What Do All Great Teachers Have in Common?
- Last updated: 14th May, 2025
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Please note – This is a write-up of Kate’s talk at ‘The Future of Teacher Development’ webinar, click here to watch the video of her presentation.
What do all great teachers have in common? This question transcends subject, key stage, or school environment. When we look closely, the answer becomes clear: great teachers never stop learning.
As educators, we embody lifelong learning, continuously modelling it for our students. Whether a teacher is in the early stages of their career or a seasoned professional, their commitment to growth remains constant. From attending webinars to engaging in conversations with colleagues, the opportunities to learn and improve are boundless. But this raises an important parallel question: What do all great schools have in common?
Schools That Never Stop Improving
Much like great teachers, great schools never stop improving. Regardless of accolades or Ofsted ratings, the best schools are always striving to do better. In my career, I’ve seen this firsthand. One school, rated as “Outstanding”, was content to maintain the status quo, assuming that its accolades were a mark of finality. While this took some pressure off staff, it didn’t sit right with me. In contrast, another outstanding school I worked at had a very different mindset. Their headteacher emphasised the importance of continual improvement, even at the peak of success.
A school that fosters teacher learning and improvement creates an environment where everyone flourishes. Teachers in such schools are more likely to thrive because their desire to learn aligns with the school’s culture of ongoing development. As a result, both the teacher and the school are on a journey of perpetual growth.
The Symbiotic Relationship Between Teacher Learning and School Improvement
School improvement and teacher development go hand in hand. You simply cannot have one without the other. While there are elements of learning that teachers can do independently—like reading research or attending CPD (Continuing Professional Development) events—it is crucial that they are part of a wider professional learning community.
A professional learning community ensures that teachers aren’t working in isolation but are instead part of a collective effort to improve teaching and learning. This culture of shared learning is essential for fostering innovation and implementing evidence-informed strategies across the school. The role of leadership in supporting this cannot be overstated. Leaders must champion evidence-informed teaching, providing teachers with the time and resources to engage with research and reflect on its application.
Reflective Practice: The Core of Teacher Improvement
Reflection is a key part of teacher development. Whether we’re learning from peers, books, research, or our own classroom experiences, it is vital to reflect on what we learn. As the well-known education researcher Dylan Wiliam puts it, improvement isn’t about being “good enough”, but about recognising that we can always be better.
Reflective practice allows us to consider what worked, what didn’t, and why. Sharing this insight with colleagues can help others avoid similar pitfalls or find success with a new approach. It’s not about avoiding failure—sometimes, sharing what didn’t work is just as valuable as sharing what did.
See how IRIS Connect can improve your school’s reflective practice using video
Addressing the Professional Learning Gap
Despite the many opportunities for teacher learning, not all teachers engage equally. This creates a professional learning gap. Some teachers immerse themselves in research, blogs, and school CPD, while others, for various reasons, do not. Bridging this gap is essential if we are to move forward as a profession.
It’s important to remember that different teachers will have different levels of interest and capacity for engaging with professional development. Family commitments or a lack of passion can sometimes limit engagement. To address this, schools must ensure that CPD is both accessible and relevant to all teachers. Making time for research, reflection, and discussion is a practical first step in narrowing the gap.
The Challenges of Evidence-Informed Teaching
While there is a growing enthusiasm for evidence-based practice in teaching, it’s not without its challenges. For instance, much of the research we access may not immediately translate into our unique classroom contexts. A study conducted with university students in a lab in California may have limited applicability to a Year 8 classroom in North Wales.
That said, evidence-informed practice remains crucial. The key is to scrutinise research carefully, considering its context and applicability, and combine it with our own teaching experience and knowledge of our students. Evidence is only one piece of the puzzle; professional judgement and reflection complete the picture.
Low-Cost, High-Impact Professional Development
There are many low-cost professional learning strategies that can have a high impact. From engaging with social media to attending webinars or reading research summaries, teachers have more access to CPD than ever before. However, the sheer volume of options can be overwhelming. It’s crucial to think carefully about where to invest time and energy.
Some of the most effective CPD opportunities are those that encourage collaboration and reflection. For example, professional learning communities, whether within or outside your school, offer valuable support and fresh perspectives. Observing colleagues, sharing best practices, and attending events such as TeachMeets can provide rich learning experiences.
Examples of Low-Cost CPD Strategies:
- Social Media: Platforms like Twitter (X) and LinkedIn can connect you with a professional network and expose you to the latest research and discussion.
- Blogs and Podcasts: These resources can be consumed in small, manageable portions, making it easier to stay informed.
- Research Summaries: Short, digestible summaries of key educational research, such as Rosenshine’s Principles of Instruction or summaries of Cognitive Load Theory, can be invaluable.
- School Visits and Observations: Observing other teachers in action can provide new insights and ideas to bring back to your classroom.
Conclusion: The Future of Teacher Development
As we continue to navigate the challenges of professional development in education, it’s worth reflecting on the wealth of opportunities available to us. We live in a golden age of professional development, with more resources at our fingertips than ever before. However, it’s important to be selective, focusing on high-impact, low-cost strategies that genuinely enhance our practice.
About the Author
Kate Jones is an experienced teacher, author, and speaker known for her expertise in evidence-informed teaching practices and cognitive science. With a career spanning over a decade, she has taught in both the UK and the UAE, developing a wealth of practical strategies to enhance learning and improve classroom outcomes.
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