The Process of How to Apply Evidence-Based Learnings

As the teaching team discusses teaching practice, reviews student data and reflects on how effective practices are impacting student mastery, evidence-based learnings will emerge. From the evidence-based learnings, the teacher and coach identify improvement actions.  

Teachers implement the improvement actions by applying new skills, honing acquired skills or refining mastered skills. Instruction coaches continue to collect observation data and hold coaching conversations to discuss how the process is improving teaching and learning.  

Principals identify evidence-based learnings that are impacting classrooms and use school professional conversations to embed a culture of collaboration, continuous improvement and high-expectations.  

The Process  

The Teacher:  

• prepares for coaching conversations  
• participates in coaching conversations  
• completes improvement actions after the coaching conversation
• participates in school professional conversations.  

The Instruction Coach: 

• leads weekly coaching conversations 
• provides feedback to the teacher or teaching assistant 
• acknowledges what the teacher or teaching assistant has mastered, what anomalies the student data indicates, and how the techniques and data impact student learning 
• reviews improvement actions.  

The Principal:  

• leads school professional conversations with the coaches and teaching team weekly or fortnightly
• uses focused messages about continuous improvement 
• announces each team member’s progress and successes  
• leads discussions around the strategies used to get successful results 
• discusses top challenges and draws on best practice classroom examples to discuss strategies to resolve them
• together with the teaching team, formulates learnings from the classroom and summarises potential applications.