Our Training

Getting every child learning

Our Theory of Change

Problem

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.

Solution

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.

Outcomes

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.

Impact

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.

Evidence Based Teaching

Six Principles of Effective Teaching

Mindset

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

Area of Focus

Teachers are introduced to the concept of growth mindset and practice using positive language to promote students’ beliefs that their ability is not fixed.

Strategies
  • Use of Yet
  • Three Before Me
Area of Focus

Teachers learn how to promotes discussion as a mechanism to isolate and develop particular skills when faced with a skills gap as well as learning about how motivation can be both intrinsic and extrinsic.

Strategies
  • Precise Praise
  • Culture of Error
  • Break it Down
Area of Focus

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

Strategies
  • Positive Framing
  • Emotional Consistency
  • Name the Steps

Climate for Learning

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

Area of Focus

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
  • Strong Start
  • What to Do
  • Least Invasive Intervention
Area of Focus

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

Strategies
  • Least Invasive Intervention
  • Positive Framing
  • Precise Praise
Area of Focus

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

Strategies
  • Precise Praise
  • Name the Steps

Professional Culture

Using explanation, modelling, and questioning to build understanding.

Area of Focus

Teachers are introduced to a range of strategies to help them to promote a positive staff culture within their school.

Strategies
  • Leading by Example
  • Holding Others/Self to Account
Area of Focus

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
  • Seeking and Offering Feedback
  • Willingness to Participate
Area of Focus

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
  • Lifelong Learning
  • Willingness to Participate

Preparation for Teaching

Contributing to a culture of getting better getting better and providing peer to peer instructional coaching.

Area of Focus

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.

Strategies
  • 4M’s
  • ‘I Do’, ‘We Do’, ‘You Do’
  • Practice Makes Permanent
Area of Focus

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
  • Double Plan
  • Begin With the End in Mind
  • Breaking Down Knowledge & Skills
Area of Focus

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

Strategies
  • 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.

Area of Focus

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
  • Use of Assessment Criteria
  • Precision of Feedback
Area of Focus

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

Strategies
  • Checkpoint Activities
  • Verbal Feedback
Area of Focus

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
  • Targeted Feedback
  • Data Tracking
  • Peer Moderation

Teaching for Learning

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

Area of Focus

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
  • Making Steps Explicit
  • Making Steps Memorable
  • Use of Props or Prompts
Area of Focus

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
  • Open & Closed Questions
  • Higher Order Questioning
  • Wait Time
Area of Focus

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
  • Group Discussion
  • Thinking Aloud
  • Double Plan

It takes a whole school approach to improve teaching

Whole School Approach

Principals

Set Vision

Sets school vision and teaching & learning development plan, promoting a safe and supportive environment for teachers.

Lead Teachers

Champion Vision

Responsible for maintaining a programme of peer-to-peer instructional coaching within their school and championing a culture of getting better every day.

Classroom Teachers

Realise Vision

Consistently and effectively use evidence-based classroom practices in their classrooms and engage in peer-to-peers development.

Teaching Triads

Teachers work in Triads

Principals provide accountability and support lead teachers and set a culture of continual development. Lead Teachers provides 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.

It takes a whole school approach to improve teaching

Instructional Coaching

Set goals
Action plan
Implement
Evaluate
Diagnosing Teacher Needs

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

Action plan

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.

Implement

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.

Evaluate

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.

Learn about our impact

Explore our Fellowships