"Among the greatest unresolved issues within schools is developing great models of implementation: Sprints is certainly one of the breakthroughs. This book can make major improvements in schools and classrooms, ironically by focusing on tiny shifts."
John Hattie, Laureate Professor
Melbourne Graduate School of Education
"Once in a while you come across a book that really cuts through the complexity of issues and provides a refreshing and practical approach to improving what happens in schools. This is such a book. Evidence-based, easy to read and full of down-to-earth ideas that busy teachers can implement. I love it."
Steve Munby, Visiting Professor
University College London
Former CEO, National College for School Leadership
Enhance teachers’ expertise – in every term, every school year.
With all of the everyday demands of teaching, the job of improving classroom practice is a challenge for teachers and school leaders. Grounded by research and field-tested around the world, Teaching Sprints offers a professional improvement process that works in theory and practice.
Including insights from the field, and practical protocols, this book outlines a simple model for engaging in short bursts of evidence-informed improvement work. Using Teaching Sprints, teams of teachers can enhance their expertise together, in a way that is sustainable on the ground.
In Teaching Sprints, readers will find:
• three big ideas about practice improvement
• a detailed description of a simple improvement process
• advice on how to establish a routine for continual improvement
Whether you’re a classroom teacher thinking about your own practice, an instructional leader supporting colleagues to teach better tomorrow, or a school leader interested in enhancing your program for professional learning, Teaching Sprints is a must-read for you.
About the Authors
Part 1 - Big Ideas About Getting Better
1.1 Big Ideas 1: Start with the best bets
1.2 Big Ideas 2: Practice makes progress
1.3 Big Ideas 3: Focus on tiny shifts
Part 2 - The Teaching Sprints Process
2.2 The Sprint Phase
2.2 The Sprint Phase
2.3 The Review Phase
Part 3 - Establishing an Improvement Routine
3.1 Teacher teams - Who could work together in Teaching Sprints
3.2 Scheduling: What can we run our Teaching Sprints during a busy term?
3.3 Choosing a focus: How do we choose an area of practice to work on?
Conclusion - Better Than Before
Appendix A - Teaching Sprints Process Overview
Appendix B - Teaching Jigsaw Protocol
Appendix C - Learn & Let Go Protocol
Appendix D - Boulder, Pebble, Sand Protocol
Appendix E – Picture of Practice Protocol
Appendix F – Check-in Protocol
Appendix G – Review Protocol
Appendix H – Re-allocating Time for Teaching Sprints
Appendix J – Term Planner for Teaching Sprints