Quality Teaching Rounds, developed by Jenny Gore and Julie Bowe, involves teachers working in professional learning communities (PLCs) of four or more to observe and analyse each other’s teaching (Bowe & Gore, 2017) . The QTR is a protocol using a set of “good teaching practice” criteria with which a lesson is “coded” and then discussed by a group of three or four teachers. The three dimensions and 18 elements are grouped in three domains of good pedagogy: Intellectual Quality, Quality Learning Environment and Significance.
How it works:
A group of four teachers (three could work, but four is optimal) observe a lesson by one of the group. The three observers “code” the lesson using the Quality Teaching criteria. After the lesson, the group of four get together and discuss the lesson. The discussion is not an appraisal of the teacher; it is about discussing the elements of good teaching.
Below are my notes of an excellent two day PD I was lucky enough to attend , guided by Professor Jenny Gore. She was insightful, interesting and showed us how the QTR model is one of the few ways in which teachers can have safe and constructive discussions based on lesson observations.
I have blogged about Jenny Gore’s QTR before, but at that time, I didn’t fully get how useful and great this protocol actually is. Now I do, and I can’t wait to start working with it at my school. Here is the blog post from June 2016.
- https://research.acer.edu.au/cgi/viewcontent.cgi?article=1336&context=research_conference (back)
- On the 25th and 26th of February 2020, at Lauriston Girls’ School (back)
My school is currently trialing and evaluating different forms and modes of professional development. I did some reading to gain perspectives on how to evaluate the effectiveness of professional development.
I read two articles about PD evaluation, both by Thomas Guskey, who seems to have made this his academic niche.
Article 1: What Works in Professional Development?
Abstract of “What works in Professional Development“: A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.” You can read the article with detailed comments by a broad group of educators here: https://kami.app/J15eQMqxFzOk.
While this article is interesting, it is also questionable because its quite considerable conclusions seems to rest from just 9 ‘valid’ studies. All the other studies were dismissed because of problems with the methodology. So; it is too hard to do valid studies into the efficacy of Professional Development and its impact on student outcomes? Can we make any statements about the impact of PD on student outcomes? Jenny Gore would say she has evidence for the effectiveness of the Quality teaching rounds model.
- What Works in Professional Development?
Guskey, Thomas R.; Yoon, Kwang Suk
Phi Delta Kappan, v90 n7 p495-500 Mar 2009
https://tguskey.com/wp-content/uploads/Professional-Learning-5-What-Works-in-Professional-Development.pdf Accessed 29/02/20 (back)
I have really enjoyed reading Jim Knight’s “Better Conversations”. It is inspirational in the way it makes you mindful of what we do all day: Talk. We talk at, about, with and to each other. We all know how great it feels to have a truly wonderful, productive and invigorating conversation. What if more of our conversations could be even better? Knight provides some common sense approaches, but to call it ‘common sense’ is unfair because if having great conversations is common sense and easy, then why do we have bad/unproductive conversations, or conversations which could have been better?
I picked the 5 chapters I found most interesting and relevant, and used the mindmaps Knight provides at the beginning of each chapter as my guide to form my own notes and understanding. For this I used the software package MindJet Mindmanager, which our school provides for our students and created this mindmap overview: Better conversations Jim Knight (also see below)
- Better conversations (Ch1)
- The Better Conversations Beliefs (Ch 2)
- Ask better questions to foster inquiry (Ch5)
- Redirecting toxic words and emotions (Ch8)
- Building Trust (Ch9)
My key takeaways: Continue reading
I had heard of the 20/80 rule, but had never really looked into it deeply. It’s such a great strategy for teachers in many ways. Basically: “Find out what is vital, ignore what is trivial, and you can maximize results.” When making a to do list (which I do often), identify the top 20% and focus on finishing those off first. Here is a distillation of my reading and understanding (all links provided) : Continue reading
- https://www.teachingchannel.org/blog/2015/10/01/the-80-20-rule (back)
Here is a great way to diversify the professional development offerings at your school. During Term 3, I held a ‘PD Bingo’, based on an idea by @nbgreene, found via @cultofpedagogy (also see bottom of post).
This Bingo poster contained a mix of 24 teaching ideas, strategies and PD choices. The aim was to inspire staff to try new things, and to get a sense of what they found easy or challenging to implement in their classes or in PD. I got the Bingo sheet printed on A2 size and hung it in the staff room for 3 weeks. Here is what it looked like:
Many staff members participated and it got some great conversations going. Below is an analysis of the results: Continue reading
Work in progress! These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.
My notes for Day 2 will be shorter because there was far more reading of sections and more discussion about marks awarded.
Day 2, Session 5: Section 3 – Reflection
The reflection is not in terms of content, but in terms of process. The student is the historian.
Section 3: Reflection
This section of the internal assessment task requires students to reflect on what undertaking their investigation highlighted to them about the methods used by, and the challenges facing, the historian. Examples of discussion questions that may help to encourage reflection include the following. Continue reading
These are my notes from a three day workshop for the IB History IA (New course), held at Wesley College Melbourne, on June 25, 26, 27, 2016.
Day 1, Session 1: Introduction and overview
It’s a full room, about 25 people, mostly Australian but also a few people from the Asia Pacific region. The workshop is led by Rajesh Kripalani, a highly experienced IB educator and an invaluable member of the IB and history teacher community, both online and offline.
I have become part of a semester long professional development project called “Cultures of Thinking”. It is lead by Visible Thinking and Harvard Project Zero researcher Ron Ritchhart. It focusses on creating an environment where “a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members.” .
One of the key components of this program is class observation – not to evaluate the teacher but to learn and become more aware of your own habits, cultures and teaching strategies. Our first day consisted of two sessions, in the morning we were introduced to the cultures of thinking program and questioning techniques. The second was a plenary session in which teachers from four schools came together to learn about how to objectively and non-judgmentally observe a lesson and how to record data so that it is useful for the person/school being observed.
My notes and relevant resources are below.
- See more at: http://www.pz.harvard.edu/projects/cultures-of-thinking#sthash.Lw4Gagmy.dpuf (back)
I was tweaking our Year 10 unit (Geographies of Human Wellbeing) using the KUD criteria (Know, Understand, Do). This scaffold, created by differentiation guru Carol Tomlinson, has been around for a while.
- Students will KNOW: (often represented in bulleted forma
t) facts, dates, definitions, rules, people, places, vocabulary, information.
- Students will UNDERSTAND : (best stated as a sentence which includes concept-based thought), Essential questions, theories “Big” ideas, Important generalizations, thesis-like statements
- Students will DO: (represented with verbs), basic skills, communication, planning/organisation, thinking skills, evaluation, working collaboratively, skills of the discipline: mapping, graphing, collecting data, show p.o.v.
It was a really interesting exercise to represent the unit in a mindmap, it focussed my mind on what it was exactly what I wanted the students to understand from the this unit. The concept ‘understanding’ is hard to pin down.
David Perkins in “Teaching for Understanding” (1993) defines understanding as follows: Continue reading
Despite the efforts of the Individual Needs Department at my school, I still usually see Differentiation as a difficult to incorporate add-on.
I’ve been looking into the work of Carol Tomlinson and she has the following refreshing perspective on Differentiation;
Differentiation is not a set of strategies, it’s a way of thinking about teaching and learning Strategies are tools to accomplish the goals of differentiation. They are no more differentiation than a hammer and a saw are the house they help to build.
Here is a good summary of approaches to teaching and learning which will enable all learners to succeed: Continue reading
- http://www.caroltomlinson.com/2010SpringASCD/Rex_SAstrategies.pdf (back)