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Teaching sprints develop teacher expertise




Engagement in Teaching Sprints supports the adoption of evidence-informed practices and enables educators to collectively plan, act and evaluate their impact. The approach is aligned with the existing research evidence into the features of effective teacher professional learning and the science of behaviour change.


  • Make more effective use of available team collaboration time, supported by clear tools and protocols

  • Benefit from more relevant, job embedded professional learning that focuses on practical teaching and learning challenges in their classrooms

  • More effectively share and spread best practices

  • Better adopt and embed the use of research-informed practice and evaluate their impact through formative assessment

  • Deepen their pedagogical content knowledge and be inspired to continually improve

  • Build trust within and across teacher teams and take collective action to help each other to improve

The Teaching Sprints Process

The process has been designed to be simplerelevant and manageable for already overloaded teachers and their leaders. Most of all, it is designed to be adaptable to your school context and focused on the challenges specific to your classrooms and learners.

It consists of three phases: PrepareSprint and Review.

During ‘Prepare’, teams engage in rich dialogue about their practice and consider relevant research to identify a precise focus for improvement work.

They then go into the ‘Sprint’ phase, where they test out their new learning through short, manageable cycles of teaching in the classroom.

A Teaching Sprint ends with explicit ‘Review’, involving the analysis of impact evidence and consideration of how to transfer new pedagogical knowledge and skills into future practice.

The 3 Key Phases of a Teaching Sprint




Come together to decide on a focus for practice improvement

In this phase, teachers:

  • Explore evidence-informed ideas from peers and the research base

  • Determine the specific changes to practice that will be trialled

  • Engage in disciplined dialogue to refine thinking about intended improvements

  • Discuss the range of evidence that could indicate the impact of the new strategies to be trialled



Deliberately practise evidence-informed strategies

Over 1 - 4 weeks, teachers make a conscious effort to:

  • Prioritise time to practise new teaching strategies in the classroom

  • Seek out and respond to high-quality peer and expert feedback to build capacity

  • Observe evidence of impact in the classroom

  • Adapt implementation of new strategies as needed



Review the evidence of impact and consider implications

In this phase, teachers:

  • Reflect on the efforts made to improve specific areas of practice

  • Talk rigorously about the observed impact of the Sprint

  • Draw out key lessons that have been learned and determine implications for future practice

  • Identify possible future professional learning interests that emerge as a result of the Sprint


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