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The Five Conditions That Support Great Teaching

Great teaching doesn’t happen by chance. It takes a systemwide effort, built on the right structures and supports, to make high-quality instruction possible in every classroom.

That’s why we developed the Five Conditions That Support Great Teaching. This practical framework helps education leaders focus on what matters most for improving teaching and learning.

“We believe in the power of great teachers—but we also believe they shouldn’t be in it alone. The Five Conditions are about creating an environment where teachers can thrive and students can succeed.”

—Mandy Clark, President

What are the Five Conditions?

The Five Conditions That Support Great Teaching emerged from national research on effective teaching, decades of practice in system-level change, and our deep engagement with Florida districts. We worked closely with educators and administrators across the state to understand which system-level actions most directly impact classroom instruction. Each condition reflects evidence-based practices shown to improve teaching and learning. Together, they form a coherent system that enables educators to succeed. They are:
  1. Shared Vision
  2. Quality Materials
  3. Professional Learning
  4. Empowered People
  5. Data for Impact
Illustration of a pentagon of five puzzle pieces each depicting one of the Five Conditions

Defining the Five Conditions

1. Shared Vision

A clearly defined and widely communicated understanding of what great teaching looks, sounds, and feels like in a classroom.

Why it matters

It provides a common language and set of expectations that guide decisions, training, and classroom practice.

What it looks like

Districts engage stakeholders in co-creating a vision for instruction, communicate it consistently, and use it to guide policy, professional learning, and daily decision-making.

2. Quality Materials

High-quality tools and resources that are rigorous and standards-aligned

Why it matters

They give teachers the foundation to deliver consistent, grade-level learning without having to create or piece together materials on their own.

What it looks like

Districts adopt and implement rigorous, standards-aligned curricula and ensure that both assignments and assessments are aligned to grade-level expectations.

3. Professional Learning

Ongoing, job-embedded opportunities for educators to strengthen their knowledge and skills

Why it matters

Professional learning is the bridge between vision and classroom practice. One-time workshops are rarely effective; learning must be content-focused, sustained, and connected to teachers’ daily work.

What it looks like

Teachers regularly engage in collaborative, practice-based learning with coaching and feedback. Leaders create structures and time that make continuous learning part of the school day.

4. Empowered People

District, school, and classroom leaders who have the opportunity and support to drive instructional improvement

Why it matters

Empowered people at every level create strong school cultures and expand great teaching beyond individual classrooms.

What it looks like

Leaders model instructional priorities, recognize and support teacher leaders, and create opportunities for student voice and ownership in the learning process.

5. Data for Impact

The systems and culture that make data meaningful and actionable for educators at every level

Why it matters

Educators need timely, relevant data to identify student learning opportunities, adjust instruction, and allocate resources effectively.

What it looks like

Districts develop systems that make data accessible, useful, and part of everyday practice to support teachers and leaders in making informed decisions to improve student outcomes.

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