What Happens when Use Evidence to Discuss Successes and Challenges with Peer Schools is Delivered with Fidelity

As teaching teams use classroom and school data to identify evidence-based learning, they will identify successes and challenges. Sharing those with peer schools supports the use of effective teaching across the school community and gives teachers new ideas on how to address challenges.  

School professional conversations are how the teaching team strengthen their relationships and learn from one another as professionals. The teaching team builds its practice collaboratively and shares learnings between less experienced and more experienced team members.  

The principal leads professional conversations by discussing the challenges and successes in their school, how they could address the issues or replicate the improvements, how others have done so and what the evidence says is effective.  

The principal organises professional peer networks to draw other experienced peers into constructive dialogue, relationship building and information sharing between schools.  

During conversations with peer schools, members of the teaching team have the opportunity to learn from one another. They share successes, which contributes to the peer schools’ knowledge, and challenges, and gain insight from the peer schools’ expertise. Through this cycle, the teaching team routinely schedules professional conversations between peers to problem-solve issues and scale improvement through best practice, which contributes to effective teaching. 

Using evidence to discuss successes and challenges with peer schools involves the entire teaching team:

• The principal routinely schedules professional conversations with peer schools to share successes and challenges.  
• Instruction coaches prepare teachers to share successes and challenges with peer schools.   
• Teachers and teachers’ aides come prepared to share successes and challenges and to learn from peer schools.