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Measuring and improving the quality of teaching: Evidence of impact
10 March 2022, 10:00 am–11:00 am
Join this event to hear Jenny Gore discuss how demonstrating the impact of professional development on both teachers and students remains an enduring challenge.
This event is free.
Event Information
Open to
- All
Availability
- Yes
Cost
- Free
Organiser
-
CEPEO
In this presentation, Jenny will outline the origins of our Quality Teaching Model which is used for both research and professional development purposes.
The Model is applicable to all grades and subjects while honouring the complexity of teaching. However, pedagogical models and their associated observation tools are insufficient for improving teaching practice and student outcomes, unless embedded within a professional development system that attends to theories of teaching and learning, teachers’ perceptions and priorities, and the power relations among teachers and school leaders.
Professor Gore will outline our approach to professional development – Quality Teaching Rounds – and the 20-year program of research demonstrating its efficacy and effectiveness in relation to teaching quality, teacher morale and student achievement, through multiple randomised controlled trials and strong qualitative evidence.
Jenny will set out her argument for approaches to professional development that are conceptually rich, methodologically robust, professionally appealing, and thoughtfully integrated in school structures and cultures.
This event will be particularly useful for those interested in education.
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About the Speaker
Jenny Gore
Laureate Professor at The University of Newcastle, Australia
She has been awarded more than AUD$27 million in research funding, including grants from the Australian Research Council, the Paul Ramsay Foundation and multiple State Departments of Education. Widely published and cited, Jenny tackles persistent educational challenges through comprehensive programs of research on teacher development, pedagogical reform, enhancing student outcomes, and the formation of student aspirations.
More about Jenny Gore