Protocols TeachMeet

Protocols for Professional Conversations

Cameron [email protected]

@cpaterso

The Question(s):Think of the professional conversation in which you learned the most. What made it powerful?

Three Essential Qualities of a Professional Learning

Conversation

CLARITY SAFETYEQUITY

‘Spray and pray’

Undergraduate Professional Graduate Advice from Courses Reading Courses Colleague

What Influences TeacherProfessional Practice?

1 = “Not influential” 4 = “Very influential”

1.8

2.32.6

3.6

0

1

2

3

4

Dr Douglas Reeves, The Leadership and Learning Center

Teachers get better by working in teams on teaching issues

“Watching most teams operate in schools is like watching Astroturf grow. “

(Professor Richard Elmore)

Image: Aaron Davis

Protocol

A structure for guiding a conversation

Features of Protocols

Roles Norms Purpose Steps Facilitation Reflection

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.

How do protocols 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.

Protocols(Almost) all protocols will enhance:

ClaritySafety Equity

Some Protocols Do More Observing Listening Asking questions Using conditional language Question-finding and question-refining Learning

Challenges of Using Protocols Well

the “learning curve.” Deciding when to use a protocol. Choosing the appropriate protocol. Resisting the impulse to problem-solve (at least

for a time) Documenting learning and building on previous

discussions. Facilitation. Time, time, time.