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! 👇

"Exit tickets are often seen as a standard end-of-lesson routine, but are they actually effective? Students respond to a prompt or question on paper, via a digital device or a mini whiteboard. The responses from students provide the teacher with immediate insight into what they’ve grasped and what requires further support. They provide a snapshot of performance that informs the next instructional steps. They may include a range of questions that can be answered in a short amount of time, or they can be used to answer one key question with an extended answer." Blog by @KateJones_teach on effective and efficient exit tickets hubs.la/Q04l0Q3Q0

"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/Q04j8vJ40

What's first on thi list then? 👀 The full #rEDYshire timetable is now available. Bringing colleagues? We're also offering: ✅ 5 tickets for the price of 4 ✅ 10 tickets for the price of 8 🎟 Tickets 'ere: buff.ly/GGLIpXH

4 in 10 students feel their teacher knows when something is upsetting them. A sense of belonging underpins almost every aspect of wellbeing and learning. It’s not a school-specific construct; it’s part of being human. We all need to feel connected to people, to places, to something bigger than ourselves. Based on 120,000 learner surveys completed on the Great Teaching Toolkit platform, only around four in ten students feel their teacher knows when something is upsetting them. These findings should give every leader pause for thought. @ProfKime explains why belonging matters and isn't a "nice-to have" in this blog hubs.la/Q04j8tjh0

The Great Teaching Toolkit was designed to help schools create meaningful, evidence-informed professional learning that fits into the realities of school life. hubs.la/Q04j9cJ20

Flashcards eBook by @KateJones_teach ✍️ "The benefits of retrieval practice for long-term learning are among the most secure findings in educational psychology (Brown, Roediger, & McDaniel, 2014) and flashcards are a student friendly method of providing regular retrieval practice opportunities for learners." Learn how to use flashcards to boost long-term learning. This practical guide explores why, when, and how to use flashcards to support retrieval practice Now you can find ALL our eBooks in one place on our website here hubs.la/Q04gYTR60

"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/Q04g35Hn0

Delighted to be supported by @EvidenceInEdu for researchED Yorkshire. A conference built around serious discussion, evidence-informed practice and improving teaching through better understanding. 📍27 June | Doncaster 🎟 Tickets 'ere: buff.ly/GGLIpXH

What does great teaching look like in practice? This is what our Great Teaching Toolkit member schools have been doing this month: • 698 self-reflections shaping practice • 229 development cycles driving improvement • 2,994 evidence-informed techniques adopted • 5,661 resources accessed • 189 courses started • 35 feedback videos uploaded by educators • 614 participants in the Great Teaching Questioning Challenge Find out more about the Toolkit and what it can do for you. hubs.la/Q04j8Gvw0

How do you deliver personalised professional learning at scale? Many schools want CPD that genuinely responds to individual teachers’ needs, while still being coherent, sustainable, and evidence-informed across the whole organisation. We’re excited to be delivering Science of Learning for Classroom Excellence to 240 primary schools across Northern Ireland, as part of an online professional learning programme launched by the Department of Education. This project is a great example of something we care deeply about: showing that large-scale professional learning can be bespoke, flexible and genuinely useful for teachers as individuals – not generic or one-size-fits-all. If you would like to speak with us about a bespoke project for your school or organisation, we’d love to hear from you! Read more about the project here hubs.la/Q04fYH8s0

Ditching Differentiation? "It’s fair to say that the term ‘differentiation’ has had its day in education (or at least in England). At one point, it was considered to be an integral element of lesson planning, design and delivery to ensure all learners were involved and could succeed. Adaptive teaching has gained interest and attention within the profession, but with some teachers understandably asking: is this the new differentiation? Is adaptive teaching simply a new label for an old approach?" Blog by @KateJones_teach hubs.la/Q04fYKrl0

We will be attending and proudly sponsoring the @gatewayteach Senior Leaders’ Conference. We’re looking forward to joining school leaders from across the sector at the British Motor Museum in Gaydon, Warks on Friday 19th June. If you’re attending, come and say hello 👋 Find out more about the event here hubs.la/Q04h61Yv0

"Where should I focus my professional development to optimise student learning?” The Great Teaching Toolkit helps to answer this question. Receive feedback on the classroom environment in each dimension of the Model for Great Teaching. Want access to tools that give you feedback like this ?👇 Speak to us to see the platform and what it can do for you hubs.la/Q04fQltz0

Whole-class feedback: when and why to use this technique? "Whole-class feedback has been very well received, especially across schools in England in the last decade. It’s no surprise that teachers have embraced this approach to feedback. It is a time-efficient and workload-friendly method of providing feedback to multiple learners, either in groups or as a whole class. The teacher reviews a class set of work, such as written tasks, assessments or practice exercises, and provides actionable feedback to everyone rather than writing individual comments on every piece." NEW blog by @KateJones_teach hubs.la/Q04gYZ990

Do you use video as a professional learning tool? "Videos of classroom practice offer a few practical advantages as a professional learning tool. Namely, it’s easy to pause, rewind, and revisit as many times as you’d like! Say you’re watching videos of classroom practice to see some more examples of cold calling. Maybe you thought you noticed the teacher make a particular gesture or signal as they ask a question. Rewind a take a closer look! Then go back again, paying particular attention to how the students react. Through video, it becomes so much easier to consider much more than we would with a live, in-person observation." Blog by CJ Rauch hubs.la/Q04g371r0