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The DCPL approach to professional growth uses data to diagnose a problem related to student outcomes; teachers work collaboratively to solve the problem; and use data to evaluate the extent of their success.

Collaboration occurred throughout the entire enquiry process with teams working together to try out new collaborative strategies while simultaneously trialling and refining new pedagogical approaches.

The ‘disciplined’ component came from utilising the structure outlined in this approach and, in particular, having a clear data-driven focus for choosing a collaborative strategy in order to achieve the identified goal.