Jenny Gore is a Laureate Professor in the School of Education at the University of Newcastle, Australia, where she was Dean of Education and Head of School at the University of Newcastle for six years (2008–2013). She completed a Master’s degree
at the University of British Columbia, Canada (1983), and PhD at the University of Wisconsin-Madison, USA (1990), and has held executive roles for the Australian Association for Research in Education, the Australian Council of Deans of Education,
and the NSW Teacher Education Council. Currently Director of the Teachers and Teaching Research Centre and Co-Editor of the international journal, Teaching and Teacher Education, Jenny has won more than AUD $23 million in research funding including
several grants awarded by the Australian Research Council.
Her educational and research interests consistently centre on quality and equity, ranging across such topics as teacher socialisation, reform in teacher education, pedagogical reform, teacher development, and student aspirations. Jenny's program of work
on Quality Teaching (a framework developed with James Ladwig in 2003) has had significant impact in government, Catholic, and independent schools throughout Australia, especially in NSW and the ACT. This work subsequently led to the conceptualisation
of Quality Teaching Rounds (with Julie Bowe), an innovative approach to teacher professional development. Widely published and cited (more than 9,700 citations), her recent major research projects include a longitudinal study exploring the formation
of educational and career aspirations during schooling and a randomised controlled trial investigating the impact of Quality Teaching Rounds on teaching quality. Regarded as one of Australia’s leading teaching and teacher education academics,
Jenny is deeply committed to supporting teachers in delivering high quality and equitable outcomes for students.
Session: Powerful professional development? Evidence on what it takes to change practice
Through rigorous forms of research, including a randomised controlled trial, Quality Teaching Rounds has been shown to make a positive difference to the quality of teaching, teacher morale, and school culture. This presentation will draw on both quantitative and qualitative evidence to demonstrate the impact of Quality Teaching Rounds, outlining its effects across a diverse range of NSW primary and secondary schools and for both experienced and beginning teachers. The essential components of Quality Teaching Rounds will be elaborated with analysis of the underlying mechanisms that contribute to the effectiveness of this form of professional development in improving teaching practice. I will highlight key features that distinguish the approach from many other forms of professional development. With applicability across all subjects, stages of learning, and schooling sectors, the multi-faceted evidence of impact has significant implications for teacher development policy and practice. Importantly, the approach is founded in respect for the capacities of the teaching workforce in Australia which is in stark contrast to some initiatives, here and around the world, that emphasise accountability at the expense of teacher growth and well-being.