• Has teaching materials at hand whenever needed during teaching. 

• Assigns lower-performing students closest and medium and higher-performing students progressively farther away in the seating plan. 

• Moves around to all students free of obstructions. 

• Can see students’ work to ensure they are at the right place in the materials and following the instructions. 

• Places resources in regular spaces that students can easily access, and students know where they are. (Two parts) 

• Uses routines for the distribution and collection of resources. 

• Uses one or more of the following: 

• Teacher–Student Game 

• Objects in a Jar

• Digital Token Economies

• Star Charts

• Good Work Tickets 
• Flight Path. 

• Describes why each behaviour standard is needed and shares examples and non-examples. 

• Says each behaviour standard and repeats with students in unison. 

• Models the rule. 

• Practises the rule with students two or three times. 

• Has students performed the rule by themselves. 

• Provides feedback, models, and practises with students if incorrect. 

• Describes why and when each routine is needed and shares examples and non-examples. 

• Models the routine. 

• Practises each routine with the students two or three times. 

• Has students performed the routine by themselves. 

• Provides feedback, models and practices with students if incorrect. 

• Stops students immediately when an error is made.  

• Says ‘I need everyone to answer as soon as I signal’, ‘Wait for my signal’, or ‘Make sure you say it like you talk’ and then says, ‘Let’s try that again’. 

• Repeats the instructions with a signal. 

• Ensures that everybody answers. 

*1–4 must be followed in order. 

• Displays daily and weekly schedule. 

• Displays classroom rules at students’ eye level and includes picture examples. 

The classroom data wall contains: 

• Lesson progression goals. 

• Exemplar work. 

• Whole class behaviour goal or focus. 

• Whole class rewards menu. 

• Points to the word or asks student to touch the word in their text. 

• Pronounces the word clearly. 

• Provides an easily understood definition of the word. 

*1–3 must be followed in order. 

• Announces ‘Track with me’ before beginning to read. 

• Reads sentences at the appropriate year-level pace while students track with their fingers. 

*1–2 must be followed in order. 

• Announces ‘Read with me’ before beginning to read. 

• Reads sentences with students at the appropriate year-level pace. 

*1–2 must be followed in order. 

• Asks a question and tells students to answer using a full sentence. 

• Listens to determine if students answer using a complete sentence. 

• If a student provides a correct partial answer, asks another student to elaborate on the first answer in a complete sentence. 

• If the student cannot elaborate, the teacher provides the complete sentence.  

• Has students repeat the complete sentence. 

*1–2, and either 3 or 4 and 5 must be followed in order. 

• Asks a question or gives a prompt so students think about their answer before sharing. 

• Tells students which partner should share their answer first. 

• Allows students time to share their answers. 

• Calls the group back together and calls on students to answer questions. 

*1–4 must be followed in order. 

• Gives a prompt or asks a question so students think about their answer. 

• Signals for students to write their answers on their whiteboards. 

• Signals for students to ‘chin-it’ or show their answers. 

• Checks students’ answers for accuracy of 85 per cent of the group. 

• Provides corrective feedback to the whole group for incorrect answers. 

• Signals for students to park their whiteboards, markers and erasers when not needed. 

*1–5 must be followed in order. 

• Starts the lesson on time. [2 minutes] 

• Delivers lesson components in the allocated time for that program. 

• Follows the lesson, stays on topic and maintains an appropriate pace. 

• Reminds students as needed of what they accomplished in a lesson and what they still need to complete.  

• Prevents lesson disruptions from inside and outside the classroom. 

• Implements quick and seamless transitions between activities. [1 minute or less] 

• Teaches until the end of the period. 

• Initiates a signal with a phrase that is used to get students’ attention. 

• Asks students a question and points to a word, number, sound or object. 

• Gives appropriate think time (1–3 seconds) for the task to allow for a simultaneous response from all students. 

• Provides a query cue. 

• Gives a one-second interval/pause. 

• Signals. 

• Ensures students answer instantly after they signal. 

• Uses consistent timing between the cue and signal (one second for 4 or more signals). 

*1–7 must be followed in order 

• Stops students immediately when an error is made.  

• Tells students the correct answer.  

• Says the answer with the students.  

• Ensures that students perform the skill independently. 

• Repeats the part.  

• For individual errors, ensures that the whole group takes part in the correction. 

*1–5 must be followed in order. 

• Makes four praise statements for each corrective statement ratio. 

Recording area: _________________________________________________ 

• Affirms with ‘yes’ and the correct answer. 

• Praises students when they meet the criteria and explicitly states the exhibited behaviour, effort or skill.  

• States how the behaviour connects to the school’s expectations. 

• Uses age-appropriate praise. 

• Delivers the prescribed lesson content.  

• Follows the teaching instructions.  

• Delivers lesson with: 

• fluency 
• fidelity 
• confidence 
• expression. 

• Announces individual turns.  

• Focuses the group pointing to the sound, word, or problem or by asking a question. 

• Gives appropriate think time for the task. 

• Calls a ‘random’ student to answer. 

• Gives 55% of the individual turns to the lowest performers. 

• Notes who made the error during the group response and asks that student for the same task during individual turns. 

• Keeps track of which students responded and whether they answered incorrectly. 

*2–4 must be followed in order for three or more individual turns 

• Listens carefully for correct and incorrect answers. 

• Corrects all errors. 

• Repeats the parts of the lesson that are not firm or re-teaches the whole lesson. 

• Gives individual turns when mastery is unclear for the individual or group. 

• Notes incorrect student responses (not at mastery), who is making the errors and what types of errors are being made.  

• Ensures that every student is answering correctly and with confidence in the exercise before moving on.  

• Recognises a repeated group error such as word, problem or language skill. 

• Models the correct answer. 

• Writes the word, problem or skill on the goodbye list. 

• Use a goal of three repetitions of the skill on consecutive days with no errors. 

• Reviews the word, problem or skill on the goodbye list each day. 

• Mark (using a tick) next to the item each time the group answers correctly on the first try.  

• Mark (using x or –) next to the item each time the group does not answer correctly on the first try. 

• Erase or cross it out when there are three consecutive tick marks; students say ‘goodbye’. 

*1–3 must be followed in order. 

• Assigns independent work. 

• Rotates among students to monitor work. 

• Tells students who get stuck on an item to circle it, complete other items, and then come back to it. 

• Walks and checks work. 

• If correct, places a tick mark next to the correct answers. 

• If incorrect, puts a dot in the margin and tells the student to fix it. 

• Stops and reteaches the group if three or more students make the same error.  

• Does not reteach individuals. 

• Advises slow-moving students of time left to work, reiterates to move on and go back to items they are stuck on. 

• Advises group when halfway through the independent work time. 

• Performs work checks as work is completed by the group or at the start of the next lesson. 

• Ensures that students check using a coloured pen or pencil. 

• Reads the problem/question and the correct answer aloud. 

• Provides visual answers when appropriate. 

• Maintains a quick pace that students can keep up with. 

• Ensures students correct errors. 

• Reteaches the lesson or parts of the lesson if 25% or more of the group scores less than 85% on independent work. 

• Has documents ready to use. 

• Administers individually or in a group when required.  

• Adjusts seating so students cannot see others’ responses. 

• Ensures other students cannot hear or see students’ testing responses. 

• Establishes student motivation.  

• Ensures students track with their fingers but does not track along with them. 

• Ensures assessments are conducted and scored before teaching the next lesson. 

• Remediates whole group if 25 per cent of the group does not meet criteria on a part or whole mastery test. 

• Remediates individual students if less than 25 per cent of the group does not meet criteria on a part or the whole mastery test. 

• Remediates according to the remediation table in a timely manner. 

• Retests the group or individuals only on the parts where they did not meet the criteria. 

• Acknowledges students for following rules correctly. 

• Uses pre-corrections to encourage expected behaviours. 

• Revisits and reteaches the rules: at the beginning of the school year, term, week or lesson as needed. 

• Reiterates classroom rules as needed depending on the group’s behaviour. 

• Uses a continuum of strategies to limit minor inappropriate behaviour: 

• • proximity 
  • non-verbal cues 
  • ignore-attend-praise  
  • re-direct or re-teach 
  • provide choice 
  • private student conference. 

• Acknowledges students for following the routine correctly. 

• Revisits and reteaches the routine: 2–3 weeks after it was established if needed, at the beginning of the school year, term, week or lesson as needed. 

• Reiterates classroom routines as needed when students are not following them.  

• Use pre-corrections to encourage students to follow the routine. 

• Corrects students who breach the routine. 

• Reteaches the routine as breaches increase. 

• Meets with team members to review their Weekly Individual Professional Learning report.  

• Discusses the status of completed modules. 

• Celebrates what certification they have received.  

• Identifies any missed targets with the team member. 

• Collaborates with team members to adjust the timeline for completing the professional learning. 

• Advises the teacher or teaching assistant of the lesson and technique they will demonstrate.  

• Sets up technology to record the demonstration.  

• Teaches a part of or the whole lesson demonstrating the technique or practice while the teacher or teaching assistant observes.   

• Spends 5 minutes in the classroom observing each teacher and teaching assistant deliver the lesson.  

• Completes the Teacher and Student Engagement Observation Form. 

• Spends 20 minutes in a classroom observing a lesson. 

• Completes the Techniques Observation on which techniques and practices the team member has mastered and which can still develop. 

• Demonstrates a technique or practice being done incorrectly while the lesson is underway so the teacher or teaching assistant can see how it is done with mastery. 

• Uses gestures or verbal prompts to cue the teacher or teaching assistant. 

• Provides on-the-spot feedback to correct technical issues impeding instruction that are easily corrected. 

• Provides feedback to the teacher or teaching assistant using data from the:  

• • Weekly Classroom Data Review Report or 
  • Techniques Observation Feedback Report or 
  • Practices Observation Feedback Report or 
  • Student Engagement Observation Feedback Report. 

• Acknowledges: 

• • what the teacher or teaching assistant has mastered 
  • what anomalies the student data indicate 
  • how the techniques and data impact student learning. 

• • Reviews improvement actions the teacher or teaching assistant needs to complete before the next feedback session. 

• Sets up and maintains a Classroom Data Wall.  

• Updates the Classroom Data Wall at the end of the day. 

• Sets up and maintains a School Data Wall.  

• Places the portable whiteboard or laminated chart in a space accessible to the school team, parents, families and community.  

• Refers to the Classroom Data Wall to encourage students to work hard and achieve their targets. 

• Says the target before a lesson and motivates students by reminding them that each lesson completed to mastery moves them closer to their target. 

• Celebrates with students when they achieve the target by carrying out the small fun activity they set as the award. 

• Announces the top teaching and student successes of the week, using the Weekly School Professional Learning Report.  

• Discusses the strategies used to get successful results. 

• Discusses top challenges and draws on best practice classroom examples to discuss strategies to resolve them. 

• Presents a School Improvement Presentation on their school improvement implementation for 15 minutes at a peer forum.  

• Invites peers to respond and ask questions to compare situations they are experiencing. 

• Opens with a 5-minute demonstration of a technique or practice they have observed in classes that week. 

• Answers questions to assist the practise needs of each teacher and teaching assistant. 

• Records attendance on the Lesson Practice Form. 

• Observes peer for 15 minutes. 

• Spends 5 minutes writing up the Techniques Observation Form. 

• Discuss their observations in a Coaching Session. 

• Hosts a meeting with parents, families and community leaders. 

• Drafts Community Compact with community input.  

• Displays Community Compact on a large board near the school entrance. 

• Holds a School Improvement Forum to review the School Improvement Plan with the community.  

• Shares the Term School Improvement Review Report. 

• Discusses actions undertaken, what was and was not achieved and student results. 

• Discusses progress and proposes the next steps for the school and parents to assist their students and the school in the coming term. 

• Updates new commitments in the School Improvement Plan in consultation with the forum. 

• Schedules a meeting with parents to discuss their child’s progress. 

• Talks parents through their child’s Student Profile and highlights achievements and challenges that require the parent’s attention. 

• Discusses what the school is doing to support their child and what parents can do at home to enhance their child’s education outcomes. 

• Follows the Three Rs for having an Honest Conversation from the Having Influencing Conversations with Parents Guide. 

• Shares the Semester Student Report Card with parents in person during an open classroom event or at home. 

• Reviews and highlights students’ successes and areas for development. 

• Emphasises the benefits of a parent or sibling reading with the child a few times a week. 

• Celebrates parental success in supporting their child. 

• Provides positive work samples to take home as a reward for the parent’s involvement in their child’s learning. 

• Greets the parents when they arrive at the classroom. 

• Provides their procedure for having visitors in the classroom. 

• Points out examples of their child’s work on the student’s display board. 

• Permits parents to sit with their child to hear them read or support them with classroom difficulties. 

• Provides parents with a Supporting Your Child’s Education at Home brochure and encourages return visits.