Rosenshine’s principles of direct instruction: Influencing the professionalisation of teaching from initial teacher training to leadership

EMILY GIUBERTONI, BISHOP CHALLONER CATHOLIC COLLEGE, UK This reflection articulates one school’s experience of the benefits of sustained engagement with Rosenshine’s principles of instruction (2012) over a decade of practice. There are a number of reasons why this piece of research became our school focus: it was credible; it focused on concrete strategies that teachers could seek to improve; it has clear benefits for students with SEND (Special educational needs and disabilities) (EEF, 2020) and for teaching cross-curricular skills such as literacy (EEF, 2018); it had relevance to the curriculum and exam style in England; and it articulated ‘what works’ in the classroom. This reflection will elaborate on how this engagement has contributed to the professional learning and professionalisation of our teaching body. Rosenshine on repeat  Teachers today pay attention to the cognitive load of our students (Sweller, 2016). The theory is just as relevant for adult learners