A rigorous, practice-based professional development programme for K–8 teachers — grounded in globally recognised frameworks, delivered without disrupting a single school day.
Despite near-universal enrolment, learning quality remains the defining crisis. The gap between what teachers know and what effective teaching requires is wide — and largely unaddressed for private school teachers.
The quality of classroom teachers is the single most powerful in-school determinant of student learning outcomes — surpassing the influence of school infrastructure, class size, and per-pupil expenditure.
— Rivkin, Hanushek & Kain (2005), Econometrica
Private school teachers in Bangladesh are systematically excluded from government-funded professional development. Altlearn exists to close that gap — with training that is rigorous, contextualised, and built to last.
Each module builds on the last — moving teachers from foundational mindset through to practical mastery, inclusive classroom design, and school-wide leadership.
Teachers develop a clear personal teaching philosophy, learn to write rigorous objective-driven lesson plans, and build a practical toolkit of evidence-based instructional techniques from the ground up.
The core of the programme. Teachers enter a structured cycle of practice teaching, classroom observation, expert feedback, and reteaching — converting knowledge into durable classroom habit.
Using the CASEL framework, teachers build competency in social-emotional learning, trauma-informed pedagogy, and culturally responsive practice — creating classrooms where every student belongs.
Teachers emerge as school leaders — capable of engaging families, implementing child safeguarding systems, and sustaining their own growth through reflective practice and a final teaching demonstration.
Most teacher professional development fails because it is one-off, lecture-heavy, and disconnected from actual classrooms. We designed this programme to be different in every dimension.
Every session includes role-play, simulation, and live practice teaching. Teachers don't just hear what good teaching looks like — they do it, get observed, and do it again.
The practice → observe → feedback → reteach cycle runs throughout the programme. Between sessions, teachers apply new techniques in their own classrooms and return with real evidence from their own students.
We begin with a structured Training Needs Analysis — surveys, classroom observation, teacher interviews — so every session is calibrated to the actual gaps in your school, not an assumed average.
Intensive modules run during vacation periods. Biweekly sessions happen on Fridays — the government weekly holiday. TNA and Endline are brief after-school engagements. School never stops.
Baseline and endline observation rubrics, on-training assessments, coaching feedback notes, and a final impact report give you evidence of change — in teacher performance and classroom quality — not just attendance records.
Three months of post-training coaching visits, a Professional Learning Community model, and performance-based certification ensure that what teachers learn in training becomes what they do in classrooms — permanently.
Every session, technique, and assessment in this programme traces back to decades of rigorous classroom research — not theory for theory's sake.
Developed by Teach For America through nearly two decades of systematic research, TAL distils the six principles consistently practised by teachers who achieve transformational outcomes in under-resourced communities.
Doug Lemov's taxonomy of 63 concrete instructional techniques — refined through 10,000+ classroom observations and 10,000 hours of video analysis of outlier teachers — gives teachers an immediately applicable classroom vocabulary.
The most widely adopted framework for social and emotional learning, backed by a landmark meta-analysis of 213 programmes involving 270,034 students — producing consistent academic, behavioural, and wellbeing gains.
The hybrid delivery model combines vacation-period intensive blocks with biweekly Friday sessions — so training never competes with teaching.
All three facilitators are Teach For Bangladesh alumni with postgraduate qualifications in educational leadership and a combined 13+ years of field experience across NGO, INGO, and EdTech settings.
~5 years in programme design, training facilitation, and MEAL across NGO and INGO contexts. Delivered CPD for 300+ youth at BRAC Education Programme and trained 85+ government and NGO teachers.
3.8 years in training design, curriculum development, and classroom observation. Conducted 34 classroom observations and debriefs at Winter Academy 11 — achieving a 90.4% effectiveness rating.
4+ years in SEL facilitation, child protection, and youth empowerment. Active legal practitioner with BRAC SELP research fellowship on AI-driven solutions to gender-based violence.
We welcome an open conversation about your school's needs, priorities, and budget. Every element of this programme — scope, timeline, modules — is open for discussion.
Or reach us directly at syfulakash@gmail.com · +880 168 335 7296