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Teacher Track - Year 2



qtlcsQTLCS™ stands for Quality Teaching in the Learning Centered School and is based on Mike Rutherford’s Learning Centered School Principles. The program helps teachers become more skilled in the essential elements of designing effective, successful instruction.

Read how QTLCS is taking teachers across one leading school district to "the next level" in delivering effective lessons.

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What is QTLCS™?
QTLCS™ is 30 hours of professional development delivered in multiple sessions for up to 6 hours each. QTLCS™ helps teachers become more skilled and consciously competent in the essential elements of designing effective, successful instruction. Follow-up and support by QTL consultants during initial implementation process is included.

The basic focus of QTLCS™ is to improve instructional design and to support teachers in becoming more consciously competent decision makers to support student learning. Activities build on the strategies of the QTL program and the LCS principles by examining research-based instructional strategies. The Learning Centered Schools principles are focused on further development of a teacher’s teaching strengths.

The idea is that teachers work to maximize their strengths to increase the probability that student learning will increase. Teachers work in collaboration to create effective lesson design and examine lessons and fine tune them in the company of other expert teachers.

The first three sessions of QTLCS™ (Building Profound Knowledge of Learning Processes, Designing Learning Centered Instruction, and Implementing Level 3 Learning Strategies) are delivered on-site, framing the Rutherford Learning experience. Sessions 4 and 5 (Collaborating to Create High Quality Instruction and Increasing Profound Knowledge through Collaborative Reflection) are designed around the development of a collaboratively planned lesson, implemented by each teacher in his or her own classroom.

Collaborative instructional design and protocol creation along with presentation of lesson results completes the instruction.


  • Teachers build on their awareness and use of principles of learning as the foundation for development of teaching skills.
  • Teachers become more expert practitioners.
  • Teachers move away from their own “private practice” and mutually accept responsibility for collaboratively supporting success for all students.
  • Teachers, along with leaders commit to continuous learning and continuous instructional improvement to promote teacher efficacy.
  • The conversation of the school is enriched and focused on the improvement of instruction and greater impact on student performance.


Read about QTL's Whole Faculty Study Groups® process.