Effective Implementation of Pedagogical Reform Through Professional Development: The Quality Teaching Rounds Approach

Session Submission Type: Symposium

Abstract

This symposium provides the conceptual basis for an approach to teacher professional development known as ‘Quality Teaching Rounds.’ The approach builds on professional learning communities and instructional rounds, while recognising the limitations of each, and adds a substantive focus on a pedagogical framework called ‘Quality Teaching.’ We argue for the importance of the approach in circumventing problems typically associated with PD, and demonstrate that Quality Teaching Rounds make substantial teacher professional learning achievable. Drawing on nearly 300 hours of transcripts of teachers’ collaborative analysis of 72 observed lessons, plus interview, journal, and survey data, we discuss the impact of the approach on participants’ commitment to the reform and on their pedagogical understanding and practice.

Sub Unit

• Division K - Teaching and Teacher Education / Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Chair

• M. Bruce King, University of Wisconsin - Madison

Papers

• Enhancing Teacher Professional Learning: The Case for the Quality Teaching Rounds Approach - Julie Maree Bowe, The University of Newcastle; Jennifer M. Gore, The University of Newcastle

• Garnering Teacher Commitment to Quality Teaching - Jennifer M. Gore, The University of Newcastle; Julie Maree Bowe, The University of Newcastle

• Developing Teachers’ Pedagogical Understanding - Julie Maree Bowe, The University of Newcastle; Jennifer M. Gore, The University of Newcastle

Discussants

• M. Bruce King, University of Wisconsin - Madison

• Karen Seashore Louis, University of Minnesota