Improving teaching quality through peer observation and feedback

Improving teaching quality through peer observation and feedback: An investigation of the impact of Quality Teaching Rounds (NSW DEC 2014-2015)

Robust evidence of the effectiveness of professional development for teachers is limited. This study tested the Quality Teaching Rounds approach to PD for impact on the quality of teaching. A cluster randomised controlled trial involving eight teachers at each of 24 NSW government schools found significant positive effects on teaching quality (d = 0.4), independent of school type (primary/secondary), school location (urban/rural), and years of teaching experience. These effects were sustained six months later. Qualitative data were used to illustrate mechanisms underpinning the success of the intervention. This study illuminated how to support teacher learning for measurable positive impacts on teaching quality and teacher morale.

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99-113. doi:10.1016/j.tate.2017.08.007 (link:

Gore, J., Smith, M., Lloyd, A., Bowe, J., Ellis, H., Taggart, W., & Lubans, D. (2016). The impact of Quality Teaching Rounds: Report on the results of a randomised controlled trial (Final report for the NSW Department of Education). Newcastle, Australia: University of Newcastle. (link:

Gore, J. M., Smith, M., Bowe, J., Ellis, H., Lloyd, A., & Lubans, D. (2015). Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial. International Journal of Educational Research, 74,82–95. doi:10.1016/j.ijer.2015.08.002 (link:

Gore, J. M., & Bowe, J. M. (2015). Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds. International Journal of Educational Research, 73, 77–88. doi:10.1016/j.ijer.2015.05.006 (link:

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.