ABSTRACT
In this chapter, the authors reflect on the implementation and impact of the programme in order to draw lessons learned regarding the use of collaborative inquiry approaches for educational improvement. In particular, they analyse impacts and insights into what facilitated and inhibited the process. The authors begin, however, by explaining the evidence on which their argument is based. They use examples from the School Improvement Partnership Programme (SIPP) collaborative projects in order to highlight some of the factors and processes that helped promote the impact and sustainability of the SIPP approach, as well as some of the challenges that inhibited progress. These examples also show how implementation of the approach varied from context to context. The clearest impact of the SIPP approach was on the reported professional learning of teachers regarding their pedagogical and inquiry skills, as well as their greater awareness of how disadvantage can influence learner outcomes.
