This post is part of a series related to using Learning Sprints as described by Agile Schools and Dr. Simon Breakspear. The purpose of sharing these experiences is to help other school leaders in putting in place Learning Sprints by sharing triumphs and lessons learned throughout our experiment. Our learning was facilitated by the Alberta Teachers’ Association Agile Network.
A question that we have had to answer as we are organizing our professional learning around Learning Sprints is “How many people should be in a Learning Sprints group?”. This might seem evident, but we have struggled to find a number that works and have learned some lessons along the way. Through our trials and tribulations I think we have come up with the definitive answer: it depends. The biggest thing that I have learned in my time with PLCs, Learning Sprints, Departments, etc. is that the perfect number is affected by multiple factors.
The first factor that I believe needs to be in place is that the group should have a common link in what they teach that enables them to find common outcomes to focus on. This might be a certain range of grades, it might be a common subject or department. When I worked in a High School, our subject departments were a great way to form a group around common outcomes. Whether that be around Science, Language Arts, Math, it works well. I have even had a personal experience where a group of teachers who were the only specialists in a school came together by finding common outcomes they could all focus on. I was part of a Modern Languages/Fine Arts department that brought together the French, German, Japanese, Art, Band, and Drama teachers. We needed to be open to what we all shared in our different subjects, but ultimately we were able to focus on how we were designing our instruction to ensure our outcomes were being met. Other examples of groups that I have seen to work are junior high humanities or Science/Math teachers, Grade 1-2 teachers. The list is endless, but the important piece is that there are common outcomes that the teachers want to focus on.
The next factor that determines the optimal size of your Sprint Group is the ability to meet. If there are too many differing schedules and the group cannot find a common time to meet the work will fail. I have written about how groups need to “Check In to Win”. The best ways to organize this meeting is to schedule time in the timetable, but often times this is not available or is an ongoing goal. In the times where the timetable is not in place to allow teachers to meet during the day, there must be a time when all are available on a regular basis. The availability of the members will determine the size of the group.
My experience is that there is a certain point when consensus becomes difficult to obtain. To say this another way, at times when there are too many divergent perspectives and the group cannot choose one outcome to work on. This number varies widely based on the personalities in the group, the subject areas, the past experience and the buy-in of the group. At times, this is when 3 highly different people come together, other times it is a significantly higher number.
Though all these factors come into play, don’t get stalled in implementation. A group, whatever the size, that actually makes progress on meeting the needs of students is better than none. Get together, make progress, learn along the way what size of group is going to be right for your school. Get started today.