Given the nature of the everyday practices selected, the prototyping teams consisted mostly of teachers and education assistants. While it was important to have other stakeholders (students, parents, administrators, community partners) supportive of the overall purpose and direction of the work, the most significant collaboration time was spent face-to-face with peers either within a specific school, or between participating schools.
Peer collaboration time was key to building teacher buy-in, sharing learnings, and shifting teacher practice. This combination of reflection, sharing of stories, and a common approach to a shared area of inquiry was powerful. Peer mentorship was an effective way for teachers to share their learnings more broadly and collectively improve their approach to fostering student wellbeing. This finding is corroborated by existing literature on educator practice change, which suggests that teacher learning happens most effectively through peer mentorship and teacher learning teams.1
Shalaway, L. (1985) Peer Coaching ... Does it Work? Washington National Institute of Education Research and Development Notes, September, pp. 6-7