A new, coherent foundation for great teaching in Bangladesh
Teachers in Bangladesh work incredibly hard. They deserve a clear, research-based framework that defines effective teaching in our context – and a practical way to get better at it, lesson by lesson.
Why we are launching the EBTD Framework now
In Bangladesh, teachers have never worked harder — but they have rarely been given a clear, research-grounded picture of what “great teaching” actually looks like in our classrooms. Most professional development arrives as one-off workshops, isolated strategies or compliance tasks that rarely change what happens the next day.
It does not have to be this way. Bangladesh deserves a shared, rigorous, practical framework for great teaching — one that matches our realities, respects teacher workload, and actually improves learning.
The EBTD Framework for Great Teaching in Bangladesh (BD) brings together the strongest international evidence — including the Great Teaching Toolkit: Evidence Review, What Makes Great Teaching?, Rosenshine’s Principles of Instruction, and the EEF Guidance Reports — and aligns it with Bangladesh’s realities: large classes, exam-driven curricula, bilingual classrooms and limited time for teacher development.
A shared, research-based language for great teaching
- A shared language for talking about great teaching in Bangladesh
- A synthesis of global evidence and local research, not opinion
- A design tool for EBTD courses, coaching, resources and partnerships
- A bridge between classroom practice, leadership and assessment
- A long-term roadmap for teacher learning and improvement
Not another checklist or short-term initiative
- Not a national standard or performance management tool
- Not seven discrete modules to “complete and forget”
- Not a fixed script for lessons — teacher judgement matters
- Not a compliance exercise — it is about improving learning
The seven domains of great teaching in Bangladesh (BD)
The framework is organised into seven domains — connected strands of expert practice that grow together over time. They provide a coherent, practical definition of what truly effective teaching looks like in Bangladeshi classrooms.
- Deep understanding of content and how students learn it
- Clear, coherent and purposeful instruction
- Assessment for learning and responsive teaching
- Supported, safe and high-challenge learning climate
- Activating thinking, dialogue and metacognition
- Purposeful practice, feedback and deliberate improvement
- Professional behaviours and leadership that enable great teaching
Each domain blends global research with Bangladesh’s realities: large classes, bilingual settings, exam pressure and limited CPD time.
How the framework connects to the EBTD Deliberate Practice Model
A framework only matters if teachers can use it. That is why it sits directly on top of the EBTD Deliberate Practice Model — our five-step cycle that helps teachers and leaders improve sustainably:
- Define one small, high-leverage goal from the framework
- See it clearly modelled (video, exemplars or live demonstration)
- Practise it safely in low-stakes settings
- Receive precise feedback on that specific element
- Use it tomorrow, reflect briefly, and repeat until it becomes a habit
This is how habits form. This is how classroom practice changes. This is how teacher development becomes low-cost, sustainable and realistic for Bangladesh.
How EBTD uses the framework in teacher and leadership development
The framework is not a separate “programme”. It is the backbone of every course, workshop, resource and school partnership we design.
- Teacher training in Bangladesh (BD) – courses on assessment, behaviour, metacognition, curriculum and AI all draw on specific domains.
- Leadership development – principal and senior leader programmes use Domain 7 and the EBTD Leadership Behaviours to design cultures that support Domains 1–6.
- Research Hub resources – guides on assessment, memory, classroom talk and early years each deepen key aspects of the framework.
- School partnerships – long-term support plans are built around diagnostic reviews of the seven domains in context.
The research base behind the EBTD Framework
The framework is deliberately grounded in a wide evidence base. Key international sources include:
- Great Teaching Toolkit: Evidence Review – a synthesis of what most improves student learning, organised into dimensions and elements.
- What Makes Great Teaching? (Sutton Trust) – a review defining great teaching as that which improves student progress and achievement.
- Rosenshine’s Principles of Instruction – evidence-informed principles on small steps, modelling, practice and review.
- Education Endowment Foundation (EEF) Guidance Reports – including Metacognition and Self-Regulated Learning, Feedback, Improving Behaviour in Schools, and Effective Professional Development.
The framework is also informed by research and policy in Bangladesh and South Asia, including studies on effective teaching practices, teacher development, CPD frameworks and system reform, and recent analyses of progress towards SDG4. As we learn from partner schools, teacher feedback and evaluation data in Bangladesh, we will continue to refine and update the framework.
A call to action for teachers and leaders in Bangladesh
Bangladesh has hundreds of thousands of teachers who want to make a difference. What they need is a coherent, practical, research-aligned foundation for improving practice — one that respects the realities of our classrooms and the professionalism of our teachers.
This framework is our contribution to that work. We invite teachers, leaders, schools, NGOs and system partners to use it, challenge it, refine it and build on it. Improving teaching is not a one-off project. It is the most powerful lever we have for changing outcomes for children in Bangladesh.
Explore our teacher and leadership training in Bangladesh, learn about EBTD Partnership Schools and Pilot Teachers, or contact the EBTD team to discuss a bespoke support plan for your context.
Together, we can build a coherent, evidence-rich approach to effective teaching and teacher development in Bangladesh – one that respects teacher workload, improves classroom practice and, most importantly, changes outcomes for children.
View the full EBTD Framework for Great Teaching in Bangladesh
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