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 together and agree on their 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! 👇

"Sometimes it feels like my teacher spends a lot of time managing behaviour" How do you think your students would respond? Generate insights into behaviour and the classroom environment in under 10 minutes with student surveys. Find out more here 👉 hubs.la/Q04wH7bg0

"The Great Teaching Toolkit: A Catalyst for Coaching" Parkside Academy has been using the Great Teaching Toolkit for almost 2 years. In this blog they offer a valuable insight into how the Toolkit has supported the development of high-quality coaching across the school. First published in Issue 17/March 2026 of the Advancing Teaching & Learning journal by Advance Learning Partnership. Read their full story here hubs.la/Q04wH7q20

A strong assessment result can feel reassuring. But what, exactly, does it tell us? At Bangkok Patana School, students were producing strong end-of-unit results in languages. Yet weeks later, some of that apparently secure knowledge was much harder to retrieve and use independently. That prompted a useful question: Are we measuring successful performance today or learning that will still be available tomorrow? Celine Courenq, Head of World Languages at Bangkok Patana School, shares how the department has been refining its approach to assessment by thinking more carefully. Read their story here hubs.la/Q04wdP8r0

Are you ready for the Great Teaching Toolkit? 💪 Although the Great Teaching Toolkit is available to all, not every school is ready for it – and that’s ok. Every school is on its own journey. But how do you know if your school’s culture, philosophy, and priorities make the Toolkit a good fit for you now? Find out here 👇 hubs.la/Q04wH6Nv0

Same ambition, better access. Our new Inclusion course, available within the Great Teaching Toolkit, explores how teachers can maintain ambitious goals for every learner while noticing, reducing and removing barriers to learning and participation. It’s part of our wider approach to inclusive teaching, grounded in a simple belief: Great teaching is inclusive teaching. Explore the course, feedback tools and practical support for inclusive teaching 👇 hubs.la/Q04xR6vN0

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 shape collaborative conversations about teaching of learners with SEND, and signposts resources within the GTT to explore this area further. Download here hubs.la/Q04wH60X0

How do you keep professional learning moving forward once you’ve started? In the fifth and final blog in our series exploring professional development in busy primary schools, Faye Morris, one of our Teaching and Learning Advisors and former primary school deputy headteacher, shares why celebrating progress shouldn’t be something we save for the end. It can happen throughout the professional learning journey: → Recognising when teachers set a clear, meaningful goal → Making new learning visible through shared discussion → Noticing small changes in classroom practice → Creating opportunities to reflect on progress together Celebrating progress doesn't need to be elaborate. A five-minute contribution in a staff meeting. A quick conversation about a strategy someone is trialling. A chance for colleagues to share what they’ve learned. Progress noticed along the way can help build confidence, strengthen ownership and sustain momentum. Read the fifth and final blog in the series: hubs.la/Q04wfx-_0

What if making greater progress with professional learning meant doing less, but doing it more deeply? In the fourth blog in our series exploring professional development in busy primary schools, Tanya Peers, Executive Headteacher at Flimby Primary School, shares what her school has learned from three years of using the Great Teaching Toolkit. One of their biggest lessons? Slow down. By focusing on one priority at a time, creating space for teachers to apply what they’ve learned, and building collaboration into the process, the school has moved towards a more sustainable approach to professional learning. Read the fourth blog in the series here: hubs.la/Q04wfzMV0

What happens when teachers focus deliberately on improvement? This summer, we set out to explore what might happen if teachers were given the opportunity to focus on just one aspect of great teaching. The result was the Summer ’26 Great Teaching Questioning Challenge. Over six weeks, 558 teachers from 80 schools – the majority experiencing the Great Teaching Toolkit for the first time – took part in a structured programme focused on improving classroom questioning. Teachers selected a goal, explored evidence-informed techniques, applied them in their classrooms and reflected on the impact on their pupils. The findings have been encouraging. Read more here hubs.la/Q04wH4CV0

Where do you start when you want to make professional learning a genuine priority in a busy primary school? This is the third blog in our series exploring how the Great Teaching Toolkit can support professional development in busy primary schools. Hannah Bickerdike, our Head of Customer Experience, having supported hundreds of primary schools with professional development through the Great Teaching Toolkit, shares a simple, structured approach to getting started. The aim isn’t to add more to teachers’ plates. It’s to create a professional learning process that feels purposeful, manageable and rooted in classroom practice. If you’re thinking about your school’s approach to professional learning this year, this is a useful place to start. Read the third blog in the series here: hubs.la/Q04wfF4B0

We’re heading to Washington, D.C. for the @EducationFestUS On Saturday 3 October, CJ Rauch will be sharing two practical, evidence-informed sessions exploring how we can help students think, learn and remember more effectively. Making learning “stick”: Embedding knowledge for our students and ourselves Cognitive Load Theory: What does it mean for teachers’ explanations, presentations, and classrooms? If you are attending come say hi hubs.la/Q04x6VK_0

"The new Academy Trust Handbook (published 15th July 2026) sends a clear message: inclusion must sit at the heart of a trust’s improvement strategy. From October 2026, trusts are expected to ensure that inclusion is embedded across all aspects of their provision. The handbook describes inclusion in practical terms: pupils should be able to access high-quality teaching and appropriate support, and participate fully in school life. Trusts should also establish a clear trust-wide approach, deploy expertise effectively, monitor access, participation and outcomes, evaluate impact, and provide trustees with assurance about the quality and consistency of inclusive practice." Blog by @ProfKime hubs.la/Q04w25Lp0

How do you make professional learning part of sustained school improvement, rather than something that comes and goes? At Fairfield Primary School, the answer has been to start with a clear focus, plan deliberately for implementation, and give teachers time to learn together. Now in their third year of using the Great Teaching Toolkit, the school has: ✍️ Deepened its shared understanding of effective questioning ✍️ Built protected professional learning into existing staff meetings ✍️ Created regular opportunities for teachers to trial, reflect and learn from one another ✍️ Used what they’ve learned to refine their questioning policy for their own context It began with a whole-school focus on questioning and now has grown into a collaborative approach to professional learning that the team continues to develop and refine. We spoke with Jordan Gale, the Head of School, about their journey. Read their story here 👇 hubs.la/Q04wdYD-0

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.  hubs.la/Q04wQTNm0

Professional development in a busy primary school needs to feel manageable, purposeful and relevant to your context. So, where do you start? In the first of our new series exploring professional development in busy primary schools, Teaching and Learning Advisor Faye Morris shares three ways schools are using the Great Teaching Toolkit. There’s no single “right” model. What matters is choosing an approach that fits your school, aligns with your priorities and can be sustained over time. Read the full blog to explore the three approaches and consider what could work in your setting 👇 hubs.la/Q04wdwjK0

What does inclusion in a classroom really look like? In our recent webinar on inclusion in education Dr @HughesHaili, Associate Professor at La Trobe University, joined @ProfKime to discuss what inclusion can look like in everyday classroom practice and how teachers can think more carefully about the 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/Q04wQTTc0

💻 Webinar: Making your Inclusion Strategy count 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? Joining @ProfKime is the team from Newcastle Research School for a practical one-hour webinar exploring this new strategy requirement. 📆9th & 14th Sept 2026 🕓4PM BST The webinar will run twice. Choose whichever session suits you: hubs.la/Q04wJqqC0

Yesterday @researchED1 national conference, @ProfCoe called for a revolution in professional learning. You can download the paper here and support the PL promise. evidencebased.education/prof… #GreatTeaching