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A scalable and sustainable approach that develops teachers and ensures leaders able to drive their own improvement

Lead presenter works with the school for up to three years.

Leaders and teachers are supported during training days to identify what is working best within the school to provide a clear starting point to develop from.

Inset days provide learning focused CPD for all staff and develop a sustainable approach understood by every level, leaders and teachers.

Gradual release programme develops leaders and teachers able to drive their own development over a period of time.

  1. Start with the evidence identified during initial assessment and leadership days.
  2. Design of a school implementation framework that allows for tailoring.
  3. Combination of professional learning driven by school’s priorities. 
  4. Every learning session is to be backed up by an in-school session with impact coaches taking the lead.

Below shows the impact of Visible Learning through each cycle, although the impact would be different for each school, this is a more generic process.

6 months

  • Base line established, staff engaging with evidence base.
  • Impact coaches in place and becoming effective at supporting.
  • SLT clear on methodology, purpose and direction of travel.

Year 1 – 12 months

  • School has high clarity of strengths and identified areas for improvement.
  • Shared school aspiration and clear plans for implementation agreed.
  • Shared understanding of what makes an effective learner throughout the school at every level.
  • Learners are in the early stages of developing to become effective and understand what this means.
  • All staff with clear knowledge on high probability interventions.
  • First impact cycle nearing completion.
  • Impact Coaches trained and bringing all staff on board effectively.
  • SLT beginning whole school impact cycle, implementation team clear on strategic plan and meeting initial key performance indicators.

Year 2 – 24 months

  • Teachers engaged in collaborative enquiry following the Visible Learning into Action training days.
  • Developing learner capability to help learners identify how to become more effective and improving progress for all.
  • Deeper knowledge on research and implementation strategies based on what is working best developed within the school.
  • Systems and structures become aligned to focus on learners’ learning and progress. 
  • One year’s growth for one year’s input becomes visible.
  • Evaluation tools show clear evidence of impact from base line.
  • Default focus is on learner progression.
  • Learners are developing visible signs of assessment capability, clearly able to identify next steps in learning and taking responsibility for their own progress.
  • Implementation team hit second level key performance indicators knowing processes and framework are largely in place and happening.

Year 3 – 36 months

  • Teachers driving their own development using skills and knowledge developed in year 2 and using collaborative inquiry.
  • Instructional leaders with a deep understanding on how to evaluate impact and use evaluation to plan systematic continuous improvement focused on outcomes for learners.
  • Learners are able to articulate, where I’m going, how I’m doing and where to next.
The core collaborative
Guide education
The Curriculum foundation


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