Most edtech tools offer a video library and call it PD. TA39 includes a structured professional learning program that runs across the full term — because confident, thoughtful use takes more than a login and a tutorial.
The program helps teachers use TA39 thoughtfully, evaluate AI-generated feedback with confidence, and keep teacher judgment at the center. The result is not just smoother adoption, but stronger feedback practice across the term.
Time savings matter. But they are not the reason to run this program. The reason is stronger feedback practice: feedback that is more specific, more consistent, and more likely to be used by students.
Efficiency is what makes that work sustainable. The professional learning is what makes it worthwhile.
Understand the promise. Decide whether this is worth your attention.
What TA39 Is
Video coming soon.
That's the concept. Here's what it actually looks like, on one real assignment, start to finish.
See TA39 in Action
Video coming soon.
Writing isn't graded the same way in every framework. The next two minutes show how the workflow shifts for IB, AP, CBSE, and IGCSE.
How TA39 Fits Your Curriculum
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What schools get
Teacher workshop
Facilitated session before the term. Teachers leave ready to use TA39 on real assignments.
Term-long calibration
Structured meetings and check-ins so teachers develop together, not in isolation.
End-of-term reflection
Evidence review, student voice data, and a next-term plan for sustained practice.
Assessment Lead support
Training and tools for an internal quality lead to sustain the program long-term.
Clear time commitments
6.5–8 hours per teacher across the full term. No hidden hours.
Three phases across the full term
Not a one-day workshop. A structured arc that builds judgment over time — with decreasing intensity as confidence grows.
Foundation
Teachers build their first rubric, feedback template, and evaluation protocol. They leave with a plan for their first assignment — and the judgment to review what TA39 produces.
Practice & Calibration
High-touch support in the first two weeks, then structured calibration meetings where teachers align on what counts as good adaptation. Quality tracking runs throughout.
Reflection & Planning
Teachers review evidence, hear from students, assess their own growth, and build a next-term plan. Individual learning becomes institutional learning.
Start with the real work, not the platform tour
A facilitated workshop before the term begins. Teachers do not learn features — they build the artifacts they will actually use: an optimised rubric, a feedback template that carries their voice, and a quality evaluation protocol.
The teacher workshop runs 2 to 3 hours and is facilitated by a TA39 specialist. Teachers upload their own rubric, work through Optimize with AI to sharpen it, then build a feedback template that sounds like them — not like a system.
The session also introduces the evaluation protocol: a structured approach to reviewing AI-generated feedback before students see it. Student focus, curriculum alignment, grade verification, teacher additions, red flags.
Teachers leave with decision rules for when TA39 is the right tool and when it is not, reference guides for ongoing use, and a concrete plan for their first assignment.
"Teachers leave ready to use TA39 with real assignments in their first week — not just familiar with how it works."
What teachers leave with
One optimised rubric uploaded to the platform
A personalised feedback template capturing their voice
A quality evaluation protocol for reviewing AI output
Decision rules for when and when not to use TA39
A plan for their first assignment
Reference guides kept as ongoing job aids
Calibrate, not just implement
Phase 2 runs across the full teaching term with a decreasing-intensity pattern: high-touch support early, structured calibration in the middle, and asynchronous reflection toward the end.
Drop-in support and a quick-check survey in the first two weeks catch early questions and disengagement before they compound.
The cohort calibration meeting (weeks 3–4) is the most important event. Teachers calibrate on real feedback samples, agree on what counts as good adaptation, and build a shared resource library. Without it, there is no collective benchmark — teachers develop in isolation.
Mid-term, an asynchronous reflection lets teachers review their data and update their decision rules. A second check-in (weeks 9–12) revisits standards against harder cases and bridges into Phase 3.
"The calibration meeting is where individual practice becomes shared quality."
Core Phase 2 elements
Quick-check survey — 3 minutes, end of week 2. Early identification of teachers who have not started and why.
Cohort calibration meeting — 60 minutes, weeks 3–4. Establishes the shared quality standard.
Mid-term reflection — 20 minutes async, weeks 9–10. Teachers review data and update practice.
Cohort check-in — 45 minutes, weeks 9–12. Second calibration point and bridge to Phase 3.
Quality tracking — ongoing. Five instruments across the term monitored by the Assessment Lead.
Reflection that leads to changed practice
Phase 3 closes the program year with a structured sequence: gather evidence, hear from students, assess growth, reflect together, and plan forward. The goal is not just to evaluate the term — it is to ensure the next one is better.
It starts with evidence: a student perception survey grounds everything that follows in data rather than impression. Teachers then review their own time savings, quality patterns, and student responses privately — before any group discussion.
The capstone is the cohort reflection session: 75 to 90 minutes, all teachers together. Pair share, pattern identification, calibration on new samples, shared resource refinement, and forward commitments made public. This is where individual learning becomes institutional learning.
Teachers finish with a next-term implementation plan: updated decision rules, assignment-level deployment, and built-in checkpoints to sustain what they have built.
"Without the next-term plan, the term's reflection does not translate into changed practice."
Phase 3 sequence
Student perception survey — 10–15 min. Administered in the final week of term.
Individual evidence review — 45–60 min async. Private analysis before group discussion.
Competency self-assessment — 15–20 min. 28 competencies across seven dimensions.
Cohort reflection session — 75–90 min. The capstone group event. Requires calendar protection.
End-of-term analysis — 30–45 min async. Portfolio-style record of the full term.
Next-term implementation plan — 20–30 min. The document that ensures sustained practice.
The keystone decision: appoint an Assessment Lead
Schools that help teachers develop AI feedback literacy over time do so because they have built internal expertise. Designating an Assessment Lead is the structural decision that makes this possible.
The Assessment Lead facilitates calibration meetings, monitors teacher progress through tracking instruments, holds supportive conversations with teachers who are struggling, and curates shared rubric and template libraries.
This is a support role, not an evaluative one. The goal is quality assurance through collegial accountability.
Suitable existing roles: Department Head · Instructional Coach · Curriculum Coordinator
Assessment Lead time commitment
Time commitment per teacher
Transparent and specific. No hidden hours. Leadership can plan around these numbers.
~6.5–8 hours
~10–12 hours
These are total hours across an entire term — not per week. The program is designed to be sustainable alongside full teaching loads.
Optional thematic workshops
Choose one or two based on your cohort's needs. Running all four is unnecessary. If early data suggests no gaps, all can be skipped without compromising program integrity.
Curriculum-Specific Feedback
For schools running multiple curricula simultaneously. Teachers develop curriculum-specific audit checklists and shared rubric libraries tailored to their assessment framework.
Objectivity vs Subjectivity in Marking
For cohorts heavily oriented toward standardised marking. Teachers develop a confident, principled stance on where professional judgment must override TA39 output.
Formative vs Summative Assessments
For teachers using TA39 across different assessment purposes. Develops context-specific decision rules rather than a single approach for all assignments.
From Feedback to Action: Student Uptake
When early data suggests students are not implementing feedback. Teachers gain specific adaptation strategies that improve the likelihood students act on feedback, not just receive it.
See the full program with your leadership team.
We will walk you through the three phases, the Assessment Lead role, and how the program adapts to your school context — including curriculum, cohort size, and available time.
Come with questions. Leave with a clear picture of what implementation looks like.