The Quality Learning Circle (QLC) model is an approach to professional learning that looks to invoke change through participatory, experiential, and reflective methods (Stewart &
Prebble, 1993). The purpose of the QLC is to bring together those with shared interests and focus their attention on creating better work practices. The ideas of active learning and collaboration are central, with learning initiatives and responsibility falling on those within the group (Lovett, 2002). In an educational setting, a QLC typically involves small groups of teachers meeting on a regular basis to discuss and reflect on a selected theme (Lovett &
Verstappen, 2004). This process is cyclical in nature. Stewart and Prebble (1993) characterise the QLC model as:
selection of a common theme for exploration;
discussion and storytelling within the group about experiences relating to the theme;
observations in classrooms to enhance the meaning of the stories;
discussion of these observations on pairs, then with the whole group; and
sharing examples of practice within the group (p. 137).
The QLC model develops the idea that teachers are active learners who control and shape their own learning processes. Rather than forming a reliance on those above them to provide learning opportunities, teachers within a QLC are responsible for deciding what they learn and how they learn it. A core feature of the QLC is to establish a professional culture that reflectively analyses and inquires on the work of teachers in order to improve professional practice.
In regards to the research to support this model, the implementation of QLCs in New Zealand have occurred at both a formal and informal level in an educational environment (Aman, 2014; Edwards, 2012; Guerin, 2008; Limbrick, Buchanan, Goodwin, & Schwarcz, 2010;
Lovett & Gilmore, 2003; Lovett & Verstappen, 2004; McPherson & Borthwick, 2011;
Pomeroy, 2007). The reported strengths of the approach include gaining feedback from colleagues who understand each other’s position and can comment from an insider’s
perspective, a chance to establish higher levels of connection and trust with colleagues, less isolation as commonalities are shared between teachers, and more engagement in
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understanding theory and translating it into practice. The challenges involved in using a QLC model include working together with colleagues that you have not chosen or do not have a strong relationship with, fear of criticism or judgement from others in the group that may lead to not fully opening up or taking risks, difficulty in going beyond a superficial level of
investigation into one’s own professional practice, and the time it can take to establish a QLC where structure, direction, and collaboration happen naturally and effortlessly.
Overall, the QLC experience represents an exciting approach to professional learning for teachers who are willing to engage at a deeper and more reflective level with their colleagues.
Research validates its use with teachers in educational environments and the principles that make up a QLC align with several already identified characteristics of effective PLD (see Table 4). In summary, the QLC model provides teachers with a regular way to form
collaborative and supportive relationships in order to develop new techniques to trial inside their classrooms. These factors create motivation to change and generate personal agency in teachers.
Table 4: Characteristics of effective PLD that are manifested within the QLC model (adapted from Hunzicker, 2011)
Characteristics of effective PLD How the QLC model aligns with effective PLD
Supportive Teachers solve problems together to find
solutions to common issues and create a network of support
Job-embedded Teachers discuss themes and share stories
relating to their practice, which create both personal and professional relevance with what they are doing
Collaborative Teachers work together in a way that
empowers collegial relationships and creates leadership
Ongoing Meetings are held at regular intervals, typically
over prolonged periods of time
Creates personal agency Through teachers discussing problematic situations with each other, they are motivated to create solutions together and take responsibility for changing their own practice.
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3.7 Chapter Summary
This part of the literature review has focused on the processes involved in teachers’
PLD. Some of the key challenges teachers face in their PLD pertain to making decisions on the how, why, and who of learning. The characteristics of effective PLD have been explored with several themes recurring throughout this section. Namely:
teachers need to take an active role in their own PLD in order to create personal agency;
teachers learn better together, hence, collaboration is essential;
critical reflection is an integral part of transformational learning; and
PLD needs to be ongoing, job-embedded, and supportive of teachers’ needs.
Additionally, a QLC has been shown to embody multiple aspects of effective PLD, providing teachers with an ongoing way to structure their learning. Having analysed key literature pertaining to managing challenging behaviours and PLD processes that support this, I now present the research methodologies which have been used as a basis of my research.
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Chapter Four: Methodology
4.1 Introduction
The purpose of this chapter is to outline the details of how this research was carried out and the reasons for doing so. First, a description of a qualitative methodology is
presented, followed by an outline of the characteristics of a single case study and an
interpretive approach. Second, data gathering procedures as well as ethical considerations are summarised in a clear and concise way. Third, data analysis is described so that the reader is aware of the process behind the interpretation of the data. The significance of this research involves investigating teacher voice regarding their perceptions of acceptable and
unacceptable student behaviour in classroom settings. In my study I introduced the teachers to NVC as another approach to address challenging student behaviours, as well as the QLC model as an alternative way of learning a new approach.