Effective use of protocols:Don't waste my timeBethann M. McCain

Educational Consultant, CIU #10

Norms• Start on Time/End on Time

• Be fully present

• Be respectful and receptive to others

• Listen to the speaker

What are protocols?Think-Pair-Share: quick write a Tweet- what are protocols?

Set of established guidelines that are agreed upon by the team

Provide systematic direction to meetings

Differentiated and based upon team purpose and team make-up

Why do we need protocols?

High Expectations

Routines

Staying on topic

Developing a Risk-taking Environment

Establishing a common focus/direction

Use time effectively

Ineffective Meetings

Common Uses for Protocols

Looking at individual student work or group data

Problem-solving

Feedback/discussion of observations

Structure a discussion around a topic

Pushing conversation on a particularly resistant issue

Looking at Student Work:30-Minute Meeting Protocol

Before the meeting:

Identify “presenter” and provide presenter with a list of what they need to bring

Type of student work, copies for teamDetermine who should be involved in the meeting

Establish roles:Note-takerTime keeperTask master

Looking at Student Work:30-Minute Meeting Protocol

After the first meeting of the group:1 minute to review protocols

3-5 minutes for presenter to present information

Presenter speaks uninterruptedOther members take notesPresenter poses a question

1 minute for clarifying questions Yes/No or one word answers

Looking at Student Work:30-Minute Meeting Protocol

7-10 minutes for brainstorming ideasPresenter listens and takes notes without respondingOther members discuss the “case”

3-5 minutesPresenter offers information obtained from the brainstorming questions and asks clarifying or probing questions in ideas he/she wishes to pursue

Wrap-up and Goal Setting (7-10 minutes)Discussion of all members of the groupLast few minutes, presenter shares goal, next steps and expected outcomeReflection on process is a good plan as well

Consultancy Protocol

Longer format of 30-minute meeting protocol

Discussion of dilemma- sometimes called “Peeling the Onion”

Provides presenter with opportunity to discuss dilemma in a safe, non-judgmental environment

Expands the use of probing questions

Individuals presenting should not already come with a decided plan, OR with the expectation to change everyone else

Book Study Using Socratic Seminar

Purpose: begin conversations about new topic or addressing a topic of concernBest used with short chapters or articlesProvides all participants with a voiceProvides “lead participant” the opportunity to focus the discussionDepending on group size (6-12 is best), can take 30-60 minutesThis protocol does not come to conclusionBefore meeting

Provide participants with text and date of meeting (explain they have to read the text prior)

Book Study Using Socratic Seminar

Explain to the team the protocol of Socratic seminar-

Lead participant provides guiding question-“What are some “hidden rules/hidden curriculum” that we see in our school?

Participants are given an moment to processLead teacher starts at one side of the circle, and asks for responses- Lead teacher takes notes on responses; however, does not respond to any commentsParticipants may passLead participant synthesizes information shared and group has open discussion Closure- lead participant synthesizes information and offer next assignment

Data-Driven Dialogue

• Phase I PredictionsSurfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and

expectations

• I wonder…

My questions/expectations are influenced by…

• Some possibilities for learning that this data may present…

Data-Driven Dialogue

Phase II ObservationsAnalyzing the data for patterns, trends, surprises, and new questions that “jump”out (JUST THE FACTS)

• I observe that…

• Some patterns/trends that I notice…

• I can count…

• I’m surprised that I see…

Data-Driven Dialogue

Phase III InferencesGenerating hypotheses, inferring, explaining, and drawing conclusions. Definingnew actions and interactions and the

data needed to guide their implementation.

Building ownership for decisions

Guiding questions become deeper and more apt to provide results; HOWEVER, teachers must be ready for this conversation.

I believe the data suggests… because…

• Additional data that would help me verify/confirm my explanations is…

• I think the following are appropriate solutions/responses that address the needs

implied in the data…

• Additional data that would help guide implementation of the solutions/responses and determine if they are working…

Where to start?• Provide choice to your group when

possible• “Managed Choice”

• Individual Work- curriculum work or student work to bring to the group

• Reading Expansion- learning more about a topic of interest with a group

• School or districtwide issues to address with the group

Where to start?

• Talk with a group of 3- sharing of goals to be addressed-

• Each person puts 1 post-it note under each category

• Facilitator organizes post-its by areas of interest

• Participants revisit and choose 2 topics

• Develop groups

It’s All About Teamwork

Resources

National School Reform Faculty Protocols

Read-Write-Think Socratic Seminar

Instructional Coaching and Socratic Seminar

Brief Protocols from Teachers College Press

Creating Collaborative Cultures