{"id":8403,"date":"2025-12-02T11:51:06","date_gmt":"2025-12-02T05:51:06","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8403"},"modified":"2025-12-02T12:26:41","modified_gmt":"2025-12-02T06:26:41","slug":"%e0%a6%87%e0%a6%ac%e0%a6%bf%e0%a6%9f%e0%a6%bf%e0%a6%a1%e0%a6%bf-%e0%a6%ab%e0%a7%8d%e0%a6%b0%e0%a7%87%e0%a6%ae%e0%a6%93%e0%a6%af%e0%a6%bc%e0%a6%be%e0%a6%b0%e0%a7%8d%e0%a6%95-%e0%a6%a6%e0%a6%be%e0%a6%b0","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%86%e0%a6%ae%e0%a6%be%e0%a6%a6%e0%a7%87%e0%a6%b0-%e0%a6%b8%e0%a6%ae%e0%a7%8d%e0%a6%aa%e0%a6%b0%e0%a7%8d%e0%a6%95%e0%a7%87\/%e0%a6%87%e0%a6%ac%e0%a6%bf%e0%a6%9f%e0%a6%bf%e0%a6%a1%e0%a6%bf-%e0%a6%ab%e0%a7%8d%e0%a6%b0%e0%a7%87%e0%a6%ae%e0%a6%93%e0%a6%af%e0%a6%bc%e0%a6%be%e0%a6%b0%e0%a7%8d%e0%a6%95-%e0%a6%a6%e0%a6%be%e0%a6%b0\/","title":{"rendered":"EBTD Framework for Great Teaching in Bangladesh"},"content":{"rendered":"\n\t\t
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\n\t\t\t\r\n\r\n\r\nEBTD Framework for Great Teaching in Bangladesh (BD) | Effective Teacher Development<\/title>\r\n<meta name=\"description\" content=\"Discover the EBTD Framework for Great Teaching in Bangladesh (BD) \u2013 a research-based model of effective teaching and teacher development, grounded in global evidence and Bangladeshi classroom realities.\">\r\n<meta name=\"keywords\" content=\"effective teaching Bangladesh, great teaching Bangladesh, teacher development Bangladesh, EBTD framework, Evidence Based Teacher Development\">\r\n\r\n<link rel=\"canonical\" href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-framework-great-teaching-bangladesh\/\">\r\n\r\n<script type=\"application\/ld+json\">\r\n{\r\n \"@context\": \"https:\/\/schema.org\",\r\n \"@graph\": [\r\n {\r\n \"@type\": \"WebPage\",\r\n \"@id\": \"https:\/\/www.ebtd.education\/about-us\/ebtd-framework-great-teaching-bangladesh\/\",\r\n \"url\": \"https:\/\/www.ebtd.education\/about-us\/ebtd-framework-great-teaching-bangladesh\/\",\r\n \"name\": \"EBTD Framework for Great Teaching in Bangladesh (BD)\",\r\n \"description\": \"The EBTD Framework for Great Teaching in Bangladesh (BD) is a synthesis of global research and Bangladeshi realities. 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Sutton Trust\",\r\n \"url\": \"http:\/\/www.suttontrust.com\/wp-content\/uploads\/2014\/10\/What-Makes-Great-Teaching-REPORT.pdf\"\r\n },\r\n {\r\n \"@type\": \"CreativeWork\",\r\n \"name\": \"Rosenshine\u2019s Principles of Instruction\",\r\n \"url\": \"https:\/\/www.aft.org\/sites\/default\/files\/Rosenshine.pdf\"\r\n },\r\n {\r\n \"@type\": \"CreativeWork\",\r\n \"name\": \"EEF Guidance Reports\",\r\n \"url\": \"https:\/\/educationendowmentfoundation.org.uk\/education-evidence\/guidance-reports\/\"\r\n }\r\n]\r\n },\r\n {\r\n \"@type\": \"FAQPage\",\r\n \"@id\": \"https:\/\/www.ebtd.education\/about-us\/ebtd-framework-great-teaching-bangladesh\/#faq\",\r\n \"mainEntity\": [\r\n {\r\n \"@type\": \"Question\",\r\n \"name\": \"What is the EBTD Framework for Great Teaching in Bangladesh (BD)?\",\r\n \"acceptedAnswer\": {\r\n \"@type\": \"Answer\",\r\n \"text\": \"The EBTD Framework for Great Teaching in Bangladesh (BD) is a research-informed model that defines seven core domains of effective teaching. It combines global evidence such as the Great Teaching Toolkit, What Makes Great Teaching, Rosenshine\u2019s Principles of Instruction, and EEF guidance reports with the realities of Bangladeshi classrooms. The framework underpins all EBTD teacher and leadership training, but is not a checklist or a set of seven separate courses.\"\r\n }\r\n },\r\n {\r\n \"@type\": \"Question\",\r\n \"name\": \"How does this framework support teacher development in Bangladesh?\",\r\n \"acceptedAnswer\": {\r\n \"@type\": \"Answer\",\r\n \"text\": \"The framework gives a clear, shared language for effective teaching in Bangladesh (BD). It guides the design of EBTD courses, coaching, and school partnerships so that professional development focuses on what actually improves student learning: subject understanding, clear instruction, responsive assessment, classroom climate, metacognition, deliberate practice, and professional behaviours and leadership.\"\r\n }\r\n },\r\n {\r\n \"@type\": \"Question\",\r\n \"name\": \"Is the EBTD Framework a checklist for evaluating teachers?\",\r\n \"acceptedAnswer\": {\r\n \"@type\": \"Answer\",\r\n \"text\": \"No. The EBTD Framework is not a checklist or a performance management tool. Teaching is complex and context-dependent. The seven domains are used to design coherent training, support reflective dialogue, and connect practice to evidence, not to score or rank individual teachers.\"\r\n }\r\n },\r\n {\r\n \"@type\": \"Question\",\r\n \"name\": \"How is the framework adapted for Bangladeshi classrooms?\",\r\n \"acceptedAnswer\": {\r\n \"@type\": \"Answer\",\r\n \"text\": \"The framework is tailored to the realities of Bangladesh: large classes, exam-driven curricula, bilingual classrooms, limited resources and constrained time for professional learning. Each domain includes specific implications for Bangladeshi schools, emphasising low-cost, scalable practices that promote inclusion, deep learning, and fairer outcomes.\"\r\n }\r\n },\r\n {\r\n \"@type\": \"Question\",\r\n \"name\": \"How does the framework relate to the EBTD Deliberate Practice Model?\",\r\n \"acceptedAnswer\": {\r\n \"@type\": \"Answer\",\r\n \"text\": \"The framework defines what great teaching involves. The EBTD Deliberate Practice Model describes how teachers and leaders improve those elements over time. EBTD uses a five-step cycle of goal-setting, modelling, safe practice, precise feedback and reflection, helping teachers embed small, high-leverage changes in real classrooms.\"\r\n }\r\n }\r\n ]\r\n }\r\n ]\r\n}\r\n<\/script>\r\n\r\n<!-- ===============================\r\n PAGE CONTENT\r\n=============================== -->\r\n\r\n<section id=\"ebtd-great-teaching-framework\" style=\"line-height:1.7; width:100%; margin:0 auto; padding:0;\">\r\n\r\n <!-- Scoped styles -->\r\n <style>\r\n #ebtd-great-teaching-framework .hero h1,\r\n#ebtd-great-teaching-framework .hero p.subtitle,\r\n#ebtd-great-teaching-framework .hero p.tagline {\r\n color:#ffffff !important;\r\n}\r\n\r\n \r\n #ebtd-great-teaching-framework * { box-sizing: border-box; }\r\n #ebtd-great-teaching-framework .wrap {\r\n width:100%;\r\n max-width:1100px;\r\n margin:0 auto;\r\n padding:1rem 1.25rem 2.5rem;\r\n }\r\n\r\n \/* Hero *\/\r\n #ebtd-great-teaching-framework .hero {\r\n position:relative;\r\n min-height:260px;\r\n 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grid-template-columns:1.2fr 1fr;\r\n }\r\n }\r\n #ebtd-great-teaching-framework .pill-list {\r\n list-style:none;\r\n margin:0;\r\n padding:0;\r\n }\r\n #ebtd-great-teaching-framework .pill-list li {\r\n margin:0 0 0.4rem;\r\n padding:0.35rem 0.75rem;\r\n border-radius:999px;\r\n background:#f2f6f7;\r\n font-size:0.9rem;\r\n }\r\n\r\n \/* Callout *\/\r\n #ebtd-great-teaching-framework .callout {\r\n border-radius:12px;\r\n border:1px solid #cdd9dd;\r\n background:#f6faf9;\r\n padding:1rem 1.1rem;\r\n font-size:0.92rem;\r\n color:#23414a;\r\n }\r\n\r\n \/* Footer note *\/\r\n #ebtd-great-teaching-framework .footer-note {\r\n margin-top:2rem;\r\n font-size:0.9rem;\r\n color:#4a595f;\r\n }\r\n <\/style>\r\n\r\n <!-- Hero -->\r\n <div class=\"hero\">\r\n <div class=\"hero-inner\">\r\n <img data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/10\/EBTD-BD-logo.webp\"\r\n alt=\"Evidence Based Teacher Development (EBTD) \u2013 Bangladesh logo\"\r\n class=\"hero-logo lazyload\"\r\n \r\n decoding=\"async\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 991px; --smush-placeholder-aspect-ratio: 991\/848;\">\r\n <h1>The EBTD Framework for Great Teaching in Bangladesh<\/h1>\r\n <p class=\"subtitle\">A synthesis of global research and Bangladeshi realities<\/p>\r\n <p class=\"tagline\">\r\n Defining what effective teaching and teacher development look like in real Bangladeshi classrooms.\r\n <\/p>\r\n <\/div>\r\n <\/div>\r\n\r\n <!-- Anchor nav -->\r\n <nav class=\"anchor-nav\" aria-label=\"Page sections\">\r\n <div class=\"anchor-nav-inner\">\r\n <a href=\"#overview\">Overview<\/a>\r\n <a href=\"#what-this-is\">What this framework is (and isn\u2019t)<\/a>\r\n <a href=\"#domains\">The seven domains<\/a>\r\n <a href=\"#practice-model\">Deliberate practice model<\/a>\r\n <a href=\"#how-we-use\">How EBTD uses the framework<\/a>\r\n <a href=\"#research-base\">Research base<\/a>\r\n <a href=\"#connect\">Work with EBTD<\/a>\r\n <\/div>\r\n <\/nav>\r\n\r\n <div class=\"wrap\">\r\n\r\n <!-- Overview -->\r\n <section id=\"overview\" class=\"band\">\r\n <h2>Why Bangladesh needs a clear framework for effective teaching<\/h2>\r\n <p>\r\n In Bangladesh, exams shape life chances. Yet most professional development still focuses on one-off workshops,\r\n generic strategies, or compliance. At Evidence Based Teacher Development (EBTD), we believe teachers and leaders\r\n deserve something better: a clear, research-based framework that describes what great teaching looks like in\r\n our context \u2013 and how to develop it over time.\r\n <\/p>\r\n <p>\r\n The EBTD Framework for Great Teaching in Bangladesh (BD) brings together the strongest international\r\n evidence on effective teaching \u2013 including the Great Teaching Toolkit, What Makes Great Teaching?,\r\n Rosenshine\u2019s Principles of Instruction, and EEF guidance reports on Metacognition, Feedback and Behaviour \u2013\r\n and aligns it with Bangladesh\u2019s realities: large classes, exam-driven curricula, bilingual classrooms and\r\n limited time for teacher development.\r\n <\/p>\r\n <div class=\"callout\">\r\n <strong>Definition:<\/strong> In this framework, \u201cgreat teaching\u201d and \u201ceffective teaching\u201d are defined in the\r\n simplest possible way: teaching that reliably improves student learning and long-term outcomes, not just\r\n short-term performance or test scores.\r\n <\/div>\r\n <p class=\"muted\">\r\n This framework underpins all EBTD teacher training, leadership development, research hubs and school\r\n partnerships. It is not a separate programme and not seven extra modules for teachers to \u201ccomplete\u201d.\r\n <\/p>\r\n <\/section>\r\n\r\n <!-- What this framework is \/ isn\u2019t -->\r\n <section id=\"what-this-is\" class=\"band\">\r\n <h2>What this framework is \u2013 and what it isn\u2019t<\/h2>\r\n <div class=\"split\">\r\n <div>\r\n <h3>What this framework is<\/h3>\r\n <ul>\r\n <li>A shared language for talking about great teaching in Bangladesh.<\/li>\r\n <li>A synthesis of global evidence and local research, not opinion.<\/li>\r\n <li>A design tool for EBTD courses, coaching, resources and partnerships.<\/li>\r\n <li>A way to connect classroom practice with leadership, assessment and implementation.<\/li>\r\n <li>A long-term roadmap for teacher development in Bangladesh (BD).<\/li>\r\n <\/ul>\r\n <h3>What this framework is not<\/h3>\r\n <ul>\r\n <li>Not a tick-box checklist for classroom observations.<\/li>\r\n <li>Not a new set of national \u201cstandards\u201d or a performance management tool.<\/li>\r\n <li>Not seven discrete training modules that teachers must memorise.<\/li>\r\n <li>Not a fixed script for lessons \u2013 teachers\u2019 judgement and context matter.<\/li>\r\n <\/ul>\r\n <\/div>\r\n <div>\r\n <h3>How it connects to EBTD\u2019s wider work<\/h3>\r\n <p>\r\n The seven domains sit underneath everything we do. They are deliberately aligned with:\r\n <\/p>\r\n <ul class=\"pill-list\">\r\n <li>EBTD Deliberate Practice Model \u2013 how teachers and leaders improve.<\/li>\r\n <li><a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-leadership-behaviours\/\">EBTD Leadership Behaviours<\/a> \u2013 how adults create cultures for learning.<\/li>\r\n <li><a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/guide-to-better-assessment\/\">Guide to Better Assessment<\/a> \u2013 how we design, use and interpret assessment.<\/li>\r\n <li><a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/ebtd-guide-to-memory\/\">Guide to Memory<\/a> \u2013 how we make learning stick.<\/li>\r\n <li><a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/\">Guide to Classroom Talk<\/a> \u2013 how students think aloud and reason together.<\/li>\r\n <li><a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\">Early Years Framework<\/a> \u2013 how early experiences build the foundations for learning.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n When you join an EBTD course, you are not learning \u201cone more initiative\u201d. You are developing specific\r\n elements of this framework through a structured, deliberate practice process.\r\n <\/p>\r\n <\/div>\r\n <\/div>\r\n <\/section>\r\n\r\n <!-- Seven domains -->\r\n <section id=\"domains\" class=\"band\">\r\n <h2>The seven domains of great teaching in Bangladesh<\/h2>\r\n <p>\r\n The framework is organised into seven domains. These are not steps to follow in order; they are connected\r\n strands of expert practice that grow together over time.\r\n <\/p>\r\n\r\n <div class=\"domains-grid\">\r\n\r\n <!-- Domain 1 -->\r\n <article class=\"domain\" id=\"domain-1\">\r\n <span class=\"badge\">Domain 1<\/span>\r\n <h3>Deep understanding of content and how students learn it<\/h3>\r\n <p>\r\n Great teaching begins with knowing the content \u2013 and knowing how students learn that content.\r\n <\/p>\r\n <ul>\r\n <li>Secure subject knowledge and clarity about key ideas and progression.<\/li>\r\n <li>Awareness of common misconceptions and the \u201ctricky bits\u201d of each topic.<\/li>\r\n <li>Ability to connect new ideas to prior knowledge and real examples.<\/li>\r\n <li>Understanding of memory, attention and cognitive load.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n Anchored in: Great Teaching Toolkit Dimension 1, What Makes Great Teaching?, Rosenshine\u2019s focus on\r\n anticipating errors and building on prior knowledge.\r\n <\/p>\r\n <p class=\"bd-relevance\">\r\n <strong>Bangladesh relevance:<\/strong> In large, exam-driven classes, gaps in subject knowledge and\r\n misconceptions can grow quickly and unfairly. Domain 1 emphasises clarity, progression and misconception-aware\r\n teaching as the foundation of equity.\r\n <\/p>\r\n <\/article>\r\n\r\n <!-- Domain 2 -->\r\n <article class=\"domain\" id=\"domain-2\">\r\n <span class=\"badge\">Domain 2<\/span>\r\n <h3>Clear, coherent and purposeful instruction<\/h3>\r\n <p>\r\n Great teaching makes learning feel organised, predictable and intellectually accessible.\r\n <\/p>\r\n <ul>\r\n <li>Breaking complex ideas into small, meaningful steps.<\/li>\r\n <li>Providing clear explanations using models, worked examples and non-examples.<\/li>\r\n <li>Using guided practice and fading to reduce cognitive load.<\/li>\r\n <li>Checking understanding frequently and responding to what pupils show.<\/li>\r\n <li>Ensuring every pupil is thinking, not just listening.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n Anchored in: Rosenshine\u2019s Principles of Instruction, GTT evidence on quality of instruction and \u201cactivating\r\n hard thinking\u201d, EEF guidance on explanations and modelling.\r\n <\/p>\r\n <p class=\"bd-relevance\">\r\n <strong>Bangladesh relevance:<\/strong> With limited resources and large student numbers, clarity and\r\n structure are essential tools for inclusion. Domain 2 focuses on low-cost routines that help every pupil\r\n follow the learning, not just the most confident.\r\n <\/p>\r\n <\/article>\r\n\r\n <!-- Domain 3 -->\r\n <article class=\"domain\" id=\"domain-3\">\r\n <span class=\"badge\">Domain 3<\/span>\r\n <h3>Assessment for learning and responsive teaching<\/h3>\r\n <p>\r\n Great teachers use evidence of learning to adapt instruction \u2013 not to label students.\r\n <\/p>\r\n <ul>\r\n <li>Using questions and tasks that reveal real understanding, not just recall.<\/li>\r\n <li>Giving feedback that moves learning forward, rather than simply grading work.<\/li>\r\n <li>Helping pupils interpret feedback and plan their next steps.<\/li>\r\n <li>Recognising the difference between short-term performance and long-term learning.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n Anchored in: EEF Feedback and Assessment evidence, GTT assessment elements, memory research on performance\r\n vs learning.\r\n <\/p>\r\n <p class=\"bd-relevance\">\r\n <strong>Bangladesh relevance:<\/strong> In exam-heavy systems, teaching often becomes \u201ccover the content\u201d.\r\n Domain 3 shifts the focus to \u201ccheck learning happened\u201d \u2013 turning marks into meaning and guiding what comes\r\n next.\r\n <\/p>\r\n <\/article>\r\n\r\n <!-- Domain 4 -->\r\n <article class=\"domain\" id=\"domain-4\">\r\n <span class=\"badge\">Domain 4<\/span>\r\n <h3>Supported, safe and high-challenge learning climate<\/h3>\r\n <p>\r\n Great teaching happens where routines reduce chaos and relationships increase effort.\r\n <\/p>\r\n <ul>\r\n <li>Predictable routines for transitions, materials and behaviour.<\/li>\r\n <li>A climate of trust, respect and high expectations for every pupil.<\/li>\r\n <li>Positive behaviour approaches that avoid humiliation and fear.<\/li>\r\n <li>Motivation built around effort, progress, belonging and purpose.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n Anchored in: EEF Improving Behaviour in Schools, GTT classroom climate evidence, and wider research on\r\n motivation and self-regulation.\r\n <\/p>\r\n <p class=\"bd-relevance\">\r\n <strong>Bangladesh relevance:<\/strong> Large class sizes and \u201cchalk-and-talk\u201d traditions make climate and\r\n routines especially vital. Domain 4 focuses on consistent, humane approaches that work in crowded rooms.\r\n <\/p>\r\n <\/article>\r\n\r\n <!-- Domain 5 -->\r\n <article class=\"domain\" id=\"domain-5\">\r\n <span class=\"badge\">Domain 5<\/span>\r\n <h3>Activating thinking, dialogue and metacognition<\/h3>\r\n <p>\r\n Students learn best when they think about their learning \u2013 not when they sit silently.\r\n <\/p>\r\n <ul>\r\n <li>Teaching pupils how to plan, monitor and evaluate their learning.<\/li>\r\n <li>Modelling metacognitive thinking aloud: \u201cWhat do I know?\u201d, \u201cWhich strategy will I use?\u201d.<\/li>\r\n <li>Using structured classroom talk to surface reasoning and misconceptions.<\/li>\r\n <li>Setting challenging tasks that stretch thinking without overwhelming memory.<\/li>\r\n <li>Building independence gradually, with scaffolds that fade over time.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n Anchored in: EEF Metacognition and Self-Regulated Learning, GTT interaction evidence, and oracy frameworks\r\n used internationally.\r\n <\/p>\r\n <p class=\"bd-relevance\">\r\n <strong>Bangladesh relevance:<\/strong> In classrooms dominated by teacher talk, Domain 5 is transformative.\r\n It provides practical, low-cost structures to shift lessons from \u201cteacher explanation only\u201d to shared\r\n thinking and student voice.\r\n <\/p>\r\n <\/article>\r\n\r\n <!-- Domain 6 -->\r\n <article class=\"domain\" id=\"domain-6\">\r\n <span class=\"badge\">Domain 6<\/span>\r\n <h3>Purposeful practice, feedback and deliberate improvement<\/h3>\r\n <p>\r\n Great teaching improves over time through structured practice \u2013 not through inspiration alone.\r\n <\/p>\r\n <ul>\r\n <li>Rehearsing new techniques in low-stakes ways before using them with a full class.<\/li>\r\n <li>Using short, precise feedback to refine specific elements of practice.<\/li>\r\n <li>Repeating small improvements until they become automatic habits.<\/li>\r\n <li>Engaging in coaching that is practical, focused and supportive.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n Anchored in: GTT\u2019s model of teacher learning environments, implementation science, and research on\r\n coaching, feedback and deliberate practice.\r\n <\/p>\r\n <p class=\"bd-relevance\">\r\n <strong>Bangladesh relevance:<\/strong> Teachers rarely get time or space to practise. Domain 6 connects\r\n directly to the <a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-deliberate-practice-model\/\">EBTD Deliberate Practice Model<\/a>, creating a low-cost, sustainable way for teachers and leaders to improve what they do every week.\r\n <\/p>\r\n <\/article>\r\n\r\n <!-- Domain 7 -->\r\n <article class=\"domain\" id=\"domain-7\">\r\n <span class=\"badge\">Domain 7<\/span>\r\n <h3>Professional behaviours and leadership that enable great teaching<\/h3>\r\n <p>\r\n Great teaching depends on the culture adults create together.\r\n <\/p>\r\n <ul>\r\n <li>Building trustworthy relationships and acting with integrity.<\/li>\r\n <li>Collaborating, sharing practice and avoiding isolated teaching.<\/li>\r\n <li>Using evidence \u2013 not habit \u2013 to drive decisions and improvement.<\/li>\r\n <li>Modelling professionalism, fairness and continuous learning.<\/li>\r\n <li>Protecting time and structures for teacher learning and wellbeing.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n Anchored in: EBTD Leadership Behaviours, BRIDGE Leadership Framework, GTT emphasis on supportive\r\n professional environments, and global research on effective school leadership. :contentReference[oaicite:8]{index=8}\r\n <\/p>\r\n <p class=\"bd-relevance\">\r\n <strong>Bangladesh relevance:<\/strong> Teacher development is often fragmented, compliance-driven or\r\n absent. Domain 7 places leadership \u2013 at classroom, faculty and school level \u2013 at the centre of sustained\r\n improvement in teaching and learning.\r\n <\/p>\r\n <\/article>\r\n\r\n <\/div>\r\n <\/section>\r\n\r\n <!-- Deliberate practice model -->\r\n <section id=\"practice-model\" class=\"band\">\r\n <h2>How the framework connects to the EBTD Deliberate Practice Model<\/h2>\r\n <p>\r\n The framework defines what great teaching involves. The EBTD Deliberate Practice Model defines how teachers and\r\n leaders get better at it in real schools.\r\n <\/p>\r\n <ul>\r\n <li><strong>Define one small goal<\/strong> from the framework \u2013 for example, improving questioning (Domain 3) or modelling thinking aloud (Domain 5).<\/li>\r\n <li><strong>See it clearly modelled<\/strong> through video, exemplars or live demonstration.<\/li>\r\n <li><strong>Practise safely<\/strong> in low-stakes settings \u2013 rehearsing language, routines and prompts.<\/li>\r\n <li><strong>Receive precise feedback<\/strong> on that specific element, not everything at once.<\/li>\r\n <li><strong>Use it tomorrow<\/strong>, reflect briefly, and repeat until it becomes a habit.<\/li>\r\n <\/ul>\r\n <p>\r\n This cycle keeps professional learning realistic for busy teachers in Bangladesh: small changes, repeated often,\r\n aligned to what evidence says matters most.\r\n <\/p>\r\n <\/section>\r\n\r\n <!-- How we use framework + interlinks -->\r\n <section id=\"how-we-use\" class=\"band\">\r\n <h2>How EBTD uses this framework in teacher and leadership development<\/h2>\r\n <p>\r\n EBTD does not deliver seven separate \u201cframework courses\u201d. Instead, every programme \u2013 from short workshops to\r\n long-term partnerships \u2013 is mapped back to relevant domains. This keeps teacher development coherent and focused\r\n on classroom impact.\r\n <\/p>\r\n <h3>In practice, the framework shapes:<\/h3>\r\n <ul>\r\n <li><strong>Teacher training (BD):<\/strong> Courses on assessment, behaviour, metacognition, curriculum and AI all draw on specific domains.<\/li>\r\n <li><strong>Leadership development:<\/strong> Principal and senior leader programmes use Domain 7 and the EBTD Leadership Behaviours to design cultures that support Domains 1\u20136.<\/li>\r\n <li><strong>Research Hub resources:<\/strong> Guides on assessment, memory, classroom talk and early years each deepen key aspects of the framework.<\/li>\r\n <li><strong>School partnerships:<\/strong> Long-term support plans are built around diagnostic reviews of the seven domains in context.<\/li>\r\n <\/ul>\r\n\r\n <div class=\"cards\" aria-label=\"EBTD resources connected to this framework\">\r\n <a class=\"card-link\" href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/guide-to-better-assessment\/\" aria-label=\"Visit the EBTD Guide to Better Assessment\">\r\n <article class=\"card\">\r\n <img data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/10\/BetterAssessment.webp\"\r\n alt=\"Teacher in Bangladesh giving feedback to a student\"\r\n decoding=\"async\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n <div class=\"card-body\">\r\n <span class=\"tag\">Assessment & Feedback<\/span>\r\n <h3>Guide to Better Assessment<\/h3>\r\n <p>Turn marks into meaningful evidence that moves learning forward \u2013 aligned to Domains 3 and 5.<\/p>\r\n <\/div>\r\n <\/article>\r\n <\/a>\r\n\r\n <a class=\"card-link\" href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/ebtd-guide-to-memory\/\" aria-label=\"Visit the EBTD Guide to Memory\">\r\n <article class=\"card\">\r\n <img data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/10\/GuidetoMemoryLogo.webp\"\r\n alt=\"Bangladeshi students studying with notebooks\"\r\n decoding=\"async\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n <div class=\"card-body\">\r\n <span class=\"tag\">Memory & Learning<\/span>\r\n <h3>EBTD Guide to Memory<\/h3>\r\n <p>Understand how memory works and design lessons for durable learning \u2013 aligned to Domains 1, 2 and 5.<\/p>\r\n <\/div>\r\n <\/article>\r\n <\/a>\r\n\r\n <a class=\"card-link\" href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/\" aria-label=\"Visit the EBTD Guide to Classroom Talk\">\r\n <article class=\"card\">\r\n <img data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/10\/Classroom-Talk.webp\"\r\n alt=\"Students in Bangladesh engaged in structured classroom talk\"\r\n decoding=\"async\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n <div class=\"card-body\">\r\n <span class=\"tag\">Talk & Metacognition<\/span>\r\n <h3>Guide to Classroom Talk<\/h3>\r\n <p>Move from lecture to thinking-led classrooms \u2013 aligned to Domains 4 and 5.<\/p>\r\n <\/div>\r\n <\/article>\r\n <\/a>\r\n <\/div>\r\n <\/section>\r\n\r\n <!-- Research base -->\r\n <section id=\"research-base\" class=\"band\">\r\n <h2>The research base behind the EBTD Framework<\/h2>\r\n <p>\r\n The framework is deliberately grounded in a wide evidence base. Key international sources include:\r\n <\/p>\r\n<ul>\r\n <li>\r\n <strong>\r\n <a href=\"https:\/\/evidencebased.education\/the-great-teaching-toolkit-evidence-review\/\">\r\n Great Teaching Toolkit & Model for Great Teaching\r\n <\/a>\r\n <\/strong>\r\n \u2013 a synthesis of what most improves student learning, organised into dimensions and elements.\r\n <\/li>\r\n <li>\r\n <strong>\r\n <a href=\"http:\/\/www.suttontrust.com\/wp-content\/uploads\/2014\/10\/What-Makes-Great-Teaching-REPORT.pdf\">\r\n What Makes Great Teaching?\r\n <\/a>\r\n <\/strong>\r\n \u2013 Sutton Trust review defining great teaching as that which improves student progress and achievement.\r\n <\/li>\r\n <li>\r\n <strong>\r\n <a href=\"https:\/\/www.aft.org\/sites\/default\/files\/Rosenshine.pdf\">\r\n Rosenshine\u2019s Principles of Instruction\r\n <\/a>\r\n <\/strong>\r\n \u2013 evidence-informed principles on small steps, modelling, practice and review.\r\n <\/li>\r\n <li>\r\n <strong>\r\n <a href=\"https:\/\/educationendowmentfoundation.org.uk\/education-evidence\/guidance-reports\/\">\r\n EEF guidance reports\r\n <\/a>\r\n <\/strong>\r\n \u2013 on Metacognition, Feedback, Behaviour and Effective Professional Development.\r\n <\/li>\r\n<\/ul>\r\n <p>\r\n The framework is also informed by research and policy in Bangladesh and South Asia, including:\r\n <\/p>\r\n <ul>\r\n <li>Studies on effective teaching practices and student engagement in Bangladeshi schools.<\/li>\r\n <li>National and donor reports on teacher development, CPD frameworks and system reforms.<\/li>\r\n <li>Recent analyses on the struggle to modernise teacher training and the centrality of teacher quality to SDG4 in Bangladesh.<\/li>\r\n <\/ul>\r\n <p class=\"muted\">\r\n EBTD continuously updates this framework as new evidence emerges and as we learn from partner schools,\r\n teacher feedback and evaluation data in Bangladesh.\r\n <\/p>\r\n <\/section>\r\n\r\n <!-- Connect \/ CTA -->\r\n <section id=\"connect\" class=\"band\">\r\n <h2>Work with EBTD to strengthen teaching and leadership in Bangladesh (BD)<\/h2>\r\n <p>\r\n If you are a school, college, NGO or system leader looking to improve teaching quality and teacher development\r\n in Bangladesh, this framework can anchor a practical, long-term partnership.\r\n <\/p>\r\n <ul>\r\n <li><a href=\"https:\/\/www.ebtd.education\/training\/\">Explore teacher and leadership training in Bangladesh (BD)<\/a><\/li>\r\n <li><a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-partnership-schools-bangladesh\/\">Learn about EBTD Partnership Schools and Pilot Teachers<\/a><\/li>\r\n <li><a href=\"https:\/\/www.ebtd.education\/about-us\/contact-us\/\">Contact the EBTD team<\/a> to discuss a bespoke support plan.<\/li>\r\n <\/ul>\r\n <p class=\"footer-note\">\r\n Together, we can build a coherent, evidence-rich approach to effective teaching and teacher development in\r\n Bangladesh \u2013 one that respects teacher workload, improves classroom practice and, most importantly, changes\r\n outcomes for children.\r\n <\/p>\r\n <\/section>\r\n\r\n <!-- Newsletter footer (required text) -->\r\n <section class=\"band\">\r\n <p>\r\n If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free classroom tools, and\r\n updates on our training in Bangladesh\u2014no spam, just what helps. Sign up to the newsletter and please share this\r\n blog with colleagues or on your social channels so more teachers can benefit. Together we can improve outcomes\r\n and change lives.\r\n <\/p>\r\n <\/section>\r\n\r\n <\/div>\r\n<\/section>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"EBTD Framework for Great Teaching in Bangladesh (BD) | Effective Teacher Development The EBTD Framework for Great Teaching in Bangladesh A synthesis of global research and Bangladeshi realities Defining what...","protected":false},"author":1,"featured_media":0,"parent":6108,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8403","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8403","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8403"}],"version-history":[{"count":5,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8403\/revisions"}],"predecessor-version":[{"id":8410,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8403\/revisions\/8410"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/6108"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8403"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}