Pedagogy · Assessment · Leadership
Amit Raj works as a pedagogical consultant with international schools on teaching quality, curriculum, assessment, inclusion, and professional learning, with particular depth in mathematics education across IB, IGCSE, Common Core and state pathways.
Pedagogy and teaching quality
School-facing work on classroom practice, instructional clarity, stronger learning design, and Universal Design for Learning.
Assessment and curriculum design
Support for departments and leaders reviewing progression, coherence, and evidence of learning.
Professional learning and leadership
Workshops, coaching, and advisory conversations for teachers, coordinators, and senior teams.
Mathematics as a key specialism
Deep experience in IB and international mathematics teaching, assessment, inclusion, and department practice.
Philosophy
Amit Raj works with schools on the quality of teaching, curriculum design, assessment practice, inclusion, and professional learning. His work is grounded in the practical realities of classrooms and leadership teams trying to improve outcomes without losing intellectual depth.
This includes inquiry-based teaching, project-based teaching, and Universal Design for Learning as practical frameworks for making classrooms more rigorous, more accessible, and more coherent for diverse learners.
Alongside school-based leadership and classroom teaching, he has served as examiner, IA moderator, workshop leader, programme leader, and reviewer across IB and international contexts. That combination brings both practical experience and a broader view of what strong pedagogy and programme design look like across systems.
Mathematics is a major area of expertise, but the wider concern is pedagogy: clearer teaching, stronger assessment, more coherent curriculum, and better support for teachers and learners.
Articles
Essays and practical reflections on pedagogy, assessment, teaching practice, leadership, and mathematics education.
IB Mathematics
School Leaders, IB Coordinators, and Heads of Mathematics: I believe one of the most important examinations for IB Diploma Mathematics students happens...
Book reviews
Richard Earl’s Towards Higher Mathematics: A Companion is the kind of book that fills a gap most students do not even realise...
Book reviews
This is not your typical mathematics book, and that is precisely what makes it so valuable. Sofia Kovalevskaya was one of the...
Testimonials
Feedback from workshop participants and school leaders across international school contexts.
Inquiry-based planning helped me slow down and think more carefully about the questions I ask. My lessons now leave more room for student thinking and less room for rushed explanation.
Teacher, Doha
The workshop made me rethink how I structure discussion. Students are now doing more of the intellectual work, and I am clearer about how to guide rather than dominate the learning.
Teacher, Dubai
I came away with practical routines I could use the next day. Inquiry stopped feeling abstract and became something visible in my questioning, task design, and feedback.
Teacher, Jeddah
The session helped me move from covering content to planning for understanding. My students now explain, justify, and connect ideas more confidently than before.
Teacher, Muscat
What changed most for me was lesson purpose. I now build learning around better problems and better thinking rather than a sequence of disconnected activities.
Teacher, Jeddah
Inquiry-based teaching gave me a stronger balance between challenge and support. Students are more independent, and I am more deliberate about when to step in and when to step back.
Teacher, Abu Dhabi
The workshop sharpened my planning and made classroom dialogue more purposeful. I have become a better listener in lessons, which has improved the quality of student responses.
Teacher, Kuala Lumpur
The curriculum alignment consultancy gave us a much clearer pathway for project-based learning. It helped us connect intent, progression, and assessment in a more coherent way.
School leader, Dubai
What was most helpful was the clarity around alignment. We were able to refine our project-based learning expectations so that the work felt consistent across teams rather than isolated.
School leader, Dubai
Inquiry-based planning helped me slow down and think more carefully about the questions I ask. My lessons now leave more room for student thinking and less room for rushed explanation.
Teacher, Doha
The workshop made me rethink how I structure discussion. Students are now doing more of the intellectual work, and I am clearer about how to guide rather than dominate the learning.
Teacher, Dubai
I came away with practical routines I could use the next day. Inquiry stopped feeling abstract and became something visible in my questioning, task design, and feedback.
Teacher, Jeddah
The session helped me move from covering content to planning for understanding. My students now explain, justify, and connect ideas more confidently than before.
Teacher, Muscat
What changed most for me was lesson purpose. I now build learning around better problems and better thinking rather than a sequence of disconnected activities.
Teacher, Jeddah
Inquiry-based teaching gave me a stronger balance between challenge and support. Students are more independent, and I am more deliberate about when to step in and when to step back.
Teacher, Abu Dhabi
The workshop sharpened my planning and made classroom dialogue more purposeful. I have become a better listener in lessons, which has improved the quality of student responses.
Teacher, Kuala Lumpur
The curriculum alignment consultancy gave us a much clearer pathway for project-based learning. It helped us connect intent, progression, and assessment in a more coherent way.
School leader, Dubai
What was most helpful was the clarity around alignment. We were able to refine our project-based learning expectations so that the work felt consistent across teams rather than isolated.
School leader, Dubai
Current Work
Schools usually come looking for stronger teaching, sharper assessment, more coherent curriculum, better professional learning, or deeper subject-specific support where it matters most.
For schools reviewing the quality of classroom instruction and the learning it produces.
This work focuses on instructional clarity, questioning, student thinking, classroom routines, Universal Design for Learning, and the kinds of pedagogical choices that improve learning across subjects.
For leaders trying to create better progression, clearer expectations, and stronger evidence of learning.
Typical questions here include what students should encounter when, how assessment aligns with intended learning, and where programmes need stronger coherence across year groups or pathways.
For leaders who want professional learning that changes planning, discussion, and classroom decision-making.
Sessions are designed to be useful rather than decorative: concrete enough for immediate application, but anchored in wider thinking about pedagogy, assessment, inclusion, and school improvement.
For schools that need deep subject expertise alongside wider pedagogical thinking.
This includes mathematics curriculum, assessment, intervention, dyscalculia-informed practice, and department support across IB and international school contexts.
Workshops
Professional learning works best when it is specific, school-facing, and close to the real pedagogical decisions teachers and leaders have to make.
How structure, explanation, discussion, guided practice, and Universal Design for Learning combine to make learning clearer and more durable for students.
Moving beyond data collection into practical routines for noticing misconceptions, planning response, and adjusting teaching.
How leaders can make CPD more concrete, more intellectually serious, and more likely to affect everyday teaching.
Where subject-specific workshop work is needed: curriculum, reasoning, assessment, intervention, and stronger continuity from MYP to DP.
Resources
A quieter way to understand the work is to read it. These pages give a sense of the pedagogical questions, subject concerns, and practical tools shaping the site.
Writing
Writing on pedagogy, assessment, leadership, and mathematics education in international school contexts.
Browse articlesTool
A practical resource for schools and teachers working on clearer, more usable feedback around internal assessment.
Subscribe for accessProgramme
Professional learning directions shaped by inquiry-based teaching, project-based teaching, inclusive design, and school-facing pedagogical conversations.
Explore workshopsIBMYP
Support with ATL planning, criteria A to D, moderation routines, and more coherent progression from MYP into DP pathways.
Explore IBMYP supportAdvisory
A closer look at one area of specialist depth: curriculum, assessment, and department-facing support in mathematics.
Read moreSupport
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Support helps keep the articles, downloadable tools, and school-facing materials free or low-friction for teachers and leaders who want practical, thoughtful resources.
It is a simple way to back the ongoing work behind the site without turning everything into a sales funnel.
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If you are reviewing teaching and learning, planning professional development, rethinking assessment, or looking for subject-specific support in mathematics, I am happy to talk.
Occasional writing on pedagogy, assessment, leadership, and mathematics education. No spam, just thoughtful posts.