Collaborative Professional Learning
BUILD THE CAPABILITIES OF YOUR LEADERS TO MAXIMISE THEIR IMPACT ON LEARNING & TEACHING
Engagement in Learning 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 process has been designed to be simple, relevant 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: Prepare, Sprint 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 Learning 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.
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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