Monday 13 August 2018

Start Date

13-8-2018 10:30 AM

End Date

13-8-2018 11:30 AM

Subjects

Teaching practice, Evidence based practice, Teaching experience, Professional development, Quality, Primary secondary education, Program evaluation

Comments

Session 2F

Abstract

Through rigorous forms of research, including a randomised controlled trial, Quality Teaching Rounds (QTR) has been shown to make a positive difference to the quality of teaching, teacher morale and school culture. This presentation will draw on both quantitative and qualitative evidence to demonstrate the impact of QTR, outlining its effects across a range of NSW primary and secondary schools and for teachers at very different stages of their careers. The essential components of QTR will be elaborated with analysis of the underlying mechanisms that contribute to the effectiveness of this form of professional development in improving teaching practice. As a relatively low-cost, short-term intervention with applicability across all subjects, stages of learning and schooling sectors, the multi-faceted evidence provided has significant implications for teacher development policy and practice. Importantly, the approach is founded in respect for the capacities of the teaching workforce in Australia, which is in stark contrast to some initiatives, here and around the world, that emphasise accountability at the expense of teacher growth and wellbeing.

Place of Publication

Melbourne, Australia

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742865119

Geographic Subject

New South Wales

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Aug 13th, 10:30 AM Aug 13th, 11:30 AM

Making a difference through Quality Teaching Rounds: Evidence from a sustained program of research

Through rigorous forms of research, including a randomised controlled trial, Quality Teaching Rounds (QTR) has been shown to make a positive difference to the quality of teaching, teacher morale and school culture. This presentation will draw on both quantitative and qualitative evidence to demonstrate the impact of QTR, outlining its effects across a range of NSW primary and secondary schools and for teachers at very different stages of their careers. The essential components of QTR will be elaborated with analysis of the underlying mechanisms that contribute to the effectiveness of this form of professional development in improving teaching practice. As a relatively low-cost, short-term intervention with applicability across all subjects, stages of learning and schooling sectors, the multi-faceted evidence provided has significant implications for teacher development policy and practice. Importantly, the approach is founded in respect for the capacities of the teaching workforce in Australia, which is in stark contrast to some initiatives, here and around the world, that emphasise accountability at the expense of teacher growth and wellbeing.