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.
‘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
Melbourne, Australia
‘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
London, UK
Mục lục
Preface
Acknowledgments
About the Authors
Introduction
Part 1 – Big Ideas About Getting Better
Part 2 – The Teaching Sprints Process
Part 3 – Establishing an Improvement Routine
Conclusion – Better Than Before
Appendices
References
Index
Giới thiệu về tác giả
Bronwyn Ryrie Jones is a career teacher and teacher educator at the University of Melbourne (Graduate School of Education). She is also Director of Professional Practice at Teaching Sprints. Bron commenced her teaching career just over a decade ago. Since then, she has sustained an interest in all aspects of instruction, but she is particularly interested in how teachers make sense of the best available evidence in their lived teaching experience. In each of her ranging roles, Bron is never happier than when she is working with teachers. Bronwyn consults widely across Australia. She has worked with thousands of teachers, and hundreds of schools in metropolitan, regional and rural areas. She supports teachers to embed explicit principles of instruction, and to develop robust assessment tools. Bronwyn regularly consults with the Victorian Department of Education and various institutes of educational leadership. Bronwyn received her Bachelor of Education from RMIT University (Melbourne) and her Masters of Education from the Melbourne Graduate School of Education. She recently commenced doctoral studies. Bronwyn lives in Melbourne with her partner Brett and daughter Lucie.
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