How OPPI trains teachers to bring Finnish pedagogy into the classroom
OPPI's teacher training programme works with the teachers already in an affiliated school, building the practical skills needed to teach Finnish-inspired, K-5-focused pedagogy inside the school's existing board and curriculum.
- OPPI trains teachers who are already employed at an affiliated school; the programme does not involve hiring new staff or changing the school's board affiliation.
- Initial training focuses on the practical core of Finnish-inspired pedagogy for K-5 classrooms: phenomenon-based units, low-stakes formative assessment, and wellbeing-centred classroom management.
- Training continues after the initial sessions through ongoing coaching, classroom observation, and periodic review, rather than stopping after a single workshop.
- The approach reflects Finland's own emphasis on teacher professionalism and autonomy: teachers are trained to exercise judgement in the classroom, not to follow a fixed script.
Training the teachers already in the classroom
OPPI does not open its own schools, and it does not bring in outside staff to replace a school's existing teachers. Instead, as part of affiliation with OPPI, the teachers already working at a school, most often in early years and primary classrooms, are trained to apply Finnish-inspired pedagogy within the curriculum and board the school already follows, whether CBSE, ICSE, or a state board.
This matters because it keeps the training grounded in the reality of the classroom it will be used in. Teachers are not asked to set aside what they already know about their students, their timetable, or their board's requirements; instead, they are supported in adapting their existing practice, one classroom decision at a time.
What the training covers
The initial training introduces the practical building blocks of Finnish-inspired teaching for K-5 classrooms. That includes running phenomenon-based units that connect subjects around a real question or topic, moving away from high-stakes testing toward the kind of low-stakes, formative assessment Finnish schools are known for, and building a classroom management style centred on pupil wellbeing rather than strict control.
The emphasis throughout is on practice a teacher can actually use in the classroom, not abstract theory. Sessions are built around real classroom scenarios, planning, and the kinds of judgement calls a teacher makes every day, echoing the same emphasis on practical classroom competence found in Finland's own teacher training.
Ongoing coaching, not a one-off workshop
Learning a new way of teaching does not end after an initial training block. OPPI's programme is built to continue through coaching, classroom observation, and periodic review, so teachers have support as they try new approaches, adjust what is not working, and build confidence over time.
This ongoing structure mirrors the trust Finland places in its own teachers: initial training is thorough, but it is treated as the start of a teacher's development rather than the end of it. Teachers are given room to adapt phenomenon-based units and formative assessment approaches to their own class, with coaching there to support that judgement rather than replace it.
How the programme fits into a school's affiliation with OPPI
Teacher training is one part of a broader affiliation: alongside professional development, schools work with OPPI on curriculum and classroom guidance for phenomenon-based learning, and on building formative, low-stakes assessment practices school-wide. Training is designed to work alongside these other elements, not as a stand-alone add-on.
Because the programme works with a school's existing teachers rather than replacing them, its pace is set in partnership with the school itself, and it develops alongside the school's affiliation with OPPI over time.
Frequently asked questions
Does OPPI hire or place teachers in schools?
No. OPPI trains teachers who are already employed by an affiliated school. The programme is designed to build the skills of an existing staff, not to supply new teachers or change staffing.
Is this training a formal certification or qualification?
It is designed as practical, ongoing professional development rather than a stand-alone certificate. The focus is on building classroom skills teachers use immediately, supported by coaching and review over time.
Does the training change what board or curriculum a school follows?
No. Training is built to work within a school's existing board, whether CBSE, ICSE, or a state board. It is about how teachers teach within that curriculum, not about changing which curriculum or board the school is affiliated with.
How is this different from Finland's own teacher training?
Finland's system trains teachers from the start of their careers, through a master's-level qualification before they ever enter a classroom. OPPI's programme instead works with teachers already in service, applying the same underlying principles, phenomenon-based learning, formative assessment, and professional autonomy, to teachers already working in K-5 classrooms.
Related reading
Bring Finnish pedagogy to your school
OPPI affiliates a selective cohort of schools each year for its K-5 Finnish-pedagogy programme, backed by Education Finland. Tell us about your school and our team will reach out.
Backed by Education Finland. Over 20 schools have already affiliated, including DPS, Radcliffe and Sanctus. Places in each cohort are limited.
Apply to the affiliation cohort →