Welcome to Teaching Sprints

“Through Teaching Sprints, thousands of our teachers and leaders now have another, and arguably better, way of moving through a disciplined inquiry process - the intentional experimentation, the fast fails, the iterative improvement. It is these small shifts that have added up over hundreds of our schools to make improvement across a system. We now have more expert teachers who not only know the most impactful teaching strategies, but where and how to use them, for which students and at precisely the right time.
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“Transformative. Timely. Teacher and research informed. Teaching Sprints provides us with the space for deliberate dialogue around two critical aspects of education; improving student outcomes and shifting pedagogical practice.”

“Teaching Sprints has enabled our Portfolio of schools/pre-schools to be involved in a consistent organisational process for developing teacher practice and collaboration. As a Local Education Team the impact of this approach has been clearly identified through the collection of evidence which is enhancing our overall Site Improvement focus.”

“Once in a generation, a process for enhancing teacher expertise is developed that lays an evolutionary foundation for profound growth and improvement. This book offers a breakthrough approach in this area that profoundly focuses on teacher agency, incremental growth every day of the year, and the power of collaborative work in teams. Over the past few years across the province of Alberta, Canada, hundreds of teachers and school leaders have participated in the evolution of the Teaching Sprints process and this has moved teaching expertise forward for both individuals and teams and lifted outcomes for students.”

“As a school principal, I’ve found Teaching Sprints to be the most effective way to facilitate teacher improvement. It is simple but powerful because it gives teachers a real sense of satisfaction. Through each Sprint, and sometimes in a short space of time, they see both personal improvement and improvement in their students.”

“The Sprints process fosters collaborative learning and has been a valuable form of professional development in creating lasting change. Sprints has reaffirmed the need for teachers to be continual learners who constantly strive to get better, regardless of their experience.”

“Teaching Sprints are so successful because the core values privilege teacher need and student improvement above anything else. Sprints have transformed our approach to professional learning and teacher growth. We now have a truly authentic and impact driven model for our teachers to engage with.”

“Our teachers are proof of the impact Teaching Sprints has on improving their practice and ensuring impact. Teachers meaningfully engage in Teaching Sprints because they know it works.”

“As a school leader, I credit the role Teaching Sprints has had in shaping staff culture – it’s one of continual teacher improvement. Through Sprints, teachers at my school routinely improve their effectiveness while simultaneously building strong relational trust.”