correspondence or reflections that show
implementation of school discipline and welfare policies and positive
welfare/classroom practices which reflect school policies including a range of
strategies to manage classroom behaviour
4.4-Maintain student safety- Proficient Stage: Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislativerequirements
+Lesson
plans, observation notes, reflections on correspondence or reflections that
show implementation of school discipline and welfare policies and positive
welfare/classroom practices which reflect school policies
+Lesson
and/or fieldwork plans which show that the teacher knows and understands the
concept and implications of risk management and can clearly identify risks
+Lesson
plans and/or observation notes which show awareness of school and/or system
requirements in terms of bullying
+Correspondence,
meeting records or risk assessment documentation to show recognition of
individual risk assessments for individual students and referrals where
relevant
+Lesson
observations showing that the teacher implements safety procedures such as
being first into the room and last out, ensuring eye contact with students,
avoiding turning back to write on the board or assisting individual students
for extended periods, maintaining a physically clear classroom
+Correspondence
showing that the teacher reports issues or incidents to appropriate personnel
+Documentation,
such as marked rolls and annotated rolls, recording student attendance, absence
and student safety concerns
