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Our Training

Instructional Coaching

Our Theory of Change


Too many students aren’t learning

Quality education propels people and communities forward and good teaching is the cornerstone of quality education. But across the world millions of teachers get no ongoing professional development and an estimated 387 million children are in school but on track to leave unable to read this sentence. Failure to provide high-quality education is a global learning crisis that is costing $129 billion a year.


Cross-Border Teacher Development

We are leveraging these two distinct problems and using them to solve each other. Our mutually empowering teacher development programme mobilises teachers from the US, UK, and Australia to become LRTT Fellows and spend their teaching summer energising and up-skilling teaching communities in areas where people live on less than $5/day.


Improved Ability & Motivation

Teachers in our programme believe they make progress towards goals they set. Our diagnostics shows teachers improve in a number of drivers of teaching that are predictive of learning, including; classroom management, instructional strategies, collective efficacy and outcome expectations. Our Fellows also improve as teachers, and grow as leaders.


Every child getting a quality education

We're working towards a reality where every child getting a quality education, regardless of where they are born; where every school has a clear vision and plan for ongoing teacher development to ensure that all teachers have a sense of agency and purposeful self determination that focuses on teaching as a purpose; and where schools promote and maintain a culture of getting better everyday through peer to peer feedback and structured teacher development that makes teaching a career worth having.

Our Six Principles of Impactful Teaching


Cultivating the mindset, motivation and grit it takes to keep persisting, and getting better each day in yourself and others.

During Foundational Level

Teachers internalise a growth mindset and practise using positive language to promote students’ beliefs that their ability is not fixed.

Strategies mastered
  • Use of Yet
  • Three Before Me
During Advanced Level

Teachers learn how to use classroom discussion to isolate and develop particular skills and learn to use strategies that foster intrinsic motivation.

Strategies mastered
  • Precise Praise
  • Culture of Error
  • Break it Down
During Expert Level

Teachers learn strategies to reduce negative responses to learning by using positive framing and reinforcements.

Strategies mastered
  • Positive Framing
  • Emotional Consistency
  • Name the Steps

Climate for Learning

Fostering a positive learning environment and proactively managing behaviour to maximise engagement.

During Foundation Level

Teachers are introduced to a range of strategies that help to creates a classroom environment that is welcoming and motivating for students to learn.

Strategies mastered
  • Strong Start
  • What to Do
  • Least Invasive Intervention
During Advanced Level

Teachers learn how a range of positive strategies can help manage low-level disruption and prevent situations from escalating.

Strategies mastered
  • Least Invasive Intervention
  • Positive Framing
  • Precise Praise
During Expert Level

Teachers learn how to respond appropriately to students and colleagues after a negative interaction to rebuild the relationship.

Strategies mastered
  • Precise Praise
  • Name the Steps

Professional Culture

Using explanation, modelling, and questioning to build understanding.

During Foundation Level

Teachers are introduced to a range of strategies to help them contribute to a positive teaching culture in their school.

Strategies mastered
  • Leading by Example
  • Holding Others/Self to Account
During Advanced Level

Teacher are introduced to a peer-to-peer instructional coaching model that promote an open door policy and cultivate a culture of continual development.

Strategies mastered
  • Seeking and Offering Feedback
  • Willingness to Participate
During Expert Level

To support teachers to feel confident in playing an active role in training, sharing observations and reflections gained from practise to extend their and others pedagogical knowledge.

Strategies mastered
  • Lifelong Learning
  • Willingness to Participate

Preparation for Teaching

Providing peer to peer instructional coaching and contributing to a culture of getting better every day.

During Foundational Level

Teachers are introduced to the concepts of lesson planning and unit planning to help them plan and structure a series of lessons towards a planned assessment.

  • 4M’s
  • ‘I Do’, ‘We Do’, ‘You Do’
  • Practice Makes Permanent
During Advanced Level

Teachers focus on becoming proactive in meeting student needs by choosing appropriate objective linked learning activities, giving enough time to practice areas of skills linked to objectives.

Strategies mastered
  • Double Plan
  • Begin With the End in Mind
  • Breaking Down Knowledge & Skills
During Expert Level

Teachers build experience in using a range of learning aid resources effectively, understanding the benefit of their use to both teaching and learning.

Strategies mastered
  • Annotation of key texts
  • Words & definitions as part of premortem
  • Using the outdoor classroom as a lesson resource

Assessment for Learning

Assessing each child’s learning and using feedback children learning.

During Foundation Level

Teachers are introduced to the different types of feedback they can give to their students and how it can be used to measure student understanding.

Strategies mastered
  • Use of Assessment Criteria
  • Precision of Feedback
During Advanced Level

Teachers practice using informative and evaluative feedback to help assess student learning during their lessons.

Strategies mastered
  • Checkpoint Activities
  • Verbal Feedback
During Expert Level

Teachers learn more about how they can make effective use of data collected in assessments to judge the progress students have made and respond appropriately and teach more responsively to meet the needs of individuals during the lesson.

Strategies mastered
  • Targeted Feedback
  • Data Tracking
  • Peer Moderation

Teaching for Learning

Planning quality lessons and sequences of work to engage every children in learning.

During Foundational Level

Teachers are introduced to the importance of demonstration strategies in building student understanding and making process of thought & action explicit when modelling tasks in front of students.

Strategies mastered
  • Making Steps Explicit
  • Making Steps Memorable
  • Use of Props or Prompts
During Advanced Level

Teachers practice regularly reflecting on learning to plan specific questions to students in advance of lesson to ensure they support and stretch all learners.

Strategies mastered
  • Open & Closed Questions
  • Higher Order Questioning
  • Wait Time
During Expert Level

Teacher practice regularly including opportunities for paired/group work, recognising it as a meaningful stage of student learning before students complete individual tasks, consistently planning lessons to ensure students are contributing the most in lessons and thinking hard.

Strategies mastered
  • Group Discussion
  • Thinking Aloud
  • Double Plan

Our Whole School Approach

Head Teachers

Set the Vision

Designing a teaching & learning plan & creating a supportive environment for teacher development.

Lead Teachers

Champion the Vision

Leading peer-to-peer instructional coaching and championing a culture of always getting better.

Classroom Teachers

Realise the Vision

Using evidence-based approaches in their classrooms and supporting each other with peer coaching.

Teachers work in trios

Headteachers provide accountability and support. Lead Teachers and set a culture of continual development. Lead Teachers provide bottom-up support by playing a coaching and mentoring role within in-school teacher triads. Classroom Teachers support each other in triads to help build collective efficacy and improve themselves and others as educators.

Teachers grow through instructional coaching cycles

Set Goals
Action Plan
Understand areas for development

Through a series of observations, coaching interviews and self-efficacy surveys, Fellows are able to collect valuable data to help track progress and produce rich visual information to inform each teacher where they’re making progress and where they can develop further.

Prioritising areas for growth

Through observation, conversation and analysis of existing teacher data Fellows build relationships with teachers to identify their areas for growth and to set development goals.

Designing purposeful experiences

Using an instructional coaching model, Fellows work in small groups to co-design and a cycle of workshops, practise, observations and feedback aimed at supporting teachers to develop mastery in a range of evidence-based teaching strategies.

Instructional coaching and workshops

Fellows lead a series of learning experiences for teachers with a focus on practice. Teachers are introduced new concepts and are then given opportunities to test them in a safe environment, before a cycle of practice and feedback is repeated until teachers feel confident in effectively using a given strategy in their classroom.