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This PowerPoint was used on the Monday, Tuesday, August 17, 18, 2009 training. The PLC roll out began in August, 2008.
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August 17 & 18, 2009
A Journey Worth Taking
Fundamentals of Professional Learning
MAKING THE CASE & DOING THE WORK
August 17 and 18, 2009Rosemary Seitel
Englewood Public Schools
August 17 & 18, 2009
ObjectivesParticipants will:• Develop a clear understanding of the NJ
Teaching Standards, the Professional Development Standards for Teachers and the National Staff Development Council’s definition of professional learning.
• Increase knowledge of school based change initiatives leading to increased student learning.
• Gain clarity of collaborative Professional Learning Communities.
• Use a variety of job-embedded professional development protocols.
• Develop a plan to share your knowledge of skillful collaboration.
August 17 & 18, 2009
Who’s in the room?Two Lies and A Truth
On an index card write two lies and one truth about yourself. We will share out in a circle.
August 17 & 18, 2009
Hopes & Fears
August 17 & 18, 2009
Accessing Prior Knowledge
Thinking Circle Map
PLCs
August 17 & 18, 2009
Definition of Professional Development
• Congress has the opportunity to promote significant improvement in teaching quality in American schools by supporting legislation that will amend the definition of Professional Development in NCLB to align it to research and successful practice.
August 17 & 18, 2009
National Staff Development Council www.nsdc.org
New Jersey Staff Development Council
www.NJstaffdevelopment.org • NSDC is committed to every
educator engaging in effective professional learning everyday so that every student achieves
• A new definition• PD definition in action• www.nj.gov/educator/profdev/pd/
teacher
August 17 & 18, 2009
Professional Development Standards for NJ Educators• Context – where learning occurs• Process - how the system organizes
learning opportunities• Content – What educators must
understand
To be truly helpful, professional development must be based on the kind of research and practices described in the standards.
August 17 & 18, 2009
Professional Development Standards for New Jersey
Educators
Process
4. Data Driven 5. Research-based
6. Evaluation
7. Design 8. Learning 9. Collaboration
Content
10. Equity 11. Quality Teaching
12. Family Involvement
Context
1. Learning
Communities
2. Leadership 3. Resources
August 17 & 18, 2009
N S DC
From the Editor:
Enabling teachers to meet together routinely does not make them a professional learning community. Becoming a professional learning community requires intention, a focus on learning, a focus on results, a commitment to collegiality, an a willingness to reshape the school’s culture. Tracy Crow, JSD, Summer 2008
August 17 & 18, 2009
Standards as a Learning Tool
• Read your assigned standard.• Discuss the rationale with your group.• Prepare a presentation on the standard.• Your group will present your visual and
oral presentation to the large group.• During presentations record key points
and recommended uses in your note taking guide.
August 17 & 18, 2009
Teach us a Standard
• Key Points/Descriptors
Visual
August 17 & 18, 2009
Ideas-Teacher Needs-What is Valued 1.3
Think about your school. Place a check next to statements that describe the needs of your school.
Use RED (1), BLUE (2) & YELLOW (3) dots to identify the top three needs
August 17 & 18, 2009
“Teachers rate learning from other teachers second only to their own experiences as the most valuable
source of information about
effective teaching.” -Smylie, 1989
August 17 & 18, 2009
Professional Learning Communities
• Professionals in a school are coming together
• As a group, in community• For the purpose of learning
– What are you learning?– Why are you learning that?– How are you learning?
August 17 & 18, 2009
Evolution of a Professional Learning Community
• Single teachers, individual classrooms which led to teaching what they knew of curriculum and instruction
• 1980s, team teaching, open classrooms which led to increase in teacher morale and motivation
• More recently, teacher as collaborator which has led to a focus on the team’s work
• Most recently, standards and student achievement which has led to educators as learners
August 17 & 18, 2009
“Continuous improvement is unlikely to occur in the absence of
professional communities that change the way in which teachers and administrators work together
to meet the needs of students.”
Louis, K.S. (2008) Sustaining Professional Learning Communities. Thousand Oakes, CA:
Corwin Press
August 17 & 18, 2009
The Research on PLCs
• A shared purpose about the changes and improvements on which they will work for the increased learning of students
• Shared and supportive leadership• Supportive conditions, both structural
and relational• Collective intentional learning and its
application• Shared personal practice
August 17 & 18, 2009
19
BEFORE LUNCH
Watch VideoFill out survey THINK THINK
ABOUT YOUR ABOUT YOUR PROFESSIONAL PROFESSIONAL
LEARNINGLEARNING
August 17 & 18, 2009
AFTER LUNCH
TeamingTeaming
August 17 & 18, 2009
August 17 & 18, 2009
Decades ago Judith Little found that most team talk floats high above the level of implementation: “distant from the real work in and of the classroom”,… “most teams serve to confirm present practice without evaluating its worth”.
In other words, without using short term assessment results as the basis for improvement.
August 17 & 18, 2009
Almost 20 years later the, the situation hasn’t changed. Little and her colleagues found that teams continue to discuss “wide ranging issues” instead of looking closely and analytically at teaching and at how their teaching effects learning on an ongoing basis. They found that the typical behaviors of non-interference, privacy and harmony still prevails at the expense of improved instruction (Little 2003).
August 17 & 18, 2009
Factory Model: Focus on Procedures Rather Than Results
August 17 & 18, 2009
Teams are the Core
Teams do the work of a Professional learning Community.
Well planned team decision –making is the key to success for improving academic achievement.
August 17 & 18, 2009
The most promising strategy for sustained, substantive
school improvement is developing the ability for
school personnel to function as professional learning
communities.-Du Four & Eaker, 1998
August 17 & 18, 2009
A successful face-to-face team is more than just collectively intelligent. It makes everyone work harder, think harder, think smarter and reach better conclusions than they would have on their own.
– James Surowiecki, As mentioned in Results Now: How we can Achieve Unprecedented Improvements in Teaching and Learning
August 17 & 18, 2009
True teamwork entails a regular schedule of formal meetings where teachers focus on the details of their lessons and adjust them on the basis of assessment results.
-Collins, 2001
August 17 & 18, 2009
Seven Keys to Effective Teams
• Collaboration embedded in effective practice• Time for collaboration built in school
calendar• Products of collaboration are made explicit• Team norms guide collaboration• Teams pursue specific and measurable
performance goals• Teams focus on key questions • Teams have access to relevant information
August 17 & 18, 2009
Four Corners: An exercise in understanding preferences in group
workVision-making Caring
Action Structure
August 17 & 18, 2009
• Move to the corner that best represents the element most important to you initially as a group member/ most important at the start of a task
• In your group discuss– What are the positive attributes that you bring
to the group?– What challenges might your group give to a
group?– What is a motto that represents your group– Who is a famous person that captures the
essence of your group? This could be a non-fictional or fictional character.
August 17 & 18, 2009
Types of Work for Teams
• Study groups• Examining
student/teacher work
• Analyzing student work
• Development of a product/process/plan
• Conflict resolution• Strategic planning
• Problem solving processes– Collecting
information– Generating ideas– Organizing ideas– Narrowing ideas– Evaluating ideas– Making decisions
August 17 & 18, 2009
Day 2-August 18, 2009
Sharing Englewood’s Journey-Abraham Alarcon
Norms, Concensus Protocols-Difficult ConversationsEnglewood PLCsWiki SharingSMART Goals-ppt
August 17 & 18, 2009
Norms or Ground Rules• Standards of
behavior by which we all agree to operate while we are in this team
• A behavior contract
• Creating• Publicizing• Enforcing• Evaluating
“ Norms are part of the culture. They exist whether or not you formalize them.” -Kathryn Bloomsack, education consultant
August 17 & 18, 2009
August 17 & 18, 2009
Norms
• Allow groups to build trust by actually doing substantive work together
• Create structures that make it safe to ask challenging questions of each other
• Build space for listening• Are ways to make the most of the time
people have together• Open the opportunity to have deep,
insightful conversations about teaching and learning
August 17 & 18, 2009
Arriving at Consensus
• All points of view have been heard.
• The will of the group is evident even to those who most oppose it.
August 17 & 18, 2009
Fist to Five
• 5 Fingers-I love this proposal. I will champion it.
• 4 Fingers-I strongly agree with the proposal.• 3 Fingers-Your proposal is okay with me. I
am willing to go along with it.• 2 Fingers-I have reservations and am not yet
ready to support the proposal.• 1 Finger-I am opposed to the proposal.• Fist-If I were king or queen, I would veto
this proposal, regardless of the will of the group.
August 17 & 18, 2009
Overcoming the Five Dysfunctions of a Team
August 17 & 18, 2009
Conflict or Conversation?
August 17 & 18, 2009
Responsive Turns
• Interrupt an encounter to change its momentum
• Name an encounter to make its nature and consequence more obvious
• Correct an encounter to provide an explanation for what is taking place and to rectify understandings and assumptions
• Divert an encounter to the interaction in a different direction
August 17 & 18, 2009
Diffusing Strategies
Interrupt Cutting off negative conversation before it begins.
“Oh, I’m late; I’ve gotta go.”
Name Describing what’s going on so everyone can see it.
“I thought we agreed we weren’t going to gossip.”
Correct Clarifying that a statement is not true.
“Mr. Smith was actually opposed to the plan.”
Divert Moving the conversation in a different direction.
“Speaking of Tom, when does basketball season start this year.”
August 17 & 18, 2009
True or False
• Conflict is always a matter of right vs. wrong.• Conflicts are a result of behaviors – not
personality clashes.• Most conflicts resolve themselves over time.• If you have a problem with someone, it’s up to
you to sow the seeds of conflict.• Conflicts only impact the disputing parties.• We lack the skills and confidence needed to
effectively address the issues we face.
August 17 & 18, 2009
Listening Concepts
• Misconceptions• Attentiveness• Self-awarenes• Honesty & Authenticity• Empathy & Respect
August 17 & 18, 2009
Listening Strategies
• Develop inner silence• Listening for what contradicts our
assumptions• Communicating our understanding• Practicing every day• Practicing with terrible listeners• Developing a routine
August 17 & 18, 2009
Listening: Experimental Learning
Protocol: Find a partner.Take turns explaining the
communication challenge you are working on.
When your partner is talking, listen with all your heart.
Discuss with your partner the strategies you employed to be a good listener.
August 17 & 18, 2009
Some Definitions of Conflict
• Conflict is…
• Destructive conflict is…
• Constructive conflict is…
August 17 & 18, 2009
Ideal Conflict Point
Artificial Harmony
Mean-SpiritedPersonal attacks
Constructive Destructive
CONFLICT CONTINUUM
Five Dysfunctions of a Team: A Leadership Fable
August 17 & 18, 2009
August 17 & 18, 2009
August 17 & 18, 2009
• Facing a problem is no guarantee that you will solve it, bit not facing it is a guarantee that you won’t.
• James Baldwin
August 17 & 18, 2009
The Nature of Conflict
• Conflict is natural – neither negative or positive, it just is.
• Conflict is just an interference pattern of energies.
• Nature uses conflict as its primary motivator for change, creating beautiful beaches, canyons, mountains, and pearls.
• It’s not whether you have conflict in your life. It’s what you do with that conflict that makes a difference.
Thomas Crum, The Magic of Conflict
August 17 & 18, 2009
Focus 90% of your time on solutions and only 10% of your time on problems.
– Anthony J. D’Angelo
It takes two to quarrel, but only one to end it.
– Spanish proverb
August 17 & 18, 2009
Conflict Resolution Strategies
• Fierce Conversations• The Consultancy Protocol• Conflict Clarification Questions
August 17 & 18, 2009
What are Protocols?
• Agreed upon guidelines for a conversation– Everyone understands the structure– Permits the kind of conversation we are
unused to having
• Vehicles for building the skills and culture– Groups build trust– Collaborative and substantive work
August 17 & 18, 2009
Why Protocols?
• Structure makes it safe to ask challenging questions
• Ensures equity and parity of each person’s issue
• Reflection• Differing perspectives new insights• Space for listening• Efficient use of time
August 17 & 18, 2009
Consultancy Protocol
August 17 & 18, 2009
The point is not to do the protocol well, but to have in-depth, insightful conversations about teaching and learning.
-National School Reform Faculty, Harmony Education Center www.nsrfharmony.org
August 17 & 18, 2009
Develop a team plan employing a “Powerful
Design” Protocol• With your team review the selected
protocols• Design a plan for using one of the
protocols with a real or fictitious team• Prepare a role play using the Plan for
Professional Learning using a “Powerful Design” as a guideline for the demonstration
August 17 & 18, 2009
The use of protocols encourages an environment for learning that
presumes the social construction of knowledge. It is an idea well
supported by research. Hearing other people’s understandings, enables
learners to gain and deepen their own understandings.
-Bransford, Brown, & Cocking 1999
August 17 & 18, 2009
Exploring Problem Solving Processes
using a Jigsaw Strategy• Collecting information/data
– Affinity Process
• Generating ideas / Organizing ideas– Fault Tree Analysis
• Narrowing and prioritizing ideas– Idea writing
• Evaluating ideas– Reverse brain storming
• Making decisions– Weighted voting
August 17 & 18, 2009
The Importance of Celebrating Success
• Sends a vivid message about what is important
• Recipients feel valued an appreciated• Reinforces shared values/culture• Encourages and motivates others• Provides evidence of short term wins• Fun!
August 17 & 18, 2009
Celebration brainstorming
• Think about stopping occasionally to congratulate each other for a job well done.
• The goal is to structure celebrations and recognitions into the school year
• Share a testimonial about a special celebration or recognition you have experienced
• Brainstorm ways to incorporate celebrations in schools and teams
August 17 & 18, 2009
REFLECTION 3-2-1•What are three priorities you have for
enhancing your professional development activities?
•What are two activities you will use to deepen knowledge of collaborative professional learning?
•What is one commitment you make for this year to sustain the professional learning at your site?
August 17 & 18, 2009
Make an individual plan for a team or committee for which
you are a member • How could your team benefit from using;
– A teambuilding activity • Generations, Four Corners
– A problem solving process • Affinity Process, Fault Tree Analysis, Idea Writing,
Reverse Brainstorming, Weighted Voting– A conflict resolution process
• The C.A.L.M. Model, Fierce Conversations– A process for developing norms– A “Powerful Design” protocol
• Action Research, Case Discussions, Assessment as PD, Tuning Protocols
– A celebration /recognition event or program• Select and complete one of the team or
professional learning templates fro a plan you will implement
August 17 & 18, 2009
Transforming Professional Development
• From: ACTIVITY DRIVEN
• Consensus of Opinions• Pull-out• Provider-driven• Individual leaning • Generic pedagogy• Focus on the adult’s
work• Process orientation• Professional
development
• To: RESULTS-DRIVEN• Research-based
standards• Daily job-embedded
structures• Teacher-driven• Team learning• Content-specific
pedagogy• Focus on student work• Results orientation• Professional LearningAdapted from Roberts, S. & Pruitt, E. (2003). Schools as professional learning
communities: Collaborative activities and strategies for professional development. Thousand Oaks, CA: Corwin
August 17 & 18, 2009
N S DC
August 17 & 18, 2009
Will Collaboration Work?1.4
This
August 17 & 18, 2009
Decades Strategies Activity
• Each group is to reflect on life in a decade.• We request that you depict each decade as
closely as you can imagine or remember– What were the major discoveries? Fads? Trends?– What was home life like? Business? School life?
Churches? Government?– What were the demographics?– Who were some of the leaders?
• You will have about 15 minutes to work. Each group will report out.
August 17 & 18, 2009
Reflections
• What ideas stand out most in your mind about how life has changed over the decades?
• What things/changes have the greatest impact on our students?
• How do these ideas affect our students?
Work alone and record your reflections, you will not be asked to share
August 17 & 18, 2009
Your Opinion
• What are the ten major reasons our schools must change?
• What are your reactions to these compelling issues?
August 17 & 18, 2009
Your OpinionTurn to Your Elbow
Partner• What are the ten major reasons
our schools must change?• What are your reactions to
these compelling issues?
August 17 & 18, 2009
Collaboration
• Why should we collaborate?• What questions should guide our
collaboration?• Big Ideas?
August 17 & 18, 2009
Skillful Collaboration:• Problem Solving Skills
– Defining the problem– Getting to root causes– Brainstorming solutions
• Decision Making Skills– Building Consensus– Clarifying decision modes
and authority• Communication Skills
– Listening, advocacy, and inquiry
– Giving and receiving feedback
– Resolving conflict
• Group Process Skills– Team building– Group process
observations– Conflict management
• Meeting Skills– Designing and using
agendas and protocols– Sharing meeting roles– Posting ideas
Building Shared Responsibility for Student LearningConzemius, A. and O’Neill, J., 2001
August 17 & 18, 2009
Team builders
• Builds trust• Acceptance of differences• Surfaces commitment• Create energy• Motivation• Personal connections• Humor• Sense of community
August 17 & 18, 2009
Evolution of a Professional Learning Community
• Single teachers, individual classrooms which led to teaching what they knew of curriculum and instruction
• 1980s, team teaching, open classrooms which led to increase in teacher morale and motivation
• More recently, teacher as collaborator which has led to a focus on the team’s work
• Most recently, standards and student achievement which has led to educators as learners
August 17 & 18, 2009
The Seven Norms of Collaborative Work
• Pausing • Paraphrasing • Probing• Putting ideas on the table • Paying attention to self and others• Presuming positive intentions • Pursuing a balance between advocacy and
inquiry – Adapted from William Baker, Group Dynamics Associates, 720 Grizzly Peak Blvd.,
Berkeley CA 94708(2004) Reprinted with permission from: The Adaptive School: Developing and Facilitating Collaborative Groups, Robert Garmston and Bruce Wellman,.
August 17 & 18, 2009
Adult Relationships in Schools
• Parallel Play• Adversarial• Congenial• Collegial
Roland Barth, 2005
August 17 & 18, 2009
Collegiality Survey
A. We TALK openly with one another about practice.
B. We OBSERVE one another while we are engaged in our work.
C. We SHARE OUR CRAFT KNOWLEDGE with one another.
D. We are actively committed to HELPING ONE ANOTHER BECOME BETTER at what we do.
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 Almost never2 Occasionally3 Frequently4 Almost always Roland Barth, 2005
August 17 & 18, 2009
Collegiality comes when the school leaders:
• Clearly State expectations for collegiality
• Model collegiality• Reward collegiality• Protect collegialityRoland Barth, 2005
August 17 & 18, 2009
Shift in Focus
• A Shift in the Work of Teachers• From isolation…to collaboration• From each teacher clarifying what students must
learn…to collaborative teams building shared knowledge and understanding about essential learning.
• From each teacher assigning priority to different learning standards…to collaborative teams establishing the priority of respective learning standards.
• From each teacher determining the pacing of the curriculum …to collaborative teams of teachers agreeing on common pacing.
August 17 & 18, 2009
What Does Research Say?
• Text As Expert-EFFECTIVE TEACHING MATTERS-reading
• Jigsaw Protocol
August 17 & 18, 2009
Questions to Guide Reading
• Why do we need to continually improve and adapt our instruction?
• Why should be work in professional learning teams?
• How can working together on instruction make a difference for us?
• How can working together on instruction make a difference for our students?
August 17 & 18, 2009
Until Next WeekThank you for allowing us to learn together.
August 17 & 18, 2009
Protocols for Reflective Dialog
August 17 & 18, 2009
Phases of group development
FormingFormingFormingForming
StormingStormingStormingStorming
NormingNormingNormingNorming
PerforminPerformingg
PerforminPerformingg
August 17 & 18, 2009
After Using Tool 1What do I know/What do we
know?Reflection1.1• Reflect: What value did working
with a group add when answering these questions?
• Reflect: What might be (or is) the value of regularly working with a group of teachers to improve instructional practices?
August 17 & 18, 2009
Reflective Practice can be considered
“The practice or act of analyzing our actions, decisions, or products by focusing on our process of achieving them.” (Killion & Todnem) “Deliberate thinking about action, with a view on improvement.” (Loughran)“The practice of periodically stepping back to ponder the meaning of what has recently transpired...probing to a deeper level than the trail and error experience.” (Raelin)
August 17 & 18, 2009
ExperienceExperienceExperienceExperience
LearningLearningLearningLearning
ReflectionReflectionReflectionReflection
August 17 & 18, 2009
Why engage in reflective practice?
Reflective practice increases learning at the individual and organizational level so that educational practice continuously improves and student learning is enhanced.Adults learn, retain, and use what they perceive is relevant to their professional needs Professional Development for All in Inclusive Schools
August 17 & 18, 2009
No one prepares you for the path: some stones are slippery.
August 17 & 18, 2009
Conditions for Powerful Reflection
Trust
Be present
Be open
Listen: with empathy, without judgement
Seek understanding
View Learning as mutual
Honor the person & the process
August 17 & 18, 2009
• Team norms: Protocols or commitments developed by each team to guide members in working together. Norms help team members clarify expectations regarding how they will work together to achieve shared goals.
August 17 & 18, 2009
Theory of action for reflective practice
PausePausePausePause
OpennesOpennesss
OpennesOpennesss
InquiryInquiryInquiryInquiry
ThinkingThinkingThinkingThinking
LearningLearningLearningLearningEnhanced Enhanced Student Student LearningLearning
Enhanced Enhanced Student Student LearningLearning ActionActionActionAction
Reflective Practice to Improve Schools, 2006 Corwin Press
August 17 & 18, 2009
Banner Questions
• Add to the list of banner questions.
August 17 & 18, 2009
Phases of group development
FormingFormingFormingForming
StormingStormingStormingStorming
NormingNormingNormingNorming
PerforminPerformingg
PerforminPerformingg
August 17 & 18, 2009
Expanding thought & inquiry
Ask open questions: intonation, syntax, presuppositionRespond with SPACE:silence [SILENCE IS SOMETIMES THE ANSWER], paraphasing, accepting, clarifying & elaboratingReframe: Apply new frames to widen viewsDialog: Engage in conversations that deepenunderstanding
August 17 & 18, 2009
Reflective Writing Protocol
Describe from your experience…• What is it we expect students to
learn?• How will we know when they have
learned it?• How will we respond when they do
not learn?• How will we respond when they
already know it?
August 17 & 18, 2009
Effective Teaching Matters
By Anne JollyYou will work in groups of four.Each person will read one part of the article.Using the 4 A’S protocolThe group reads silently highlighting and
writing notes.1. What assumptions does the author of the
text hold?2. What do you Agree with?3. What do you Agrue with?4. What do you Aspire to?
August 17 & 18, 2009
What is a tuning protocol?
• Facilitated, focused conversation• Formal structure of steps and
guidelines• Case study• Collegial experience• A tool to help “tune”
our practice
August 17 & 18, 2009
A Definition
A tuning protocol is a “way a teacher presents actual work before a group of thoughtful ‘critical friends’ in a structured reflective discourse aimed at ‘tuning’ the work to higher standards.”– Joe McDonald in “Three Pictures of an
Exhibition (1995)
August 17 & 18, 2009
When is a tuning protocol used?
• Answer questions about student performance
• Inform instruction and assessment• Explore efficacy of programs,
initiatives• Helps identify effective teaching
strategies• Promotes reflective practice
August 17 & 18, 2009
Why does it work?
• Risk-free way to get at what makes a difference in learning
• Problem-solving approach• Presenters feel good, learn• Work receives serious consideration• Participants learn• Process stimulates a learning
community
August 17 & 18, 2009
What a tuning protocol is NOT!
• Opportunity for “one-upmanship”• Showcase for validation• Haven for venting about students,
parents, administrators, instruction in earlier grades
August 17 & 18, 2009
The Pedigree
• Harvard Project Zero• Coalition of Essential Schools--Joe McDonald, Brown University,
1995• Academy for Educational Development• “There is emerging evidence that some
versions of looking at student work yield benefits for teaching and learning.”
--Little, Gearhart, Curry, and Kafka (2003)
August 17 & 18, 2009
One School’s Story
• Research initiative at the high school
• Use of the tuning protocol• Contributions of the tuning
protocol
August 17 & 18, 2009
Feedback from Teachers
• “To me, the value of this process is learning from other teachers their strategies for improving a lesson.” “…useful and helpful.”
• “Most of our group participated enthusiastically in all steps of the protocol.”
• “During the discussion, people brainstormed, productively building on their colleagues’ comments.”
• “On the whole, this was a very positive experience.” “Well worth the time.”
August 17 & 18, 2009
The warts
• “A couple of the group members appeared shy about participating.”
• “The group seemed tentative at first…”• “…this activity puts us in a vulnerable
role.”• “The protocol feels contrived.”• “The presenter got a lot of feedback
about what was wrong but had hoped for more feedback about how to achieve the specific goals he expressed.”
August 17 & 18, 2009
The protocol
• Who? Groups of 8-11
– Facilitator– Presenter– Participants
August 17 & 18, 2009
The procedure
• Presentation (15 min.)• Clarifying Questions (5 min.)• Individual Note-taking (5 min.)• Participant Discussion (15 min.)
– Warm and Cool Feedback
• Presenter Reflection (15 min.)• Debriefing (10 min.)
August 17 & 18, 2009
Guidelines
• Respect the presenter.• Watch time.
– Don’t skip the debriefing segment.• Keep groups stable.• Contribute to substantive
discourse– Give both warm and cool feedback.– More “cool,” please
August 17 & 18, 2009
Warm and Cool Feedback
Assumptions#1 We all want to get better in the
work we do.#2 We all want to be courteous.#3 In order to accomplish #1, we
need to be thoughtful, insightful, and provocative.
#4 We are in this together
August 17 & 18, 2009
Warm Feedback
• Statements that let the presenter know what is working.– Praise for what is effective– Specific
• “That’s great!” =X• “Good job!” =X
August 17 & 18, 2009
Cool Feedback
• Statements or questions that help the presenter move forward.– What if? I wonder what would
happen if…• Not criticism---critique
– Improve the work– Improve the context– Not about the presenter– No “should” or Why didn’t you?”
August 17 & 18, 2009
What can be tuned
• Any written form• Performance or demonstration on
audiotape or videotape• Artwork• Computer multi-media
presentation• Display
August 17 & 18, 2009
Selection criteria
• One piece for one student• One piece from several students• Multiple pieces from the same students• Drafts of a single piece from a single
student• One that represents best or worst or
middle• A randomly chosen piece
August 17 & 18, 2009
Focusing Questions
• What does this work tell us about what students know and are able to do?
• Is this piece good enough for students in 6th grade? How can we help this student (and all students) make it good enough?
• How could the instruction that surrounds this work execute a better product?
August 17 & 18, 2009
Importance of Debriefing
• GOAL—Are teachers learning about their students and their practice?
• Presenter discusses how the protocol worked• Participants discuss how the protocol worked• Sample reflection questions:
– What did we learn about student research?– What did we learn about the protocol and ourselves?– Did we actually focus on student work or on other
issues?– How could our process be improved?
August 17 & 18, 2009
Quotes “The ability to collaborate—on both a large and small scale—is one of
the core requisites of post modern society.” Fullan
• “The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities.” DuFour & Eaker
• The most crucial questions educators can ask themselves are ‘What do we truly believe about our selves and our students?” and “Do our practices match our beliefs?”
• The moment teachers begin to closely examine their lessons and the results of those lessons, instruction improves and competence increases.
• “Sometimes we forget that the purpose—the real agenda—of a team meeting is not to cover a set of topics, but more importantly to continuously generate solutions to instructional problems in order to get better results.” Mike Schmoker from Results Fieldbook, 2001
August 17 & 18, 2009
Quotes
• “The ability to collaborate—on both a large and small scale—is one of the core requisites of post modern society.” Fullan
• “The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities.” DuFour & Eaker
• The most crucial questions educators can ask themselves are ‘What do we truly believe about our selves and our students?” and “Do our practices match our beliefs?”
• The moment teachers begin to closely examine their lessons and the results of those lessons, instruction improves and competence increases.
• “Sometimes we forget that the purpose—the real agenda—of a team meeting is not to cover a set of topics, but more importantly to continuously generate solutions to instructional problems in order to get better results.” Mike Schmoker from Results Fieldbook, 2001
August 17 & 18, 2009
Works Cited
Easton, Lois. Collaboratively Examining Student Work: Why and How. Oct.2, 2003.
Little, Judith Warren,et al. “Looking at Student Work For Teacher Learning, Teacher Community, and School Reform. Phi Delta Kappan. November 2003.
August 17 & 18, 2009
The world is round and The world is round and the place that may seem the place that may seem
like the end may also like the end may also only be the beginning.only be the beginning.
Ivy baker priest
August 17 & 18, 2009
Whirlwinds Can Get in the Way of Finding Time to
Collaborate
