Monday 5 August 2019
Start Date
5-8-2019 3:30 PM
End Date
5-8-2019 4:30 PM
Subjects
Teacher improvement, Teacher effectiveness, Learning communities, Teacher evaluation, Lesson observation criteria, Primary secondary education
Abstract
Quality Teaching Rounds (QTR) was first conceptualised by Julie Bowe and Jenny Gore in 2007. It involves teachers working in professional learning communities (PLCs) to reflect on their classroom practice through the lens of the quality teaching model. This teacher-led process builds capacity for quality teaching with novice and experienced teachers alike. Following a set of protocols and adhering to essential features of the approach, one PLC member teaches a lesson, observed by all others. The lesson is coded individually and then collaboratively analysed, using the shared language of the model. This poster presentation graphically highlights evidence from several research studies conducted by the University of Newcastle over the past 15 years. The strong body of evidence demonstrates that QTR has positive effects because, not despite, the fact that it brings teachers together across stages and subjects.
Recommended Citation
Gore, J., Ware, M., White, S., Collins, L., Bowen, L., & Hansen, C. (2019, August 05). Building the capacity of teachers for supporting 21st-century learning [Paper presentation]. Research Conference 2019 - Preparing students for life in the 21st century: Identifying, developing and assessing what matters. https://research.acer.edu.au/research_conference/RC2019/5august/18
Copyright Statement
Copyright Australian Council for Educational Research 2019
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865546
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons
Building the capacity of teachers for supporting 21st-century learning
Quality Teaching Rounds (QTR) was first conceptualised by Julie Bowe and Jenny Gore in 2007. It involves teachers working in professional learning communities (PLCs) to reflect on their classroom practice through the lens of the quality teaching model. This teacher-led process builds capacity for quality teaching with novice and experienced teachers alike. Following a set of protocols and adhering to essential features of the approach, one PLC member teaches a lesson, observed by all others. The lesson is coded individually and then collaboratively analysed, using the shared language of the model. This poster presentation graphically highlights evidence from several research studies conducted by the University of Newcastle over the past 15 years. The strong body of evidence demonstrates that QTR has positive effects because, not despite, the fact that it brings teachers together across stages and subjects.