WAPPA Conference 2019

Download Simon's Slide Decks

The Teaching Sprints Process



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


Clarify Canvas

Further Reading

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 >

Find out more about Teaching Sprints