Once everyday practice ideas were selected, each district identified people to take part in an initial prototyping team who would test out the idea in their schools. In prototyping the everyday practice, educators were invited to apply it in a way they felt would work best, reflecting on what was working and not working, and adjusting or “iterating” the practice as they went along.
Educators who participated in prototyping appreciated the ability to develop out the approach, adapt it according to their own context, and collectively identify core elements that made it effective. This prototyping approach emphasized teachers’ professional autonomy and helped the initiative to be seen as grassroots and teacher-led rather than top-down or driven by external interests. Darren Macmillan, the Community Liaison for SD 43 Coquitlam referred to teachers as “private prototypers” in their natural tendency to iterate their practices.