DEC Scan Journal : Volume 36 Issue 4
2017 Volume 36, Issue 4 30 Contents Editorial Learning & teaching Research Share this Resource reviews The QT model enables us to develop a deep understanding of what constitutes quality in teaching. The dimensions of intellectual quality, quality learning environment and significance provide us with the framework to think about and discuss all elements of teaching, backed by a rigorous research base. We can meet the needs of all learners by raising the intellectual quality of the lessons we develop and facilitate. When we establish a quality learning environment, we ensure that all students are supported to take an engaged role in their own learning, developing as life-long learners. We must join the dots and show students how their learning is significant. Then we can ensure that teaching and learning isn’t viewed as a series of unrelated ideas, The NSW quality teaching model The NSW Quality Teaching model has 3 dimensions and 18 elements Elements Intellectual Quality Quality Learning Environment Significance Deep knowledge Explicit quality criteria Background knowledge Deep understanding Engagement Cultural knowledge Problematic knowledge High expectations Knowledge integration High-order thinking Social support Inclusivity Metalanguage Students’ self- regulation Connectedness Substantive communication Student direction Narrative The QT model is the lens with which we can evaluate the quality of teaching practice across our school settings, stages and subject areas. As we rethink teaching to be more future focused and cater for the changing needs of our students, the QT model helps us focus on the quality of practice. Whether we are: • seeking to reflect on our current practices • implementing innovative, critical and creative thinking strategies • integrating technology • working in flexible learning environments • evaluating the impact of programs • building collaborative practices • improving our school culture the QT model supports our reflection of these practices. The Australian Professional Standards for Teachers defines the knowledge, practice and professional engagement needed for high quality effective teaching (NESA, 2014). These indicators guide the preparation, support and development of teachers throughout their careers. We only have to look at case studies of high value added schools to support the evidence of these effective practices. We also know that collective teacher efficacy has the biggest in school impact on student outcomes (Hattie, 2015). What if we did something that helps us go even deeper? Something that’s not new. Not an off-site professional development session with minimal impact in the long term, but something that means we open our classrooms to work with our colleagues. An approach that brings together our collective understanding of quality. The NSW quality teaching (QT) model First introduced in our schools in 2003, teachers and leaders quickly realised the NSW Quality Teaching model’s (log in required) potential for improving their own and their schools’ quality of teaching, and the concept of a shared idea of quality teaching.
Volume 36 Issue 3