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The Model for Great Teaching offers a curriculum for teachers’ professional learning.
It provides a common professional language and a shared structure for enabling Great Teaching.
"Having words for important concepts enables community members to talk about them, think heir meaning, interrogate them for deeper understanding and gain collective clarity around related action and impact."
Language for learning leadership
Stoll (2020)
Which Element will you focus on first?
Let us know in the comments below! 👇
It provides a common professional language and a shared structure for enabling Great Teaching.
"Having words for important concepts enables community members to talk about them, think heir meaning, interrogate them for deeper understanding and gain collective clarity around related action and impact."
Language for learning leadership
Stoll (2020)
Which Element will you focus on first?
Let us know in the comments below! 👇
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How have you maximised opportunities to learn in the classroom?
Aimee Watson and Jonathan Starr, class teachers and GTT Leads, at Victoria Infant & Nursery School, part of the @WELLPartnership spoke to us about how they have successfully used the Development Cycles and pupil survpractice.
Aimee Watson and Jonathan Starr, class teachers and GTT Leads, at Victoria Infant & Nursery School, part of the @WELLPartnership spoke to us about how they have successfully used the Development Cycles and pupil survpractice.
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We Need a Revolution in Professional Learning
"A profession built around learning should be much more serious about the learning of its own professionals. We would not accept a model of student learning that was occasional, one-size-fits-all, poorly sequenced and barely oo often what we offer teachers.
This is not because teachers are unwilling to learn. Nor is it because schools and colleges do not care about improvement. The problem is more uncomfortable than that: our systems often assume that expertise will develop through experience, goodwill and exposure to ideas..."
In this new paper by Professors @ProfKime and @ProfCoe they make the case for a different approach: one that protects time, builds expertise and looks carefully at whether professional learning is improving practice.
Download the paper here 👇
hubs.la/Q04CrG1Y0
"A profession built around learning should be much more serious about the learning of its own professionals. We would not accept a model of student learning that was occasional, one-size-fits-all, poorly sequenced and barely oo often what we offer teachers.
This is not because teachers are unwilling to learn. Nor is it because schools and colleges do not care about improvement. The problem is more uncomfortable than that: our systems often assume that expertise will develop through experience, goodwill and exposure to ideas..."
In this new paper by Professors @ProfKime and @ProfCoe they make the case for a different approach: one that protects time, builds expertise and looks carefully at whether professional learning is improving practice.
Download the paper here 👇
hubs.la/Q04CrG1Y0
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"When misconceptions are not addressed, they can become further embedded in students’ understanding, creating barriers to future learning and potentially contributing to widening gaps in attainment.
Understanding misconceptions helps us respond to what students are thinking, rather than making assumptions about what they need. Diagnosing misconceptions is an important part of adaptive expertise, allowing us to provide appropriate support while maintaining high expectations for all."
Blog by Faye Morris on misconceptions hubs.la/Q04CrFgC0
Understanding misconceptions helps us respond to what students are thinking, rather than making assumptions about what they need. Diagnosing misconceptions is an important part of adaptive expertise, allowing us to provide appropriate support while maintaining high expectations for all."
Blog by Faye Morris on misconceptions hubs.la/Q04CrFgC0
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What if inclusive teaching started before a student encountered a barrier to learning?
Every classroom brings together learners with different starting points, strengths and needs. The challenge is anticipating barriers to learning, rather than only responding when they arise.
That's where high-quality, adaptive teaching comes in.
Inclusion isn't about lowering expectations or creating a different lesson for every learner. It's about developing the expertise to adapt teaching so more students can access the same ambitious curriculum.
Through the Great Teaching Toolkit's Development Cycles, teachers can:
- Use learner feedback to identify potential barriers to learning.
- Explore evidence-informed approaches to scaffolding, explanations and adaptive teaching.
- Put techniques into practice, reflect on their impact and refine their approach over time.
Because inclusive practice isn't a one-off initiative. It's something we develop, embed and strengthen through sustained professional learning.
Find out more about the Great Teaching Toolkit and the Development Cycles feature here hubs.la/Q04Cz60J0
Every classroom brings together learners with different starting points, strengths and needs. The challenge is anticipating barriers to learning, rather than only responding when they arise.
That's where high-quality, adaptive teaching comes in.
Inclusion isn't about lowering expectations or creating a different lesson for every learner. It's about developing the expertise to adapt teaching so more students can access the same ambitious curriculum.
Through the Great Teaching Toolkit's Development Cycles, teachers can:
- Use learner feedback to identify potential barriers to learning.
- Explore evidence-informed approaches to scaffolding, explanations and adaptive teaching.
- Put techniques into practice, reflect on their impact and refine their approach over time.
Because inclusive practice isn't a one-off initiative. It's something we develop, embed and strengthen through sustained professional learning.
Find out more about the Great Teaching Toolkit and the Development Cycles feature here hubs.la/Q04Cz60J0
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Missed one of our webinars? Catch up whenever it suits you!
Finding time for professional learning isn't always easy. But accessing evidence-informed resources and practical ideas for improving teaching should be.
We're bringing our webinar recordings together in one place on our YouTube channel!
You can find them here: hubs.la/Q04CKjj40
We'll be adding more recordings, so don't forget to subscribe to our channel!
Finding time for professional learning isn't always easy. But accessing evidence-informed resources and practical ideas for improving teaching should be.
We're bringing our webinar recordings together in one place on our YouTube channel!
You can find them here: hubs.la/Q04CKjj40
We'll be adding more recordings, so don't forget to subscribe to our channel!
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High-quality teaching is for everyone. But what does it look like in the context of SEND?
We've published a SEND guide for teachers looking to use the Great Teaching Toolkit (GTT) to improve inclusive practice and provision.
The guide provides questions teachers can use to versations about teaching of learners with SEND, and signposts resources within the GTT to explore this area further.
Download here hubs.la/Q04CKf8c0
We've published a SEND guide for teachers looking to use the Great Teaching Toolkit (GTT) to improve inclusive practice and provision.
The guide provides questions teachers can use to versations about teaching of learners with SEND, and signposts resources within the GTT to explore this area further.
Download here hubs.la/Q04CKf8c0
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What was the experience of using the Great Teaching Toolkit student surveys like?
Chantelle Potts, Head of Science at Cumbria Future’s Federation, part of the @WELLPartnership tells us their experience with using the student surveys tool within the GTT for the first time.
Watch it here hubs.la/Q04zKR1F0
Chantelle Potts, Head of Science at Cumbria Future’s Federation, part of the @WELLPartnership tells us their experience with using the student surveys tool within the GTT for the first time.
Watch it here hubs.la/Q04zKR1F0
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The current education policy picture in England now places everyday inclusive teaching, sustained professional learning and collective expertise firmly within school improvement.
The Great Teaching Toolkit (GTT) gives schools practical infrastructure to act on that direction provided it is actively used as a process for professional learning, not simply held as a library of resources.
In this blog we provide a summary of the policy direction and how the GTT can help.
To make the process easier, we’ve created an editable Inclusion Strategy Statement template to help you get started and see how the Great Teaching Toolkit can support your school’s inclusion strategy.
You'll find it at the end of the blog.
hubs.la/Q04z0xJH0
The Great Teaching Toolkit (GTT) gives schools practical infrastructure to act on that direction provided it is actively used as a process for professional learning, not simply held as a library of resources.
In this blog we provide a summary of the policy direction and how the GTT can help.
To make the process easier, we’ve created an editable Inclusion Strategy Statement template to help you get started and see how the Great Teaching Toolkit can support your school’s inclusion strategy.
You'll find it at the end of the blog.
hubs.la/Q04z0xJH0
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How has the culture at your school supported successful use of the Great Teaching Toolkit?
Jane Marinovich, Year 3 Class Teacher and Victoria Musgrave, Deputy head Teacher at Haverigg Primary School, part of the @WELLPartnership Partnership talked to us how the leadership team supported teachers in using the Great Teaching Toolkit.
Watch the video here: hubs.la/Q04zqTk_0
Jane Marinovich, Year 3 Class Teacher and Victoria Musgrave, Deputy head Teacher at Haverigg Primary School, part of the @WELLPartnership Partnership talked to us how the leadership team supported teachers in using the Great Teaching Toolkit.
Watch the video here: hubs.la/Q04zqTk_0
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How have you used the Great Teaching Toolkit's student surveys to develop your practice?
We asked Chantelle Potts, Head of Science at Cumbria Future’s Federation, part of the @WELLPartnership, about their experience using the student surveys within the Great Teaching Toolkit to develop their practice.
Watch the video here hubs.la/Q04zqS-X0
We asked Chantelle Potts, Head of Science at Cumbria Future’s Federation, part of the @WELLPartnership, about their experience using the student surveys within the Great Teaching Toolkit to develop their practice.
Watch the video here hubs.la/Q04zqS-X0
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Inclusive teaching is great teaching
"Teachers want every learner – not just some – to succeed. But learners don’t all experience the same lesson in the same way.
An explanation that is clear to one student may leave another unsure; a routine that feels predictable to most may be difficult for some to navigate; a question intended to make students think hard may inadvertently prevent some from participating at all.
This is why framing inclusive teaching as great teaching matters.
It is a direct response to the view that sees inclusion as a separate set of strategies, something additional to everyday teaching, something only used for particular pupils with additional identified needs.
This separation is unhelpful, and we don’t need a new category. Inclusive teaching is great teaching."
Blog by @ProfKime
hubs.la/Q04BGY530
"Teachers want every learner – not just some – to succeed. But learners don’t all experience the same lesson in the same way.
An explanation that is clear to one student may leave another unsure; a routine that feels predictable to most may be difficult for some to navigate; a question intended to make students think hard may inadvertently prevent some from participating at all.
This is why framing inclusive teaching as great teaching matters.
It is a direct response to the view that sees inclusion as a separate set of strategies, something additional to everyday teaching, something only used for particular pupils with additional identified needs.
This separation is unhelpful, and we don’t need a new category. Inclusive teaching is great teaching."
Blog by @ProfKime
hubs.la/Q04BGY530
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What attracted you to using the Great Teaching Toolkit this year?
We asked Dr Michelle Henley, Senior Deputy Headteacher at Cockermouth School, part of the @WELLPartnership, why they started using the GTT to improve their teaching practices.
Find out more about the platform Z2uDe
We asked Dr Michelle Henley, Senior Deputy Headteacher at Cockermouth School, part of the @WELLPartnership, why they started using the GTT to improve their teaching practices.
Find out more about the platform Z2uDe
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What does inclusion in a classroom really look like?
In our recent webinar on inclusion in education Dr Haili Hughes Associate Professor at La Trobe University, joined Stuart Kime to discuss what inclusion can look like in everyday classroom practice and how teachers can think e choices they make.
In this clip, Haili uses cold calling as an example. Rather than asking whether a teaching technique is simply “inclusive” or “not inclusive”, she suggests asking more useful questions:
What is the purpose of the technique?
Which pupils might be disadvantaged by it, and why?
How can we reduce unnecessary barriers while preserving the part that supports learning?
It’s a helpful shift away from thinking about inclusion as a list of strategies to use or avoid, and towards making thoughtful, purposeful adaptations based on the pupils, the content and the learning goal.
Catch the full webinar here: hubs.la/Q04z0xrH0
Also available as a podcast.
In our recent webinar on inclusion in education Dr Haili Hughes Associate Professor at La Trobe University, joined Stuart Kime to discuss what inclusion can look like in everyday classroom practice and how teachers can think e choices they make.
In this clip, Haili uses cold calling as an example. Rather than asking whether a teaching technique is simply “inclusive” or “not inclusive”, she suggests asking more useful questions:
What is the purpose of the technique?
Which pupils might be disadvantaged by it, and why?
How can we reduce unnecessary barriers while preserving the part that supports learning?
It’s a helpful shift away from thinking about inclusion as a list of strategies to use or avoid, and towards making thoughtful, purposeful adaptations based on the pupils, the content and the learning goal.
Catch the full webinar here: hubs.la/Q04z0xrH0
Also available as a podcast.
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How have you used the feedback tools in the Great Teaching Toolkit this year?
We asked Ruth Stead, Assistant Head at Netherhall School part of the @WELLPartnership, how they have used the feedback tools in the Toolkit to develop their teaching practice.
Find out more about the .co/xeAFZsiKNi
We asked Ruth Stead, Assistant Head at Netherhall School part of the @WELLPartnership, how they have used the feedback tools in the Toolkit to develop their teaching practice.
Find out more about the .co/xeAFZsiKNi
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What have been the positives of using the Great Teaching Toolkit at your school?
Jordan Gale, Headteacher and Chloe Evans, Deputy Headteacher at Fairfield Primary School part of the @WELLPartnership share their experience of using the Toolkit within an academic year.
Find out here hubs.la/Q04zg5Y90
Jordan Gale, Headteacher and Chloe Evans, Deputy Headteacher at Fairfield Primary School part of the @WELLPartnership share their experience of using the Toolkit within an academic year.
Find out here hubs.la/Q04zg5Y90
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What was the reason you chose the Great Teaching Toolkit?
We asked Dr Michelle Henley, Senior Deputy Headteacher at Cockermouth School, part of the @WELLPartnership, what prompted them to use the Toolkit to develop their teaching practices.
Find more about the platform here hubs.la/Q04zg63m0
We asked Dr Michelle Henley, Senior Deputy Headteacher at Cockermouth School, part of the @WELLPartnership, what prompted them to use the Toolkit to develop their teaching practices.
Find more about the platform here hubs.la/Q04zg63m0
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We Need a Revolution in Professional Learning
Not because teachers need more to do, but because professional learning deserves to be treated as the core work of improvement.
In this new paper by Professors @ProfKime and @ProfCoe they make the case for a different approach: builds expertise and looks carefully at whether professional learning is improving practice.
Download your copy
hubs.la/Q04zrzt80
Not because teachers need more to do, but because professional learning deserves to be treated as the core work of improvement.
In this new paper by Professors @ProfKime and @ProfCoe they make the case for a different approach: builds expertise and looks carefully at whether professional learning is improving practice.
Download your copy
hubs.la/Q04zrzt80
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What we can learn from the Great Teaching Toolkit’s Survey Data
"We know schools have been particularly interested recently in exploring inclusion and belonging so this summer I took a look at response data from inclusion-related GTT survey items from over 127,000 student surveys, nearly 600 peer surveys, and some 2,000 teacher self-reflections"
In this blog Rachel Conlon-Bose Research Statistician here at Evidence Based Education, analyses GTT survey data and reveals what we've learned about belonging and inclusion
hubs.la/Q04z0v3W0
"We know schools have been particularly interested recently in exploring inclusion and belonging so this summer I took a look at response data from inclusion-related GTT survey items from over 127,000 student surveys, nearly 600 peer surveys, and some 2,000 teacher self-reflections"
In this blog Rachel Conlon-Bose Research Statistician here at Evidence Based Education, analyses GTT survey data and reveals what we've learned about belonging and inclusion
hubs.la/Q04z0v3W0
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By 31 December 2026, mainstream schools in England receiving the Inclusive Mainstream Fund must publish an Inclusion Strategy Statement.
But what should this strategy include, and how can schools make it a plan that delivers long-term value and benefits the greatest number of learners?
In this webinar with @ProfKime and Victoria Gardiner-Earl, Deputy Director at @NcleRSN they explored this new strategy requirement and explained what an Inclusion Strategy Statement is, what schools are expected to include in it, and how it connects to the seven principles of inclusion set out by the Department for Education.
We also focused on one of the most powerful ways schools can use the Inclusive Mainstream Fund: sustained, evidence-informed professional learning that strengthens high-quality, adaptive teaching.
The DfE explicitly identifies professional development focused on improving classroom teaching as an appropriate use of the fund, so we'll look at how schools can connect their pupils' needs and barriers to learning to high quality professional learning, and how they can make that case clearly and defensibly within their strategy.
Watch the full webinar here hubs.la/Q04zKYY30
But what should this strategy include, and how can schools make it a plan that delivers long-term value and benefits the greatest number of learners?
In this webinar with @ProfKime and Victoria Gardiner-Earl, Deputy Director at @NcleRSN they explored this new strategy requirement and explained what an Inclusion Strategy Statement is, what schools are expected to include in it, and how it connects to the seven principles of inclusion set out by the Department for Education.
We also focused on one of the most powerful ways schools can use the Inclusive Mainstream Fund: sustained, evidence-informed professional learning that strengthens high-quality, adaptive teaching.
The DfE explicitly identifies professional development focused on improving classroom teaching as an appropriate use of the fund, so we'll look at how schools can connect their pupils' needs and barriers to learning to high quality professional learning, and how they can make that case clearly and defensibly within their strategy.
Watch the full webinar here hubs.la/Q04zKYY30
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We Need a Revolution in Professional Learning
"...A profession built around learning should be much more serious about the learning of its own professionals. We would not accept a model of student learning that was occasional, one-size-fits-all, poorly sequenced and barely oo often what we offer teachers."
In this new paper by Professors @ProfKime and @ProfCoe they make the case for a different approach: one that protects time, builds expertise and looks carefully at whether professional learning is improving practice.
Download the paper here 👇
hubs.la/Q04zrz4s0
"...A profession built around learning should be much more serious about the learning of its own professionals. We would not accept a model of student learning that was occasional, one-size-fits-all, poorly sequenced and barely oo often what we offer teachers."
In this new paper by Professors @ProfKime and @ProfCoe they make the case for a different approach: one that protects time, builds expertise and looks carefully at whether professional learning is improving practice.
Download the paper here 👇
hubs.la/Q04zrz4s0
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