Effective use of protocols: Don't waste my time Bethann M. McCain Educational Consultant, CIU #10

1. Effective use of protocols:Don't waste my timeBethann M. McCainEducational Consultant, CIU #10

2. Norms Start on Time/End on Time Be fully present Be respectful and receptive to others Listen to the speaker

3. 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

4. Why do we need protocols? Ineffective Meetings • High Expectations • Routines • Staying on topic • Developing a Risk-taking Environment • Establishing a common focus/direction • Use time effectively

5. 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

6. 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 team • Determine who should be involved in the meeting • Establish roles: • Note-taker • Time keeper • Task master

7. 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 uninterrupted • Other members take notes • Presenter poses a question • 1 minute for clarifying questions • Yes/No or one word answers

8. Looking at Student Work:30-Minute Meeting Protocol • 7-10 minutes for brainstorming ideas • Presenter listens and takes notes without responding • Other members discuss the “case” • 3-5 minutes • Presenter 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 group • Last few minutes, presenter shares goal, next steps and expected outcome • Reflection on process is a good plan as well

9. 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

10. Book Study Using Socratic Seminar • Purpose: begin conversations about new topic or addressing a topic of concern • Best used with short chapters or articles • Provides all participants with a voice • Provides “lead participant” the opportunity to focus the discussion • Depending on group size (6-12 is best), can take 30-60 minutes • This protocol does not come to conclusion • Before meeting • Provide participants with text and date of meeting (explain they have to read the text prior)

11. 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 process • Lead teacher starts at one side of the circle, and asks for responses- • Lead teacher takes notes on responses; however, does not respond to any comments • Participants may pass • Lead participant synthesizes information shared and group has open discussion • Closure- lead participant synthesizes information and offer next assignment

12. Data-Driven Dialogue • Phase I Predictions • Surfacing 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…

13. Data-Driven Dialogue Phase II Observations • Analyzing 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…

14. Data-Driven Dialogue Phase III Inferences • Generating hypotheses, inferring, explaining, and drawing conclusions. Defining new 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.

15. 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…

16. 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

17. 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

18. It’s All About Teamwork

19. 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