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Great teaching lays the foundation for people to thrive.

Teaching quality impacts learning 3x more than any other factor in schools


Millions of teachers aren’t getting the support they need to succeed in their classrooms


Over 190 million children are on track to leave school unable to read, write or do basic maths.

Since 1980, humanity has achieved historic improvements in access to schooling
But the gains in access are overshadowed by low levels of learning in schools

The promise of education is broken for millions. UNESCO call it the Global Learning Crisis.


When teachers don’t get the support they need to succeed, children get left behind.

#1: Lost teaching time

Discouraged teachers are absent more and teaching less when in school. As time gets lost, children are deprived of the opportunity to learn.

#2: Ineffective teaching

When teachers don’t have the skills and tools they need to efficiently access student learning, children fall behind in their classrooms.

The resulting low levels of learning undermine the teaching profession and contribute to entrenchment of intergenerational poverty.

When teachers get the right support, the work they do can overpower inequity.


Every teacher deserves to get the support they need to make a great impact


Persistent problems across the delivery chain undermine efforts to strengthen teaching in schools

#1: Teachers aren’t given a clear vision for effective teaching

Although there is growing evidence on which teacher behaviors lead to learning in the classroom, teaching standards often don’t practically align with these.

Programs that are designed end up being too theoretical and fail to provide teachers with practical strategies they can use in their next lesson.

#2: Lecture-style delivery leads to dilution as training is cascaded

Inadequate support and guidance for trainers leads to ad-hoc, lecture-style training that is often based on the trainer’s previous experience.

As a result, training doesn’t get delivered as envisioned, key pedagogical concepts aren’t introduced and teachers don’t get a chance to practice techniques they are expected to apply.

#3: Head teachers are undersupported as instructional leaders

Without specialized ongoing instructional leadership training and having often been out of the classroom for several years, headteachers often end up spending only a small proportion of their time focused on improving teaching.

Where instructional leadership is an explicit expectation of school leaders, a lack of clarity combined with low levels of support and accountability often continues to prevent teachers get very little instructional support from their school leaders.

#4: Education systems have too few coaches to provide effective support

Coaches/field officers are often responsible for supporting more than 200 teachers across 25 schools spread out across a large area.

Being spread so thinly, their coaching can only be infrequent and unfocussed, which is inevitably inconsistent. Teachers in rural schools are often badly neglected and rarely, if ever, visited.

#5: Ill-equipped field staff focus on factors that don’t improve learning

Without specialized training in coaching or the tools to track the support they provide, field staff often focus only on ‘structural factors’ (like facilities and textbook numbers) and give overly general feedback that is hard to apply.

With little opportunity for high-trust relationships to be built, school visits often don’t feel useful and are experienced as surveillance rather than support.\n\nMeanwhile, paper-based systems place a heavy burden on field staff and necessitate in-person. This leads to lost time supporting teachers.

#6: System leaders don’t get the data they need to oversee delivery

At the district level, managers unstructured, anecdotal reporting from field staff makes fails to give managers the insights they need to systematically oversee school support. This makes prioritisation impossible and leads to low levels of accountability which stifles productivity and leads to teachers being neglected.

At the ministry level, leaders don’t get the timely reporting and actionable insights they need to hold district leaders accountable for delivery. This makes managing effective rollouts is nearly impossible and means teachers, school leaders getting the support they need to improve learning in classrooms.

These problems are more solvable than ever and the pandemic has created an opportunity to reset.


Rebuild teacher support, using insights and innovation to design for impact at scale

Harness the Science of Learning

Use insights from cognitive science to better design learning experiences for teachers that empower them with powerful, evidence-based techniques.

Design for Behaviour Change

Build on behavioural science breakthroughs to design programs that help teachers both start and stick to using the most effective strategies.

Leverage the Power of Technology

Capitalise on growing device access and internet coverage by designing programs that harness data to enable systemic, targeted teacher support.

Learn from Successful Scale-ups

Draw on insights from the most impactful reforms and successful scale-ups to design programs that are cost-effective at system scale.


We’re working towards a future where...

Getting teachers the support they deserve is one of the greatest impact opportunities of our time. 

Simon Graffy
CEO, Inspiring Teachers

Join us on the journey