Giving New Teachers What They Actually Need From Day One
By Andrew Harrison, Lecturer of Teacher Education and Teaching & Learning Coach at Wigan & Leigh College and University Centre
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Too often, new teachers are supported through theoretical frameworks that describe effective teaching in detail but offer little tangible guidance on how to put effective strategies into practice. Across the Teacher Education team at Wigan & Leigh College and University Centre, our focus has been on closing the gap between theory and practice for new teachers.
We chose the HOW2 Platform as a deliberate way of addressing this challenge, embedding it within our existing training and development so that CPD becomes part of everyday practice and new teachers have immediate access to high-quality techniques, presented in a uniquely practical way that accelerates learning and application.
What follows is a practical account of the specific actions we take as a team using the HOW2 Platform and how these support trainee teachers from the moment they join us and as they find their feet.
Curating Simple Starter Sets and Building Community Through Groups
We begin by using the Sets feature on the HOW2 Platform to create a small, focused collection of techniques specifically for new teachers. We keep these early Sets deliberately simple because routines are key. Rather than overwhelming trainees with too many strategies at once, we focus on a manageable core they can rely on.
Every six weeks, we use the HOW2 Nudge feature to refresh the Set and guide new teachers towards a clear, structured progression. This keeps development moving forward while maintaining focus.
We also add new teachers to a Group on the HOW2 Platform, bringing them together as a peer cohort from the outset. Using the HOW2 Notes feature, they can add reflections and comments directly beneath selected techniques. This creates a shared space where teachers can ask questions, share good practice, and support one another. Building this sense of community early helps normalise discussion, experimentation, and peer support.
Linking Observations to Techniques: “Don’t just tell them WHAT — show them the HOW.”
Observation feedback is most effective when it gives teachers something concrete to act on. We support this by linking HOW2 techniques directly to the feedback process.
After an observation, we recommend the relevant technique and hyperlink it within the observation form so the teacher can access it immediately. Rather than receiving abstract targets, teachers are directed to a clear, step-by-step technique they can use in their next lesson.
As I often say, “Don’t just tell them WHAT — show them the HOW.” The HOW2 Platform’s dual-coded, step-by-step teaching techniques available in a variety of formats make this possible, turning feedback into immediate classroom action.
Making Experienced Practice Visible and Encouraging Peer Learning
Through the HOW2 Skills Exchange, new teachers can see what more experienced colleagues are working on. Combined with the Notes feature, this encourages new teachers to reach out, ask questions, and learn directly from others’ practice.
We also set up peer observations around chosen techniques, keeping professional development focused and purposeful. Together, these approaches help normalise professional dialogue and create a culture where learning from colleagues is expected and supported.
Using Barriers to Progress to Give Teachers Instant Solutions
To help new teachers respond to real-time classroom challenges, we regularly ask them to complete the Barriers to Progress Prioritisation tool on the platform.
This helps teachers identify what is holding learners back at that moment and immediately connects them with HOW2 techniques that offer practical solutions they can try straight away. For new teachers dealing with the unpredictability of classroom life, this timely support is one of the most valuable aspects of the platform.
Weekly Routines That Sustain Growth
Alongside these core practices, we use two weekly routines to maintain momentum and embed professional learning into everyday practice.
HOW2 of the Week
Each week, a single technique is shared with all new teachers. The team, including Lee Royle, Course Lead, and Jacqui Harrison, Lecturer in Teacher Education, works closely together to support discussion around the technique and its effective use across different teaching contexts.
My Time Reflection
Trainee teachers have protected time each week to explore the platform, reflect on their practice, and create Sets of techniques to focus on in the following week.
These routines help sustain development without adding unnecessary workload or complexity.
What Trainees Say
Bethany Southern, FT PGCE trainee, explains the impact of this support: “The TeachingHOW2s Platform has massively supported the development of my pedagogy through the use of assessment for learning techniques and identifying barriers to progress. As a trainee teacher, these tools have been a huge advantage to me as they have aided my evaluation of a learner’s progress in a more simplified and understandable way.”
Her experience reflects the wider response from trainees using HOW2 at the college.
Conclusion: Practical, Clear and Adaptable
Our work at Wigan & Leigh College shows how the HOW2 Platform offers a practical and sustainable approach to supporting Initial Teacher Education (ITE).
By curating simple Sets, linking observation feedback to concrete techniques, making experienced practice visible, using the Barriers to Progress feature to address challenges quickly, and embedding weekly routines, we provide trainee teachers with:
clarity
confidence
practical strategies they can use immediately
and a supportive professional community
Our approach turns guidance into everyday classroom practice and strengthens the experience of new teachers from day one.
