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Working in partnership to support your staff to effectively implement and sustain Teaching Sprints as an embedded routine for professional growth.


Do you want to partner with our faculty to create a lasting impact?

Teaching Sprints is a simple and effective process, yet effective implementation in busy schools can be a difficult. Our highly skilled faculty of facilitators are the perfect partner in your Teaching Sprints implementation journey through our workshop programs and impact coaching.


Core Workshop for All Staff

All of our sessions run for 3 hours of content and are often best delivered through 2 x 90 min sessions. 

Teaching Sprints for Educators 

In this rapid introduction to Teaching Sprints educators have a chance to understand the process and consider how it might enable them to make small, impactful changes to practice. 

The key outcomes include:

  • Examine the importance of enhancing adaptive teaching expertise 

  • Understanding the core phases of the Teaching Sprints process

  • Exploring how the Sprints tools can support disciplined dialogue

  • Considering how research can inform our practice improvement efforts

  • Planning a micro-Sprint to try in the classroom

Advanced Research Workshops

After your educators have become familiar with the Teaching Sprints process, it is time to deepen their engagement with high quality and relevant research that can inform their work. 

Our rapid research sessions enable educators to meaningful engage with bit-sized chunks of high quality evidence that can inform their practice improvement. Our faculty simplify complex ideas, and place a focus on how to apply in real classroom settings. 

6 Rapid Research workshops: 

  1. Embracing high quality formative assessment 

  2. Harnessing effective teaching to student feedback 

  3. Understanding and applying cognitive load theory

  4. Harnessing retrieval practice to improve memory

  5. Developing metacognition and self regulation

  6. Learning intentions and success criteria 

Each of these rapid research workshops are structured as 2 x 90 minutes session. During the first half, educators are exposed to the key ideas in the research literature and are provided with practical examples. In the second 90 minute sessions, they work in teams to draw out the implications for their own practice and design their own Sprint.

Impact Coaching

Once you have moved through the core teaching Sprints programs with your staff, you may want a deeper, longitudinal level to ensure effective implementation and impact over time. Through school-embedded coaching our world class team work alongside your team, to develop new ways of working together. 

To engage with Teaching Sprints through coaching is to learn by doing. Your leadership team pairs with a Teaching Sprints faculty member, working side-by-side as much as possible to collectively build a new way of working together. Your team will learn best practices and methods by actually doing the work and applying it in their unique school setting. 

In this process, they  will become enabled to lead this work self-sufficiently in the future. 

Specifically, our Teaching Sprints faculty can work directly with your leadership team in:

  • Clarifying how Teaching Sprints can meaningfully connect with the school improvement plan and current professional learning activities

  • Supporting leadership teams to adapt the Teaching Sprints process for best impact in the local context

  • Determining how to best allocate time to the Teaching Sprints process within the busy schedule of the term

  • Supporting the leadership team to access, evaluate, and use evidence-informed research in their unique school settings

  • Demonstrating how research evidence can be shared with staff through a range of methods and approaches

  • Running small training sessions for middle leaders and teacher leaders to build their capacity

  • Working to evaluate the quality of Teaching Sprints operating across the school and provide guidance on how to improve

We normally commit to 3 sessions over 6 to 12 months. 

As part of any coaching engagement, the school will also have a free 1-year subscription to our Teaching Sprints Implementation hub which includes further support for leadership teams to effectively adapt the process for their unique school context and gather early impact evidence.

Our Teaching Sprints Facilitators



Bronwyn is a Lecturer and Doctoral Candidate at the University of Melbourne (Graduate School of Education), where she specialises in clinical teaching and developmental assessment. A primary school music teacher by background, Bronwyn’s interests lie at the intersection of current assessment theory and the everyday practice of teachers. Bronwyn is keenly interested in how teachers can design more reliable assessment tools to reflect what students can do, and what they are ready to learn next.

Bronwyn consults with a range of metropolitan and regional schools, assisting them to develop quality assessment tools which reflect evidence-based progressions of learning.


Ricky has significant leadership experience in education reform: working across schools, education systems and in the not-for-profit sector. She is founder and Director of EdCapital, an education consultancy. She was Founding Director of the Centre for New Public Education, held system leadership positions in US school districts and spent 7 years as a teacher and school leader.

Ricky is a Menzies Scholar and a graduate of Harvard where she completed a Masters of Education Policy and Management. She has a Bachelor of Visual Arts (Hon1) from the University of Sydney. She is currently undertaking research on how system leaders help principals improve student learning outcomes.

Visit Ricky’s website HERE.



Dr Ryan Dunn has considerable experience within education and has advised and collaborated with schools and districts across Australia, the USA and Canada. As a Director as Breakspear Learning Ryan has worked extensively with leaders in Victoria, South Australia, Queensland, New South Wales and Alberta to support leadership development at a system, network and school level.

Ryan is also lecturer at a leading University in Australia where his work focuses on teacher professional learning, educational leadership, practitioner research and primary mathematics. He is currently leading the Melbourne Catholic Education Office (CEM) School Wide Improvement Forums that is a partnership between Breakspear Learning, CEM and and over 50 Southern Region Primary School Improvement Teams. As a speaker, Ryan has delivered keynotes on topics such as: Leading Improvement, Developing Teaching Expertise, Peer Coaching, Evaluative Thinking, High Performing Teams and Mathematical Reasoning.

Ryan completed his PhD under the supervision of Professor John Hattie. His PhD focused on the effectiveness of educational design research as a form of teacher professional learning. He is a lead facilitator for Agile Leadership and Teaching Sprints programs across Australia.


Prior to joining the Agile team, Luke worked for over 15 years as a teacher and school leader in the Victorian Government Secondary system. Whilst working in school settings he completed Graduate research into how student voice can be used to inform teacher professional learning. Following this, Luke began his Doctoral research investigating how students respond emotionally and cognitively when presented with teacher feedback.

Luke is currently a Research Fellow at a leading University, and has taught in a range of Masters programs in the field of Education and Leadership. Luke also presents locally and internationally in the area of feedback, instructional practice, and evidence-based teaching; and, works with schools and other learning organisations to optimise feedback practices to maximise their impact.



Terri Lynn is a lead learner who serves as a Principal with Evergreen Catholic Schools in Spruce Grove, Alberta. She is an avid consumer of knowledge and seeker of change.

In her more than 20 years in education, Terri Lynn has explored learning in all grades, from kindergarten to grade 12, and as a result brings a systems focused mindset to school based problems of practice. She has firsthand experience with the power of Improvement Sprints, agility and instructional coaching to move practice forward and relishes the opportunity to dig deep, look broad and re-imagine learning.