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learning sprints develop teacher expertise




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.


  • Better identify and address their students’ most pressing learning needs

  • 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 Learning Sprints Process

The process has been designed to be simplerelevant 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: PrepareSprint and Review.

During ‘Prepare’, teams engage in rich dialogue about student learning 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’: analysis of the evidence of student progress, and consideration of how to transfer new pedagogical knowledge and skills into future practice.

3 Key Phases
The core questions that guide teacher teamwork at each stage of the Learning Sprint




Define: What student learning outcome do we want to focus our practice improvement on? For which students? What evidence justifies this decision?

Design: What small, specific actions can we take in our classrooms to improve student learning?

Assess: What evidence of student learning will we collect?



Teach: In what ways are we deliberately improving our teaching practices?

Monitor: How are we collecting evidence of student learning? What is it telling us?

Support: How are we harnessing peer and expert feedback?



Analyse: What progress did students make and how did our actions contribute to this?

Transfer: How can we transfer what we’ve learned into future practice and ways of working together?

Reset: What professional learning could we engage in next, in order to help us maximise our impact on student learning?


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