Initial teacher education programs in Australia require all preservice teachers to complete a mandated teaching performance assessment. This places significant performative pressure on preservice teachers undertaking their final teaching placement. This paper reports on an action research project that aimed to co-construct a series of workshops with preservice teachers in a two-year Master of Teaching program to support them in completing the teaching performance assessment. Findings demonstrated that scaffolding and in particular, modelling, collaboration, and dialogue provided the greatest support for PSTs. A Supportive Learning Framework is offered as a model for future practice for initial teacher educators and researchers.