Process

PREPARE
Come together to decide on a focus for practice improvement
In this phase, teachers:
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Explore evidence-informed ideas from peers and the research base
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Determine the specific changes to practice that will be trialled
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Engage in disciplined dialogue to refine thinking about intended improvements
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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:
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Prioritise time to practise new teaching strategies in the classroom
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Seek out and respond to high-quality peer and expert feedback to build capacity
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Observe evidence of impact in the classroom
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Adapt implementation of new strategies as needed

REVIEW
Review the evidence of impact and consider implications
In this phase, teachers:
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Reflect on the efforts made to improve specific areas of practice
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Talk rigorously about the observed impact of the Sprint
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Draw out key lessons that have been learned and determine implications for future practice
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Identify possible future professional learning interests that emerge as a result of the Sprint
Further Reading
Leading Professional Learning with Impact. Read >
Developing Great Subject Teaching: Rapid Evidence Review of Subject Specific Continuing Professional Development in the UK. Read >
Developing Great Teaching: Lessons from the international reviews into effective professional development. Read >
Practice With Purpose: The Emerging Science of Teacher Expertise. Read >
Teaching expertise: Why it matters and how to get more of it. Read >
A (new) manifesto for evidence-based education: twenty years on. Read >