Faculty Leaders Course: Driving Excellence in Teaching
Three face-to-face days and 90 hours online — build curriculum strength, teaching quality and team capacity across your faculty or year group.
Designed for subject leaders, heads of year or phase coordinators, this programme develops the expertise to lead high-quality teaching and learning across a faculty or year group. Rooted in international evidence (EEF; Rosenshine; Hattie) and tailored to the Bangladeshi context, and anchored in the EBTD Leadership Behaviours and the EBTD Deliberate Practice Model, you’ll strengthen curriculum, improve teaching, lead assessment and support colleagues to deliver ambitious outcomes.
Programme structure
- 3 face-to-face days (1 per module): Each module begins with an in-person day of workshops, case studies and collaborative planning.
- 3 modules: After each day, complete 30 hours of structured online study and application tasks.
- Evidence-informed content: Aligned with global evidence and drawing on research in pedagogy, curriculum, assessment and teacher development.
- Two golden threads: Every module explicitly develops the EBTD Leadership Behaviours and uses deliberate practice (DEFINE – MODEL – PRACTISE – REFINE – REFLECT) so leadership learning becomes daily faculty habits.
How you will learn & lead at EBTD
EBTD Leadership Behaviours: who you are as a faculty leader
The course is underpinned by the EBTD Leadership Behaviours — including self-awareness and understanding people, integrity and trustworthiness, accountability with collective purpose, respect and inclusive leadership, and leading continuous improvement. Across the three modules you will repeatedly return to these behaviours, asking: which of these am I enacting in my team meetings, curriculum work and coaching conversations — and which do I need to strengthen?
EBTD Deliberate Practice Model: how you change what you do
Every module uses the EBTD Deliberate Practice Model (DEFINE – MODEL – PRACTISE – REFINE – REFLECT). You will define one specific leadership move (for example, running a subject meeting, giving feedback on books, or coaching a colleague), see it modelled, practise it safely, refine it with feedback and then reflect on what happened in real classrooms. Repeated cycles mean improvements are not left at the level of “ideas” — they become habits within your faculty.
Module 1
Teaching, Learning & Classroom Practice
Face-to-face day
This module establishes the foundations of great teaching. Explore how pupils learn, the role of memory, and the importance of modelling, questioning and practice. We’ll examine Rosenshine’s Principles of Instruction and EEF evidence on effective teaching strategies to build a repertoire you can share with colleagues — linked closely to EBTD Leadership Behaviours such as Leading Continuous Improvement and Respect and Inclusive Leadership.
Online module
- Conduct a review of teaching practice within your faculty or year group.
- Explore research on memory, retrieval practice and cognitive load, connecting to EBTD’s Mind to Memory and Metacognition courses.
- Analyse case studies of adaptive teaching for diverse learners in large, exam-focused classes.
- Design a plan to improve consistency in classroom practice across your team, focusing on a small number of high-leverage routines.
Key questions
- How do pupils learn, and how should this shape lesson design?
- What makes approaches evidence-informed rather than trend-driven?
- How can leaders model, support and embed high-quality classroom practice?
How this transforms practice
By mastering how pupils learn and how effective teaching works, faculty leaders can drive improvement across multiple classrooms. This builds consistency, raises expectations and supports colleagues to achieve stronger outcomes for all learners. Using deliberate practice, you will rehearse and refine specific leadership moves such as giving feedback after a learning walk or modelling an explanation for your team.
Module 2
Curriculum, Assessment & Adaptive Teaching
Face-to-face day
Design and lead a curriculum that is ambitious, coherent and accessible for all pupils. Explore how assessment informs teaching, supports learning and avoids unnecessary workload. Examine adaptive teaching — maintaining high expectations while meeting diverse needs — and connect your work to EBTD’s Curriculum Design and Effective Assessment & Feedback modules so faculty and whole-school strategy are aligned.
Online module
- Audit your subject/phase curriculum for coherence, progression and access to learning.
- Explore research on common misconceptions and how to prevent or address them through curriculum and teaching.
- Analyse assessment practices and align them with curriculum goals, reducing marking that does not move learning forward.
- Design adaptive strategies that maintain challenge while supporting inclusion, particularly in large, mixed-attainment classes.
Key questions
- What makes a curriculum ambitious and well-sequenced?
- How can assessment be used effectively without increasing workload?
- How can leaders support colleagues to teach inclusively while maintaining rigour?
How this transforms practice
Leaders who understand curriculum, assessment and adaptive teaching ensure pupils master essential knowledge and skills. The result is better progression, more accurate feedback and improved equity across classrooms. Through deliberate practice you will plan, script and rehearse curriculum conversations and assessment reviews, so they are purposeful, respectful and tightly linked to pupil work.
Module 3
Leading People & Professional Development
Face-to-face day
Create a positive professional culture, design evidence-based professional development and use implementation principles to embed change. Learn to coach and support teachers, balancing challenge with trust, and connect this to EBTD Leadership Behaviours such as Self-Awareness and Understanding People and Accountability With Collective Purpose.
Online module
- Review professional development opportunities within your faculty and how they link to pupil outcomes.
- Analyse research on effective CPD (e.g., sustained, subject-specific, job-embedded approaches).
- Explore principles of effective implementation (diagnosis, preparation, integrated activities, monitoring, adaptation).
- Design a CPD or coaching programme linked to curriculum and teaching priorities, structured around deliberate practice cycles.
Key questions
- How can faculty leaders create a culture of collaboration and improvement?
- What makes professional development impactful and sustainable?
- How do leaders ensure new initiatives are implemented effectively in practice?
How this transforms practice
Faculty leaders who guide professional development and implementation multiply their impact. By coaching and supporting colleagues, you’ll embed lasting improvements in teaching, curriculum and outcomes across your area of responsibility. Through the DEFINE–MODEL–PRACTISE–REFINE–REFLECT cycle, you will refine your own leadership routines — from running meetings to following up on agreed actions — so that change is supportive, consistent and sustained.
This course is part of EBTD’s leadership development in Bangladesh and connects with the wider Teacher Training (BD) offer.
If you found this useful, join the EBTD newsletter for monthly, research-backed leadership and classroom improvement tips for Bangladesh schools — no spam, just what helps.