Progress Teaching

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Turn feedback into measurable growth

Effective teacher development depends on actionable feedback. Action steps are at the heart of ProgressTeaching. They bridge the gap between feedback and improvement, providing teachers with clear, practical pathways to achieve their goals.  

If all teachers consistently focus on making these incremental improvements to their practice, the impact on teaching and learning across a school will be transformational.  

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Create a culture of mastery

Teachers: Your live action steps are the first thing you see on your overview page, keeping you focused on your current areas of practice for development.  

Leaders:  Reading through a teacher’s live action steps empowers you to take an informed approach to giving your next piece of feedback.  

Action steps link through from one feedback form to the next, no matter who has given the feedback. ProgressTeaching encourages focus on action steps until they are mastered.

Immediate, trackable impact

Action steps are designed to have an instant effect on the quality of teaching. With ProgressTeaching, schools can: 

  • evidence action steps to mark their journey to completion 
  • track the age of action steps to determine when they need re-visiting  
  • link action steps to teaching strands, providing insightful analysis

Celebrate strengths, build expertise

Action steps aren’t just about addressing areas for improvement. ProgressTeaching helps you to record and celebrate teacher strengths to recognise success as well as identify experts in specific areas to share best practices across your team. 

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Tailor the platform to your teaching and learning model

Bespoke action steps

Pre-load action steps for your leaders to choose from or keep them open-ended.

Action step ‘cap’

Set a cap on the number of live action steps so teachers can focus on improving limited areas of practice at a time.

Evidencing

Decide how many times an action step needs to be evidenced before it is signed off.

"This is an investment in teaching and learning we are glad we have made as a school. Staff really value the data which is generated and have real buy-in as they know their individual needs are being considered and can get instant feedback on their progress."
Rory Johnson
Rory JohnsonDeputy Headteacher, Moulsham High School
"Amazing! We can instantly see the impact of our teaching and learning policy with ProgressTeaching Vision."
Paul Stone
Paul StoneCEO, Discovery Trust
"ProgressTeaching has been a key tool in raising the standard of teaching and learning at the Mossbourne Federation. There’s no other platform like it on the market. It has had a huge impact on improving the quality of education and student outcomes across our schools."
Peter Hughes
Peter HughesCEO of the Mossbourne Federation
"As soon as we saw ProgressTeaching Vision we knew that it would aid us in our drive to raise standards of teaching and learning throughout the school. It has allowed our Middle Leaders to analyse teaching and learning data in a time efficient way, allowing them to facilitate more meaningful professional dialogue to develop the practitioners within their teams."
Nicola White
Nicola WhiteAssociate Deputy Head, Woodlands School
"The platform has empowered staff to take ownership of their development. It provides clear priorities at department and whole-school level, supported by robust evidence. We've gained a better understanding of what’s happening across the school, and it has been invaluable in supporting our ECT programme, helping observers build on previous feedback effectively."
Oliver Hamdi
Oliver HamdiVice Principal, Highbury Grove
"I love being able to see observer feedback and their perspectives on lessons. Moving from paper slips to the platform has saved so much time, and the filters are incredibly helpful. The high-frequency, low-pressure feedback for teachers is fantastic!"
Mary Grantham
Mary GranthamAssistant Headteacher, Highdown School and Sixth Form Centre
“When our School Improvement Partner visited us, he looked at the quality of teaching report from ProgressTeaching then we went on a learning walk. He commented afterwards that the report absolutely mirrored what he had seen in classrooms.”
Lauren Farrugia
Lauren FarrugiaAssistant Head Teacher, Holy Family School and Sixth Form
“The strengths and action steps allow a higher level of strategy for improving teaching and learning and for us to bespoke our CPD offering to the needs of the staff.”
Joss Rebera
Joss ReberaDeputy Head, Hartsdown Academy
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Feature Highlights

  • Pre-loaded or open-ended action steps 
  • Link action steps to strands
  • Track progress on action steps with up and down-voting
  • Limit the number of action steps being worked on
  • Record teachers’ strengths 
  • Post ‘shout outs’ to all users about great practice 

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