Evidence Based Teacher Development

We’ve just launched a practical, classroom-ready Guide to Teaching Autistic Learners in Bangladesh — focused on understanding behaviour, reducing barriers, and building inclusive schools without specialist infrastructure.

Read the full guide:
https://www.ebtd.education/inclusive-teaching-bangladesh/autism-guide-bangladesh/

Prefer a quick overview first? Watch the explainer video here:
https://youtu.be/x1b5T3hWnFc?si=jS_6-w1I-TMMpOP

This guide is for teachers, leaders, and parents who want to respond with clarity, compassion, and evidence — not labels. Please share with colleagues who care about inclusion done well.

Teacher Training in Bangladesh | Evidence-Based Teacher Development Professional development for school, college, and university teachers in Bangladesh. AI in teaching, inclusive classrooms, leadership & more.

Attendance is one of the strongest predictors of exam success — yet it’s rarely treated as a leadership priority.

New data from the UK, Bangladesh, and global studies all point to the same message:
When attendance drops, achievement drops. Predictably. Sharply. Consistently.

But attendance problems are not “student problems”.
They are system problems — and school leaders have far more influence than we realise.

In this new EBTD article, I explore:

• why attendance shapes SSC/HSC outcomes more than curriculum or pedagogy
• why early patterns are predictable (and preventable)
• how school leaders can use simple, low-cost systems to spot issues earlier
• five practical leadership actions to reduce absenteeism
• how Bangladesh’s unique context demands urgent, supportive interventions

If we want better exam results, we have to start with something deceptively simple:
making sure students are present enough to learn.

Read the full article:
https://www.ebtd.education/the-most-overlooked-driver-of-exam-success-what-school-leaders-can-do-about-attendance/

A New Foundation for Great Teaching in Bangladesh

Teachers in Bangladesh work incredibly hard. But they have rarely been given a clear, research-grounded picture of what effective teaching looks like in our classrooms — or a practical way to improve it, lesson by lesson.

That is why we are launching the EBTD Framework for Great Teaching in Bangladesh (BD).

Read the full framework: https://www.ebtd.education/about-us/ebtd-framework-great-teaching-bangladesh/

Read the blog: https://www.ebtd.education/the-ebtd-framework-for-great-teaching-in-bangladesh/

The framework brings together leading international evidence — including the Great Teaching Toolkit, Sutton Trust, Rosenshine and EEF Guidance Reports — and aligns it with Bangladesh’s realities: large classes, exam pressure, bilingual classrooms and limited CPD time.

It defines seven domains of expert practice:
content knowledge; instruction; assessment; classroom climate; thinking & metacognition; practice & feedback; and the professional behaviours that enable great teaching.

Crucially, it connects directly to the EBTD Deliberate Practice Model, a five-step cycle that helps teachers make small, high-leverage improvements that become new habits.

The framework is now the backbone of everything EBTD designs — teacher training, leadership development, research resources and long-term school partnerships.

Bangladesh’s teachers deserve a coherent, practical, research-aligned foundation for improving practice. We invite schools, NGOs and system partners to use it, refine it and build on it.

If your school or organisation would like to work with EBTD, we would be delighted to connect.

A powerful new 2025 study from Dhaka’s secondary schools exposes what the researcher calls the “orthodoxy of leadership” — a deeply ingrained, top-down culture that quietly suffocates teacher collaboration.

In this new Research Bites episode, we unpack the findings and go beyond the problem to explore what actually works:
✅ Headteachers who observe, coach, and encourage shared learning
✅ Structured collaboration through clubs and peer support
✅ Leadership rooted in trust, not hierarchy
✅ Teachers leading from their own classrooms

If you’ve ever wondered why collaboration feels so hard — or how leadership could unlock it — this episode is for you.

🎧 Listen now: https://www.ebtd.education/portfolio/boss-or-colleague-transforming-leadership-for-real-collaboration/
👉 Boss or Colleague? Transforming Leadership for Real Collaboration

📖 Read the full study: https://www.eujem.com/school-leadership-approach-to-teacher-collaboration-a-qualitative-investigation-in-the-secondary-school-context-of-bangladesh
School Leadership Approach to Teacher Collaboration – EUJEM (2025)

Let’s start a conversation.
How do you see leadership shaping collaboration in your school?

🎓 Choosing the Right Exam Board — Grounded in Evidence

👉 Explore the full comparison here:
🔗 https://www.ebtd.education/research-hub-free-teacher-resources/exam-boards/

Across Bangladesh, many schools face the same question:
Which exam board should we use?
Cambridge? Pearson Edexcel? OxfordAQA?

Each board shares global standards — yet their assessment structures, question formats, and emphases vary in small but meaningful ways.

That’s why we created the EBTD Exam Board Comparison — a free, evidence-based resource that helps teachers and leaders make informed, context-aware decisions.
It’s not about ranking boards — it’s about clarity through evidence.

💡 Why It Matters

Exam boards may look similar, but their design influences how:

Lessons are planned

Skills are practised and rewarded

Students experience assessment and feedback

Our analysis brings these details together — clear, factual, and accessible to every school in Bangladesh.

🔍 What You’ll Find

Each subject page (Maths, Biology, Computer Science, History, Economics & more) outlines:
📘 Content & structure – topic coverage and weighting
🧪 Assessment format – papers, practicals, internal vs external marking
👩‍🏫 Teaching implications – how structure shapes pedagogy
🎓 Student experience – accessibility and exam load
🌱 Opportunities – features that support skills and confidence

All comparisons are drawn directly from published exam board specifications — no opinions, just evidence.

🧠 An Example

In Biology, all boards assess practical understanding —
some through direct practical exams, others through written interpretation.
Same skills, different approach.
EBTD helps you see those nuances at a glance.

🌍 For Bangladesh, By Bangladesh

Built specifically for Bangladeshi teachers and leaders, the resource considers local realities —
large class sizes, limited facilities, and high exam pressure — helping you connect global standards to local practice.

🚀 Start Comparing

Make confident choices backed by evidence.
Share with your colleagues and departments — the more we teach with evidence, the stronger our classrooms become.

🔗 Explore now: https://www.ebtd.education/research-hub-free-teacher-resources/exam-boards/

Exam Board Comparisons for Schools in Bangladesh Compare Cambridge, Edexcel, and OxfordAQA iGCSE & O Level syllabi. Guidance for Bangladeshi schools, teachers, and parents choosing the right exam board.

💥 If marking were a sport, most teachers would be Olympians.
Hours of endurance, precision under pressure, late-night sprints before deadlines — gold medals all round. 🥇

But here’s the real question:
Does all that effort actually lead to better learning?

Because let’s be honest — every teacher in Bangladesh knows this routine.
We mark the quizzes, grade the term papers, tally the averages…
and then stare at a mountain of numbers that don’t always tell us what we need to know.

Did students understand the concept?
Was the question fair?
What should I teach next?

That’s where the EBTD Guide to Better Assessment steps in.
It’s not another policy document — it’s a practical roadmap for turning marks into meaning.
Simple, evidence-based, and written for real classrooms like yours.

🧩 Explore the full guide here:
👉 https://www.ebtd.education/research-hub-free-teacher-resources/guide-to-better-assessment/

🎧 Or listen to the deep dive episode —
“From Marks to Meaning: Turning Data into Learning” — for quick insights you can use tomorrow:
👉 https://www.ebtd.education/portfolio/from-marks-to-meaning-turning-data-into-learning/

Because assessment done well isn’t about collecting marks —
it’s about collecting understanding.

And that’s how teachers become true champions —
not for how much they mark, but for how much their students learn. 🏅

🔥 Introducing BRIDGE — A New Era of Honest School Improvement

Teachers. Leaders. Change-makers.
This is big.

We’ve just launched BRIDGE, a free self-review and development framework from EBTD — and it’s going to sit right at the heart of what we do.

👉 Explore BRIDGE here:
https://www.ebtd.education/research-hub-free-teacher-resources/bridge/

💡 Why BRIDGE matters

Too many school reviews become tick-box exercises — chasing optics, not truth.
But real growth comes from asking hard questions with humility and evidence.

BRIDGE flips the script.
It’s built on:
✅ Honest reflection over self-praise
✅ Evidence, not anecdotes
✅ Action, not inspection
✅ Collaboration, not fear

No glossy awards. No PR spin.
Just structured, meaningful improvement — rooted in what actually works.

🧩 What’s inside

BRIDGE covers eight key domains — from Inclusion to Leadership, Curriculum & Teaching to Well-Being.

Each cluster gives you:
📚 Research summaries
🗒️ Reflection prompts
⚙️ Non-negotiables (the “active ingredients”)
💭 Space for your team’s insights and next steps

It’s not a rubric. It’s a thinking tool — designed to spark honest dialogue and drive purposeful change.

🔗 See the full framework:
https://www.ebtd.education/research-hub-free-teacher-resources/bridge/

🔍 Reflection that actually works

Reflection isn’t about self-congratulation.
It’s about courage. Clarity. Growth.

Our new guide — Skills & Habits for Reflection — helps teachers and leaders reflect with integrity.
It’s about building habits of honesty, empathy, and inquiry.

🔗 Read the guide:
https://www.ebtd.education/research-hub-free-teacher-resources/bridge/skills-and-habits-for-reflection/

Because reflection done badly = “Look how great we are.”
Reflection done well = “This hurts. This matters. Let’s get better.”

💬 Why it matters for schools in Bangladesh

Improvement shouldn’t be about fear or formality.
It should be about learning — together, transparently, and with evidence.

BRIDGE gives every school a structure for that journey — free, flexible, and built for impact.

🚀 Your move:
1️⃣ Explore the framework
2️⃣ Use it in your next review or team meeting
3️⃣ Share it with your colleagues
4️⃣ Tell us what you think — BRIDGE will grow with your feedback

Let’s stop doing “review theatre.”
Let’s make reflection transformative.

Are you sick of the marketing noise and just want the facts?
Which syllabus really suits your students? How many papers? Open or closed book? Coursework or exam-only? What texts, what experiments, what skills are emphasised?

At Evidence Based Teacher Development (EBTD), we’ve created clear, side-by-side comparisons of the international exam board options available to schools in Bangladesh. No spin. No sales pitch. Just the evidence, presented so teachers can make informed decisions that improve outcomes for their students.

So far, we’ve covered:
🔹 Mathematics
🔹 Biology
🔹 Chemistry
🔹 Physics
🔹 English Language
🔹 English Literature

Each guide follows the same format:
✔️ Content & Structure
✔️ Implications for Teaching
✔️ Implications for Students
✔️ Opportunities
✔️ A swipable comparison table with the key differences at a glance

Explore the full series at our Exam Board Comparison Hub 👉 https://www.ebtd.education/research-hub-free-teacher-resources/exam-boards/

Because when teachers have the facts, students have the best chance to succeed.