Manitoba School Leadership Framework
Stories of Practice
Using Teaching Sprints to Strengthen Evidence-Based Teaching
This story of practice focuses on enhancing teachers’ instructional practices through the Teaching Sprints process, which supports teacher teams in identifying specific areas of student learning, designing strategies informed by research, and collecting evidence to assess their impact.
Setting the Context
The school leader in this story of practice is the principal of a Kindergarten to Grade 6 urban school. The school serves a diverse community, with approximately 80 percent of students being newcomers. Expectations for student success are high, and the needs of students are complex.
Story of Practice – Pre-conditions
The effectiveness of the practice was supported by several existing conditions that enabled its successful implementation. The school leader began their tenure by observing and identifying the needs of both staff and students. They envisioned the school as a place where teachers could engage in meaningful research, deliver high-quality work aligned with their professional development goals, and effectively meet the needs of their students. The school leader was committed to ensuring that staff had the time and space to collaborate, work as a team, and learn from one another.
At the start of the school year, teachers and students meet one-on-one to intentionally build relationships. These interviews help teachers understand where students are in various curricular areas and provide insight into each student’s sense of well-being. The information gathered is compiled into classroom profiles. Three times a year, classroom profile meetings are held for each grade level. These meetings include three to four teachers from the same grade, the principal and vice-principal, a resource teacher, and a student services teacher. The team uses the classroom profiles to guide planning and monitor student achievement.
Story of Practice – Leadership Actions, Purpose, and Outcomes
The following leadership actions, their purpose, and resulting outcomes map the school leader’s journey in implementing Simon Breakspear’s Teaching Sprints process to enhance teachers’ instructional practice and student learning.
To begin, the school leader focused on building their understanding of the Teaching Sprints process. Inspired by John Hattie’s research, which highlights that one of the most effective teaching strategies is a teacher who understands the impact of their instructional practice, the school leader chose to explore the Teaching Sprints model. They studied the process through research, training, and direct engagement with Simon Breakspear and his team, as well as by connecting with a colleague already using the process. These experiences provided the school leader with the knowledge and tools needed to confidently introduce and implement Teaching Sprints with staff.
Professional development for staff was a key next step. It was important that staff understood both the process and the “why” behind it. During a professional development day, staff received a presentation on the Teaching Sprints process and engaged in discussions about its importance, implementation, and potential outcomes. They read and discussed Breakspear’s book, Teaching Sprints: How Overloaded Educators Can Keep Getting Better (2020), to gain a concrete understanding of what the process would look like in practice. Staff also conducted additional research, participated in training with Breakspear, and heard from others who had used the process, including visual examples of how the cycles worked. Leadership played a vital role in empowering staff to experiment, make mistakes, and learn from them. As a result, staff developed a clear understanding of how to implement Teaching Sprints, why they support instruction and student learning, and how they help teachers become experts in their practice.
To support collaboration, the school leader repurposed a room in the school and named it the Sprint Lab. This space was designed with modern furniture, greenery, a whiteboard for brainstorming, and tools and templates from Simon Breakspear, such as graphic organizers and diagnostic tools. A bulletin board displayed classroom profiles and other resources for easy access. The Sprint Lab became an inviting, accessible, and visually engaging space for staff to collaborate, reflect, and grow. It also served as a visible commitment from leadership to the Teaching Sprints process and provided a safe environment for teachers to develop a growth mindset.
Recognizing the importance of dedicated time, the school leader created a timetable that gave staff one hour every six days to focus on Teaching Sprints. During this time, grade-level teams met to plan, collaborate, and work toward their goals. This structured time was essential for professional growth, allowing staff to continuously develop their practice and build collective efficacy across grade levels.
The implementation of the Teaching Sprints process was structured around three-month cycles, or terms. Each term, teachers focused on a specific goal or practice, then set a new one for the next term. During their dedicated sprint time, staff implemented actions, collected data, identified next steps, and reflected on their progress. They collaborated in meetings to share their work, assess whether their instruction met student needs, and adjust their approaches accordingly. This process fostered continuous improvement and helped meet a wide range of student needs. Staff were excited to work together, and their instructional practices improved as a result. While the term-based structure worked well, flexibility was necessary, as some goals required more time while others were achievable within a single term.
Finally, reviewing the implementation of Teaching Sprints was an important part of the process. Staff shared the practices they had implemented, reflected on what was working, and identified areas of growth. These discussions allowed teachers to learn from one another and gather innovative ideas for their own classrooms. Teachers became more intentional in their efforts to improve and consistently reflected on their practice, leading to meaningful and sustained growth.
Reflections
The school leader believes that continuous professional learning and growth are essential for personal development and to adapt to the evolving needs of students. For staff to successfully learn and implement the Teaching Sprints process in their instructional practices, professional development must be embedded into their timetables. A designated space is also necessary—one that supports collaboration and provides opportunities for teachers to refine their practice. In addition to space, teachers need access to the right tools and resources to maximize their learning and ensure successful implementation. To truly meet the needs of their students, teachers must be the driving force that “models the way.”
The school leader also recognizes that meaningful change does not happen overnight. It is a gradual process that requires thoughtful planning, along with flexibility in timelines. To inspire change, it is important to clearly communicate why the practice matters and what the potential outcomes could look like for both teachers and students. Gathering feedback and listening to teachers’ perspectives ensures that all voices are heard and that the change will have a positive impact on everyone involved.
References
Breakspear, Simon, and Bronwyn Ryrie Jones. Teaching Sprints: How Overloaded Educators Can Keep Getting Better. Corwin, 2020.
