How does the teacher’s preparation (i.e. planning and preparation of lessons) affect the students’ learning progress?

The key issue here is for teachers to cooperatively plan their lessons, with particular emphasis on:

• their notions of what success from the lessons look like
• the quality of the evidence about this impact
• evidence of the knowledge and understanding that students start the lessons with and
• the magnitude of the change expected (and whether it is sufficiently challenging)
• We do not suggest merely more time for planning, especially if this is done alone, or worse sitting with others in the staff room working alone. We advocate a focus collective impact. We realize this is not easy but the work we have done on this pre-planning has certainly led to higher impact.