PREPARE

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

SPRINT

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

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