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Supervisor report sample

Standard 1: Know students and how they learn

Supervisor report statements


Teacher has demonstrated a commitment to building solid relationships with her students through informal conversations and assessment interviews. Additionally, teacher has used classroom observations, formal assessment tasks and one-on-one conferencing to develop a good understanding of her students’ physical, socio-emotional and learning needs.


Using this information, teacher has developed teaching and learning experiences that cater to the needs of all students using Gardner’s Multiple Intelligences as a guide. Clear differentiation is also evident through the use of open-ended questioning and progressively more complex activities using Bloom’s taxonomy to provide appropriate scaffolds and extension for students accessing the curriculum at various levels. Teacher regularly engages in conversations with partner teachers and specialist teachers about how to best structure lessons to suit the needs of all students. This has included the development of individual learning plans.

Addresses most of the Descriptors.


Reflects on teacher’s knowledge and practice.


Incorporates teacher’s interactions with students, colleagues and parent community.


Effective comments on differentiation.


‘… physical, socio-emotional and learning needs’ is not the language of the Standards.

Teacher utilises a range of measures to help her identify students with particular learning needs. She subsequently modifies her lessons and includes strategies to address the various learning needs. Teacher has also engaged with pre-testing and post-testing of students so that she can gain an accurate understanding of students’ prior knowledge and build on this in her lessons.


Teacher consults with colleagues, including year advisers, head teachers and the deputy principal, to develop knowledge of students’ backgrounds, learning needs and abilities. She is aware of, utilises and follows individual learning plans of identified students, which highlights her understanding of the various ways in which students respond to learning and behaviour management strategies.

Addresses most of the Descriptors.


Incorporates teacher’s interactions with colleagues and use of data to inform practice and gain knowledge of student needs and learning.


Initial statements address assessment, ie Standard 5. Links to Standard 1 are very general. Consultation with colleagues borders on Standard 6.
Teacher has a detailed knowledge of her students and selects teaching strategies that improve their learning. She has used support materials from the 8ways website to assist her in designing and implementing teaching strategies to engage Aboriginal and Torres Strait Islander students in her class. These strategies were highly effective in engaging all students during an observed lesson on story writing. Teacher uses advice from colleagues to structure her teaching programs, including the special needs teacher who has supported her in implementing effective strategies to support a hearing impaired student in her class. Her teaching programs are differentiated, well researched and responsive to the needs of all of her students.  Comments provide specific examples of the observations of teacher’s work and experience while addressing many components of all Descriptors in the Standard. This demonstrates that the supervisor has deep knowledge of teacher’s practice.

Standard 2: Know the content and how to teach it

Supervisor report statements


Teacher designs and implements lessons that are differentiated to cater for a range of abilities and learning styles. He plans and adjusts his lessons to accommodate various learning needs of students. His teaching strategies include a sound balance of teacher-directed and student-centred learning. Teacher has a strong understanding of all content, which is evident in the development of his programs. He continues to strengthen this by attending relevant professional learning. This included PD specific to the new English, Mathematics and Science curriculums. Teacher has developed units of work clearly linking syllabus outcomes and learning experiences, while accommodating students’ prior knowledge and experiences. His lessons contain a variety of teaching and learning activities, including appropriate ICT to suit the needs of his students. Teacher evaluates and reflects on the effectiveness of teaching and learning experiences and adjusts further planning as required.

Integrates programming and lesson planning with ongoing PD of knowledge and pedagogy.


No reference to 2.4.2 in statements.
Teacher designs and implements teaching and learning programs and lessons that demonstrate sound knowledge of the syllabus documents, support materials and department initiatives in literacy and numeracy. She draws on knowledge attained during professional development and discussions with colleagues to further improve her programming. Teacher endeavours to organise content that is well sequenced to scaffold students in their acquisition of skills and knowledge. She effectively and confidently incorporates ICT into teaching and meaningful learning activities. Teacher has organised National Reconciliation Week activities for her students to develop their understanding of and respect for Aboriginal and Torres Strait Islander histories, culture and languages.

Addresses most of the Descriptors.


‘Teacher endeavours to organise content’ would be better stated as ‘Teacher organises content’.

Standard 3: Plan for and implement effective teaching and learning

Supervisor report statements 


Teacher plans and implements well-organised learning programs that provide a balance of challenge and support. Regular formative and summative assessment is performed, such as anecdotal records, running records and SENA testing. Data is maintained through the use of Early Learning Plans and tracking sheets based on the NSW syllabus outcomes. This data is used by teacher to develop lesson plans that cover content thoroughly and move through modelled, guided and independent practice. The purpose of this is to ensure sufficient instruction and application of skills and to allow students to develop deep understanding of lesson content and achieve learning goals. A variety of teaching strategies is used and continual formative assessment throughout lessons identifies students who need support. Students are provided with effective, timely feedback throughout the lessons, affirming those demonstrating progression towards learning goals and supporting those experiencing difficulties.

Strong example of how feedback informs practice and forms of assessment.


The report could add greater reference to more specific Descriptors in this Standard, eg reference to parents/carers, ICT resources and communication strategies.


Some tendency towards 5.1.2 and 5.2.2.

Teacher has planned units that incorporate different teaching strategies, including ICT and group work, to actively engage students in both practical and theoretical lessons. The activities in her programs are well structured with a realistic suggested time frame. She effectively utilises verbal and non-verbal means to convey her teaching and learning activities.


Teacher questions students effectively, thereby allowing her to gauge understanding and providing students with opportunities to demonstrate their achievement of course content. Leaning goals are explicitly stated at the beginning of each lesson according to the syllabus outcomes and objectives. The resources teacher has developed for use in the classroom exemplify the currency of her subject content, are engaging and are differentiated to cater for the needs of different learners.

Concise comments that link to a number of Standard 3 Descriptors. Not all linked, eg:

  • no reference to parents/carers
no reference to evaluation and improvement of teaching programs. 

Standard 4: Create and maintain supportive and safe learning environments

Supervisor report statements 


Teacher is consistent in her expectations for behaviour and the rules are clearly communicated to students through reference to her visual ‘Class rules’ display. This display includes visual reminders to students who need to monitor and modify challenging behaviour. Teacher’s classroom welfare strategies reflect the school’s welfare program and policy, and she actively monitors individual learning plans for students with specific learning or behavioural issues. Teacher listens to and takes time to acknowledge students and is always available to discuss issues with parents. She interacts with students in a positive manner and takes time to celebrate individual or group success in learning. 

Addresses 4–6 Descriptors in the Standard.


Identifies specific actions that demonstrate the Standard.


Safety issues are not addressed; this includes both in-school and virtual safety.


Comment focuses on management and welfare but does not address student safety.
Teacher is sensitive to the learning needs of her diverse range of students, accommodating different learning needs and abilities. Her calm and personable classroom demeanour creates a stable learning environment where each student is encouraged to work productively and to take intellectual risks in a non-threatening environment. Teacher develops student responses by further questioning. Time limits provide students with structure and enhance and maintain a positive learning environment. Teacher has implemented appropriate measures to address challenging behaviours. She has instigated open communication and sought advice from relevant pastoral and KLA leaders to deal with classroom discipline problems quickly, fairly and respectfully, initiating contact with parents and actively seeking support. Teacher also gives extensive feedback on all aspects of student achievement and behaviour to pastoral and academic stakeholders and parents.

Comments address a number of Descriptors and provide examples of how teacher demonstrated and continues to meet quality teaching.


First sentence tends to Standard 1.


Final comment could be framed differently so it is not written in terms of 5.2.2 and 5.5.2.


Comment does not address student safety. 
Teacher ensures student safety in his classroom, during fieldwork and when students are interacting in virtual environments. He takes care to ensure that excursion risk assessments are completed to meet all requirements. Digital learning tasks are carefully designed to ensure that students are responsible and ethical in their use of ICT. During an observed lesson, teacher modelled appropriate internet searching and referencing skills for students to apply to their own research. 

A sample comment for 4.4.2 and 4.5.2.


Further comments are required for 4.1.2, 4.2.2 and 4.3.2.

Standard 5: Assess, provide feedback and report on student learning

Supervisor report statements 


Teacher keeps accurate and focused records of student achievement that she uses when reporting to parents and at stage and learning support meetings. She is aware of school policies and meets deadlines for mandatory reporting. Teacher’s student reports are clear, accurate and respectfully outline areas of need and future learning directions. Teacher uses SENA testing, running records, and literacy and numeracy continuums to assess students accurately and then differentiate her instruction. Teacher provides timely and effective feedback to students and parents about learning and behavioural goals.

All Descriptors have been addressed.


Comments are concise but reflect on knowledge and practice and how assessment data is used to inform teaching practice.


Moderation not directly addressed; perhaps by inference.
Teacher clearly plans for assessment using both formal and informal assessment. She collates and records data accurately and consistently to monitor students’ progress, using the school tracking system. Teacher participates in professional moderation of assessment with the teaching team to ensure consistency in teacher judgement. Teacher analyses assessment data and responds to areas of need by modifying future programming. Teacher provides opportunities for students to reflect on their learning and determines the most appropriate form of feedback. Teacher is professional in reporting to students, parents and carers with accurate and clear information about achievement and areas for development. During an observed lesson, teacher led her students through a structured reflection process when returning student work that she had assessed.

Explicitly addresses all Descriptors within the Standards and covers the scope of the Standard.


Comments reflect on actions, understanding of data and effective communication to key stakeholders.


The statements do not include extraneous information about other Standards.


Includes a reference to an observation of a lesson.

Standard 6: Engage in professional learning

Supervisor report statements


Teacher reflects on her teaching performance and develops an accurate self-analysis as a result, enabling her to identify areas in her practice where she feels professional learning would be helpful. Teacher is actively committed to keeping up with current educational initiatives and pedagogy. She seeks advice from colleagues and supervisors and listens and learns from the expertise of others. Teacher involves herself in professional learning opportunities using the aspects of the school management plan, professional learning courses, staff and stage meetings, and school development days. She completes between-session tasks from workshops to integrate her learning into classroom practice.

Refers to specific engagement in PD as well as collegial discussions to share knowledge and develop teaching practice.


No explicit reference to use of the APSTs to support professional learning. 
Teacher frequently engages in professional discussions with other colleagues as a means of improving his teaching practice. He has effectively incorporated comments from lesson observations as a means of furthering his professional development. He actively seeks resources that will enhance teaching and learning for students. He has participated in a range of professional learning activities throughout the year and has demonstrated the ability to incorporate his learning into his teaching practice and to share knowledge and resources with his colleagues. 

Refers to specific engagement in PD as well as collegial discussions to share knowledge and develop teaching practice.


No explicit reference to use of the APSTs to support professional learning. 
Teacher regularly reflects on her practice using the APST as the benchmark. She actively engages in school-based professional learning opportunities and has effectively implemented strategies from the guided inquiry workshop to improve student learning outcomes. Teacher effectively participates in her annual review process, applying the feedback received from colleagues to her practice. This was evident in the observed Year 7 English lesson, where her use of open-ended questioning was significantly improved.

Provides specific examples of engagement and application of PD.


Includes annual review as a professional learning activity.


Provides an observed example of teacher learning impacting on practice

Standard 7: Engage professionally with colleagues, parents/carers and the community

Supervisor report statements


Teacher has engaged professionally with colleagues, parents and the school community. She has contributed to collegial discussion online and in team meetings, and applied constructive feedback from lesson observations to improve her pedagogy in the classroom. Teacher has provided feedback to her colleagues through our National Partnerships program in reciprocal teacher reflection and discussion. Teacher has communicated effectively and appropriately with parents of the school community by various modes of communication, including letters to parents, Facebook, information evenings and whole-school assemblies. Teacher has engaged in wider communication outside the school community to benefit the teachers and students of the school. Identifies demonstration of most Descriptors throughout the whole school community in a number of ways.
Teacher has established and maintained relationships with parents of her students based on mutual understanding, respect and trust. She encourages parents to ask questions or clarify concerns about their children’s learning and keeps them informed about behaviour incidents in which their children may be involved. Teacher welcomes parent involvement in her classroom and maintains open dialogue with both parents and students. She respects the confidentiality of student information and follows mandatory guidelines with regard to student welfare, reporting and communication with stakeholders. Teacher is sensitive to cultural differences when communicating with parents and carers, and organises a translator when necessary to ensure that parents/carers are able to understand and actively participate during interviews and meetings. She regularly networks with other early career teachers and specialist staff within and outside her school to share teaching experiences and improve classroom practice.

Addresses all Descriptors with relevant examples of practice.


Explicit to the language across all of Standard 7 and provides effective examples.
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