How teachers actually get better at the job — not training days that vanish on Monday morning. Coaching conversations, lesson study cycles, observation routines, structured inquiry, and PD design that respects what we know about adult learning. All interventions cross-referenced to peer-reviewed meta-analyses where one exists. We have curated the Manning catalogue here for relevance, leaving out internal QA tools and operational utilities that do not function as teaching interventions.
Design PD sessions that actually change practice — built around the four IMTP mechanisms (Insight, Motivation, Techniques, Practice) rather than the usual 'sit and get'. Sustained over time, with deliberate practice between sessions and clear classroom techniques teachers can use on Monday.
Structure coaching conversations that actually move practice — observation evidence, focused goals, specific techniques to try, and follow-up — instead of vague 'how did that feel?' chats. Built on Knight-style instructional coaching with a feedback loop that respects teacher autonomy.
Design a full lesson study cycle — shared learning goal, collaborative planning, research lesson with observers, structured debrief, refined re-teach — built on the Japanese jugyou kenkyuu tradition rather than a one-off 'observe each other once' exercise.
Design a structured teacher inquiry cycle — Timperley's spiral or an action-research loop — that starts from real student-learning evidence, moves through collaborative interpretation, agreed action, and re-measurement, instead of vague 'reflection' that never closes the loop.
Design observation protocols with subject-specific look-fors and a feedback structure that supports growth rather than judgement — paired observation, non-evaluative debrief, agreed next step. The observation is for the observed teacher's learning, not the observer's checklist.
Build the specific knowledge teachers need to teach their subject well — common misconceptions, productive analogies, the order to introduce ideas, the bits that always trip students up. Shulman's PCK: not just knowing the content, knowing how to teach it.
Generate structured reflection prompts that move teachers beyond 'how did it go?' — Schön-style reflection on action, specific incidents, evidence-anchored thinking, and concrete next-step commitment. Built for journaling, coaching debriefs, or end-of-term cycles.
Heard a claim somewhere else? Type it here — we'll build a prompt you can paste into ChatGPT, Claude, or any chatbot. The prompt asks the model to cite real meta-analyses, separate strong from weak evidence, name boundary conditions, flag exaggerations, and discuss cost-effectiveness.