Leadership Development in Bangladesh (BD)
Equip yourself to lead schools, faculties or behaviour systems with evidence-based practice and sustained impact.
Our leadership programmes for Bangladesh are designed to develop strategic, instructional and operational leadership at every level — from principals to senior leaders, faculty leads and behaviour co-ordinators. Each pathway draws on global evidence and is tailored for the Bangladesh school context.
Leadership Pathways
Principals Leadership Programme
Strategic school leadership for headteachers and aspirant principals — set vision, manage change and lead impact.
Senior Leaders Programme
Lead across departments, phases or whole-school initiatives — align teaching, systems and culture for sustained improvement.
Faculty Leaders Course
Empower subject or phase leads to drive teaching quality, curriculum coherence and team improvement.
Leaders of Behaviour Course
Build positive school culture and consistent behaviour systems — lead behaviour, wellbeing and inclusive routines.
Why this matters
Strong leadership is the catalyst for school improvement. Evidence shows that school leadership has a measurable effect on pupil outcomes through shaping vision, teaching quality, curriculum and organisational culture. Our leadership pathways translate research into action in the Bangladesh context.
🎙️ Hear from the Team – The Blueprint for Breakthrough
In this special episode of The Deep Dive, the EBTD team explores how evidence-based leadership transforms schools across Bangladesh. From strengthening teaching quality to building consistent school cultures, this conversation shows how effective leadership turns vision into measurable impact.
Discover how strong, research-informed leadership drives sustainable improvement — developing people, improving teaching, and creating learning environments where every student can thrive. Watch the full discussion below.
Frequently Asked Questions
Straightforward answers about EBTD’s leadership pathways in Bangladesh (BD). Designed for real schools, busy leaders, and measurable improvement.
What leadership programmes does EBTD offer in Bangladesh (BD)?
Four pathways tailored to role and responsibility: Principals (Headship & School Vision), Senior Leaders (Whole-School Leadership), Faculty Leaders (Leading Teaching), and Leaders of Behaviours (Behaviour & Culture). Each focuses on the practical skills to drive improvement.
How are the programmes delivered?
Short, focused inputs combined with practice, coaching, and workplace tasks. Leaders apply tools to live priorities, get feedback, and iterate—so learning transfers into day-to-day leadership.
What’s the time commitment?
Typically modular (e.g., monthly/half-termly) with practical tasks in between. Expect a few hours per module plus applied work you would be doing anyway (line management, coaching, implementation planning).
How is the learning tailored to Bangladesh?
Content, cases, and tools reflect BD realities—large classes, exam pressure, resource constraints, and multilingual settings—while remaining grounded in international evidence.
Is the programme aligned to recognised frameworks?
Yes. We draw on widely used leadership frameworks (including NPQ-aligned behaviours) and the EEF’s guidance on effective implementation, adapted for BD so models fit the local context.
How will we know it’s working?
We agree a small set of impact signals at the start (e.g., coaching frequency/quality, walkthrough evidence, assessment moderation reliability, behaviour data) and review them each module to track progress.
What resources will we get?
Planning templates, observation/feedback rubrics, implementation checklists, and curated access to relevant items in the EBTD Research Hub (leadership, assessment, curriculum, behaviour).
Can we customise this for our school?
Yes. We frequently run private cohorts around a shared priority (e.g., behaviour culture reset, assessment moderation, curriculum alignment) with a co-designed sequence and cadence.
Do you support both English and Bangla?
Delivery can be English, Bangla, or bilingual. Key templates can be provided in Bangla to support staff briefing and consistency.
Is it online, in-person, or hybrid?
All three are possible. Many regional schools choose hybrid: live online clinics plus termly in-person intensives to reduce travel while maintaining momentum.
Who should join which pathway?
Principals: whole-school vision/strategy and operations; Senior Leaders: cross-school improvement and line management; Faculty Leaders: subject/phase leadership of teaching and curriculum; Leaders of Behaviours: behaviour, pastoral, safeguarding, and culture.
How do we get started?
Begin with a short scoping call to identify priorities and select the best pathway/cadence. Contact us and we’ll follow up with dates and delivery options.
Related Training Ecosystem
Explore how your leadership development connects with wider teacher training in Bangladesh.
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