Quality Teaching Framework (QTF)

Review of Class Lesson and occurrence of QTF elements

QTF Dimensions

Occurring (Yes/No)

QTF Elements observed. Justify

Intellectual Quality

1. Deep knowledge · Is new knowledge being related to the old?

· Is new material continually being fitted into a framework?

· Are past knowledge and concepts used to clarify new concepts?

2. Deep understanding · Are students given the opportunity to make

new knowledge "their own" by expressing it in their own words and relating it to other situations?

3. Knowledge as problematic

· Is time given to look at how knowledge has been constructed and encoded through language?

· Is there discussion on how the construction of knowledge relates to power and who has constructed the knowledge?

· Is there an awareness that knowledge changes according to various cultural and social influences?

4. Higher-order thinking · Is higher-order thinking occurring, such as

analysis, evaluation, design, synthesis and decision-making?

5. Metalanguage · To what extent does the teacher talk about or

discuss explicitly how language works, aspects and characteristics of language and text?

6. Substantive conversation · Are student questions and input valued?

· Is time set aside for questions and discussion?

· Are students encouraged to build on each other's ideas?

· Does the teacher make efforts not to monopolise talk?

· Does the teacher give credit to all other insights?

QTF Dimensions

Occurring (Yes/No)

QTF Elements observed. Justify

Significance

7. Background knowledge · Are links with students' background

knowledge made explicit?

8. Cultural knowledge · Does the lesson acknowledge and value sub-

group cultures?

9. Knowledge integration · Does the lesson integrate a range of subject

areas?

10. Inclusivity · Are deliberate attempts made to increase the

participation of the range of students?

11. Connectedness · Is the lesson connected to competencies or

concerns beyond the classroom?

12. Narrative · Does the lesson include personal experiences,

biographies or historical accounts?

Quality Learning Environment

13. Explicit quality criteria · Are the objectives of the lessons made

explicit? · Are the criteria for judging student

performance made explicit?

· Are students made aware of expectations and standards?

14. Engagement

· Are students engaged and on task during the lesson?

15. High Expectations · Are students encourages to take intellectual

risks?

16. Social support · Is the classroom characterised by an

atmosphere of mutual respect and support among teacher and students?

17. Student’s self – regulation · Are the students engaged with the activity so

that the teacher does NOT make explicit comments on student behaviour?

18. Student direction · Do students determine specific activities or

outcomes of the lesson?