Effective use of protocols:
Don't waste my time
Bethann 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?
Ineffective Meetings
High Expectations
Routines
Staying on topic
Developing a Risk-taking Environment
Establishing a common focus/direction
Use time effectively
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 team
Determine who should be involved in the meeting
Establish roles:
Note-taker
Time keeper
Task 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 uninterrupted
Other members take notes
Presenter 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 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
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 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)
Book Study Using Socratic Seminar
Explain to the team the protocol of Socratic
seminarLead 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
responsesLead 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
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…
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…
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.
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
addressedEach 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