This paper is the second of two detailing the development of a model of quality mathematics teaching. Within the context of a PhD self-study project, investigating the experience of trying to implement best practices in teaching primary school mathematics as a beginning teacher, a framework of quality mathematics teaching was developed. This framework linked the generic elements of quality teaching identifiÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂed in the NSW model of pedagogy with the components of effective mathematics teaching identifiÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂed in the work of Doug and Barbara Clarke as well as the broader mathematics education literature. Coding guidelines for assessing the quality of mathematics pedagogy were subsequently developed and utilised for analysing video-taped lessons. This model was found valuable in the process of self assessment and reflÃÂÃÂÃÂÃÂÃÂÃÂÃÂÃÂection and would be useful in planning for improvement in teaching practice.