Quality Teaching Rounds

Tools for collaboration

National Professional Standard for Principals
Leadership requirements
2. Knowledge and understanding

Professional Practice
1. Leading teaching and learning
2. Developing self and others

AITSLdetailed Standard information

Quality Teaching Rounds

Thanks again for enabling Debbie & I to access the training via the VC, it has really inspired us to get the rounds going in our school now. Testimonial from Regional participants joining QT Rounds training via Adobe Connect.

The University of Newcastle

Quality Teaching (QT) Rounds – A Process for Sustainable Collaborative Professional Learning

What are QT Rounds?

Based on the work and research of educators at the University of Newcastle’s School of Education, Quality Teaching Rounds (Bowe & Gore, 2011) is based on objective observations of school and classroom practice by a Professional Learning Community (PLC) which is comprised of four or more teaching staff, utilising the Quality Teaching model, to inform and improve decision-making about student learning.

Key to this is the use of the Quality Teaching model to facilitate a common understanding and a common language of productive teaching and learning practices used across all our school contexts. Using PLCs and incorporating representatives from across all school contexts allows for a shared understanding of leadership and a concerted approach to build consistency of productive practice across all educational settings.

What can QT Rounds offer my school and those I work with in my Learning Alliance?

QT Rounds is a specific type of school-based professional development and provides both the processes and substance to initiate and build professional conversations around classroom practice and teaching. Basing observations and conversations around the Quality Teaching model means that you are not ’reinventing  the wheel’,  but  using a combination of your own professional judgment and a research informed framework in a powerful and collaborative way. The aim of lesson observations is a focus on the evidence generated from a lesson in the teachers’ context in order to help teachers’ articulate their understanding and judgment to others.

This type of deep work requires all participating teachers to access their own professional judgment in order to participate in diagnostic and strategic ways in the professional conversations. The powerful aspect of this collaborative environment is the capacity building that enables diverse teachers within or between schools to build shared understanding and language around teaching and learning in the classroom in an authentic and sustainable way.

This collaboration allows participants to discuss such issues as whether more or less of specific elements of the QT model may support increased student performance , essentially  allowing teachers to describe in more detail the impact of their decisions and instruction of their students’ learning. This is powerful and positive growth for both the teacher and the students as it develops an understanding of how to plan and deliver high quality lessons consistently, while explicitly developing a deeper understanding and the capacity to innovate practice in ways that can be replicated by others.

QT Rounds allow participants to explore deeply the pedagogy that’s happening within your school and gathers data that is explicitly linked to a broader enquiry question which informs the ‘bigger picture’ and school targets.

How can I learn more and when can I start?

It is vitally important that QT Rounds are conducted by groups of teachers and principals who have been trained as facilitators. For details about QT Rounds Training, contact Julie Bowe or Jenny Gore at The University of Newcastle.

Julie Bowe 02 4921 8836 or [email protected]
Professor Jenny Gore 02 4921 6864 or [email protected]

Reference List

Bowe JM, Gore JM, Miller WA, (2010) “Rounding out professional development: Professional learning community, instructional rounds and quality teaching”, AARE 2010 Conference Proceedings, Melbourne, Vic

Gore JM, Miller WA, Bowe JM, (2010) “Examining the impact of quality teaching rounds on teacher professional learning”, AARE 2010 Conference Proceedings, Melbourne, Vic .

Bowe, J.M. and Gore, J.M., Re-assembling teacher professional learning: Balancing form and substance. (under review)

Bowe, J.M.  and Gore, J.M., (2011) Quality Teaching Rounds: Facilitating Quality Teaching Rounds, University of Newcastle.

Gore, J.M. (2007). “Improving pedagogy: The challenges of moving teachers towards higher levels of quality teaching”, in J.Butcher & L.McDonald, (eds) Making a Difference, Challenges for Teachers, Teaching and Teacher Education, pp. 15-34. Sense Publishers, Rotterdam/Taipei.

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