Protocols for Professional Conversations 2019
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This document provides an overview of protocols for professional conversations. It begins by defining protocols as structured guides for conversations. It then discusses how protocols can help deepen understanding of teaching and learning, as well as improve skills and focus when working with students and colleagues. Several specific protocols are described, including the Microlab Protocol, Tuning Protocol, and Consultancy Protocol. The document outlines features of effective protocols and challenges to using them well. It emphasizes that protocols are tools to support learning, not replace the work itself, and benefit from practice over time.
Protocols for Professional Conversations 2019
- 1. Protocols for Professional Conversations: A User’s Guide Cameron Paterson cpaterson@shore.nsw.edu.au Twitter: @cpaterso
- 3. Understanding Goals • What are protocols? • How can protocols help us to deepen our understanding of teaching and learning? • How can protocols be used to improve our skill and focus in working with students and colleagues?
- 4. Spirit in which you participate
- 5. “Protocol” A structure (or a series of steps) for guiding a conversation
- 6. The Question(s): Think of the professional conversation in which you learned the most. What did you learn in the course of the conversation? What made it powerful? What was the least productive professional conversation you’ve ever had? What made it so difficult?
- 7. Microlab Protocol Purpose: To address a specific sequence of questions in a structured format with small groups, using active listening skills What’s Examined and Discussed: Usually a question or text.
- 8. Essential Qualities of a Professional Learning Conversation • CLARITY of purpose • SAFETY that supports trust and risk taking • EQUITY for all participants • (LEVITY—because joy is important, too!) Protocols can help with these . . . . Tina Blythe, 2016
- 9. Essential Opportunities of a Professional Learning Conversation • Attending • Reflecting • Connecting • Questioning • Extending Protocols can help with these, too . . . Tina Blythe, 2016
- 10. Features of Protocols • Roles • Norms • Purpose • Steps • Facilitation • Reflection Tina Blythe, 2016
- 11. Collaborative Assessment Conference A structure by which teachers come together to look at a piece of work, first to determine what it reveals about the student and the issues she/he cares about, and then to consider how the student's issues and concerns relate to the teacher's goals for the student. The last part of the conversation the - discussion of classroom practice - grows out of these initial considerations.
- 12. Tuning Protocol Widely used and adapted for looking at both student and adult work in and among schools across the country
- 13. The Consultancy Protocol - A protocol for allowing a group to analyze a dilemma that an individual or the group is experiencing in order to understand the dilemma more deeply. - Exploring a dilemma – not solving it! - Understanding it in a different way opens up new ways of moving forward.
- 14. For presenting your dilemma
- 15. Using Protocols They are tools for the work of supporting teacher and student learning (not the work itself). They must be chosen with a specific purpose in mind. It takes some practice before they can be used most effectively.
- 16. How do protocols help? Help create opportunities for and allocate time to essential conversations about teaching and learning. Provide routines and structures to scaffold collaborative analysis and planning. Support interactions that enable us to develop and demonstrate our understanding of and respect for the variety of perspectives and experiences by our colleagues.
- 17. Protocols (Almost) all protocols will enhance: Clarity (making the purpose explicit) Safety (creating clear expectations for roles and participation) Equity (enabling/encouraging everyone to participate)
- 18. Some Protocols Do More Especially protocols that emphasise… Observing Listening Asking questions about what one observes and hears Using conditional language (wondering, considering) Question-finding and question-refining (as opposed to problem-solving) Learning (as opposed to task accomplishment)
- 19. Challenges of Using Protocols Well Weathering the “learning curve.” Deciding when to use a protocol. Choosing the appropriate protocols for the purposes. Resisting the impulse to problem-solve (at least for a time) Documenting learning and building on previous discussions. Facilitation. Time, time, time.
- 20. Undergraduate Professional Graduate Advice from Courses Reading Courses Colleague What Influences Teacher Professional Practice? 1=“Notinfluential”4=“Veryinfluential” 1.8 2.3 2.6 3.6 0 1 2 3 4 Dr Douglas Reeves, The Leadership and Learning Center
- 21. The extent of trust among adults in schools strongly predicts positive student learning outcomes (Bryk, 2002).
- 22. “When our colleagues were able to see that they were in control of their own professional learning, we moved from a top-down approach to something that was fundamentally different. We flipped the locus of control into the hands of those that needed it most – those that knew their students and classroom context best: the passionate educators within our school.” (Ryan Gill and Carla Gagliano in @flipthesystemoz)
- 24. “They constrain participation in order to heighten it.”