The framework is organised into seven domains. These are not steps to follow in order; they are connected
strands of expert practice that grow together over time.
Domain 1
Deep understanding of content and how students learn it
Great teaching begins with knowing the content – and knowing how students learn that content.
- Secure subject knowledge and clarity about key ideas and progression.
- Awareness of common misconceptions and the “tricky bits” of each topic.
- Ability to connect new ideas to prior knowledge and real examples.
- Understanding of memory, attention and cognitive load.
Anchored in: Great Teaching Toolkit Dimension 1, What Makes Great Teaching?, Rosenshine’s focus on
anticipating errors and building on prior knowledge.
Bangladesh relevance: In large, exam-driven classes, gaps in subject knowledge and
misconceptions can grow quickly and unfairly. Domain 1 emphasises clarity, progression and misconception-aware
teaching as the foundation of equity.
Domain 2
Clear, coherent and purposeful instruction
Great teaching makes learning feel organised, predictable and intellectually accessible.
- Breaking complex ideas into small, meaningful steps.
- Providing clear explanations using models, worked examples and non-examples.
- Using guided practice and fading to reduce cognitive load.
- Checking understanding frequently and responding to what pupils show.
- Ensuring every pupil is thinking, not just listening.
Anchored in: Rosenshine’s Principles of Instruction, GTT evidence on quality of instruction and “activating
hard thinking”, EEF guidance on explanations and modelling.
Bangladesh relevance: With limited resources and large student numbers, clarity and
structure are essential tools for inclusion. Domain 2 focuses on low-cost routines that help every pupil
follow the learning, not just the most confident.
Domain 3
Assessment for learning and responsive teaching
Great teachers use evidence of learning to adapt instruction – not to label students.
- Using questions and tasks that reveal real understanding, not just recall.
- Giving feedback that moves learning forward, rather than simply grading work.
- Helping pupils interpret feedback and plan their next steps.
- Recognising the difference between short-term performance and long-term learning.
Anchored in: EEF Feedback and Assessment evidence, GTT assessment elements, memory research on performance
vs learning.
Bangladesh relevance: In exam-heavy systems, teaching often becomes “cover the content”.
Domain 3 shifts the focus to “check learning happened” – turning marks into meaning and guiding what comes
next.
Domain 4
Supported, safe and high-challenge learning climate
Great teaching happens where routines reduce chaos and relationships increase effort.
- Predictable routines for transitions, materials and behaviour.
- A climate of trust, respect and high expectations for every pupil.
- Positive behaviour approaches that avoid humiliation and fear.
- Motivation built around effort, progress, belonging and purpose.
Anchored in: EEF Improving Behaviour in Schools, GTT classroom climate evidence, and wider research on
motivation and self-regulation.
Bangladesh relevance: Large class sizes and “chalk-and-talk” traditions make climate and
routines especially vital. Domain 4 focuses on consistent, humane approaches that work in crowded rooms.
Domain 5
Activating thinking, dialogue and metacognition
Students learn best when they think about their learning – not when they sit silently.
- Teaching pupils how to plan, monitor and evaluate their learning.
- Modelling metacognitive thinking aloud: “What do I know?”, “Which strategy will I use?”.
- Using structured classroom talk to surface reasoning and misconceptions.
- Setting challenging tasks that stretch thinking without overwhelming memory.
- Building independence gradually, with scaffolds that fade over time.
Anchored in: EEF Metacognition and Self-Regulated Learning, GTT interaction evidence, and oracy frameworks
used internationally.
Bangladesh relevance: In classrooms dominated by teacher talk, Domain 5 is transformative.
It provides practical, low-cost structures to shift lessons from “teacher explanation only” to shared
thinking and student voice.
Domain 6
Purposeful practice, feedback and deliberate improvement
Great teaching improves over time through structured practice – not through inspiration alone.
- Rehearsing new techniques in low-stakes ways before using them with a full class.
- Using short, precise feedback to refine specific elements of practice.
- Repeating small improvements until they become automatic habits.
- Engaging in coaching that is practical, focused and supportive.
Anchored in: GTT’s model of teacher learning environments, implementation science, and research on
coaching, feedback and deliberate practice.
Bangladesh relevance: Teachers rarely get time or space to practise. Domain 6 connects
directly to the EBTD Deliberate Practice Model, creating a low-cost, sustainable way for teachers and leaders to improve what they do every week.
Domain 7
Professional behaviours and leadership that enable great teaching
Great teaching depends on the culture adults create together.
- Building trustworthy relationships and acting with integrity.
- Collaborating, sharing practice and avoiding isolated teaching.
- Using evidence – not habit – to drive decisions and improvement.
- Modelling professionalism, fairness and continuous learning.
- Protecting time and structures for teacher learning and wellbeing.
Anchored in: EBTD Leadership Behaviours, BRIDGE Leadership Framework, GTT emphasis on supportive
professional environments, and global research on effective school leadership. :contentReference[oaicite:8]{index=8}
Bangladesh relevance: Teacher development is often fragmented, compliance-driven or
absent. Domain 7 places leadership – at classroom, faculty and school level – at the centre of sustained
improvement in teaching and learning.
