Overall Learning Objectives of this November 2013 Network Team Institute
New Participants Only:

I can describe the structure and content of the 3-8 ELA Modules.
Teacher Targets:
 I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading and writing.

I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ knowledge along with speaking, listening, reading and writing skills.
 I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and provide feedback to help them improve.

I can give and receive constructive feedback that supports quality module adaptation.

I can describe collaborative, change-focused professional culture.

Leader/NTI Targets

I can describe collaborative, change-focused professional cultures.

I can provide focused feedback to support teachers in building collaborative classrooms.

I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.

I can give and receive constructive feedback that supports quality module adaptation.
High-Level Purpose of this Session
In this session, participants will practice a facilitating a variety of protocols that can be used to manage counterculture behaviors (including the data protocol shared at the last NTI). Participants will actively role-play the protocols to strengthen their facilitation skills.
Related Learning Experiences
 Sessions 4A and 5A
 Participants will be better equipped to support the development of collaborative, change focused schoolwide culture. In particular, leaders will be reflective about how culture impacts leadership in curriculum and instruction

What do we want participants to be able to do as a result of this session? How will we know that they are able to do this?
I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.
Descriptive Consultancy Protocol observation
Section
Developing a
Collaborative Change-
Focused Culture
Reflection
Time
50 min
10 min
Overview Prepared Resources
Participants will read about protocols and then participate in a Descriptive
Consultancy Protocol. Participants will reflect regarding improving school culture.
 Roles for descriptive consultancy protocol
Protocol overviews
Participants will first talk with a partner and then quietly journal regarding their learning in relation to improving school culture

Facilitator Preparation
Review Fac. Guide and PPT
Review Descriptive Consultancy protocol
[ [50 minutes] In this section, you will guide participants through the
Descriptive Consultancy Protocol as they work to be leaders of a changefocused school wide culture.
Materials used include:
 Roles for descriptive consultancy protocol
 Protocol overviews
Time Slide #/ Pic of Slide
Script/ Activity directions

1 min Introduce Learning Target:
I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.
5 min
Effective Collaboration Norms and Guidelines
In order to cultivate a climate where everyone is focused on ongoing, positive growth and improving student achievement, use the Seven Norms of Collaboration.
Seven Norms of Collaboration
1. Promoting a Spirit of Inquiry and Balancing Advocacy
2. Pausing
3. Paraphrasing
4. Probing
5. Putting Ideas on the Table
6. Paying Attention to Self and Others
7. Presuming Positive Intentions
5 min
4 min
Remind participants of the norms of collaboration and ask, “How do
norms support a school culture that is collaborative and changefocused ?”
Have participants introduce at tables and answer this question as they introduce themselves.
Participants reflect on a time when they were engaged in some type of problem solving conversation at school that did not go so well. Perhaps no solution was found, or people left feeling badly, or like their time was wasted. Turn and Talk to a partner about this problem solving conversation. (5 minutes)
While the idea of a conversation that did not go well is fresh in participants minds. Explain that this is where protocols come into play.
Ask them to read page 1 of the protocols overview handout. While reading they should highlight key points about why we use protocols with adults – and then make sure they understand that we also use them with students and they exist all throughout our curriculum modules – the appendix of these is in the participant journal just prior to this session. If people have been attending NTI trainings with us, they have been engaged in multiple protocols during PD with us, and if they are using the modules, they have been implementing protocols in their

1 min
25 min classrooms. EL uses protocols in our work with students and adults.
Ask for a few participants to share out their key points from the reading. Then put this quote up on the screen :” Educators use protocols as guidelines for conversation, and in doing so can create a school culture that is safe and honors multiple perspectives. The guidelines for conversation that protocols offer allow a group to go beyond the surface of an issue and get to the heart of the matter. They can also limit the negative effects of those who can cause friction, disharmony or discord within the team.”
This is why we use protocols with adults!
Participants will engage in a Descriptive Consultancy protocol. Have each person in the small group select a role to play during the protocol.
Participants will bring real problems that they are facing in school/district to this protocol. Remind participants that they may want to think of something that challenges them as the instructional leaders
(of curriculum and instruction) in their schools/districts. Is there a curriculum and instruction issue/problem that your fellow administrators could help you solve in this time today? Then start time for protocol.
Purpose
Help someone think through a problem through framing and reframing the issue.
Steps
1. Problem presentation . Presenting group member describes the problem, laying out its different dimensions, and including attempts to address it. Others are silent.
2. Clarifying questions.
Other members of the group (consultants) ask questions to get needed information.
3. Reflecting back. Group members share their perceptions of the problem, trying to gain a shared understanding. Presenter is silent.
They begin with "What I heard you say was . . . .”
4. Responding.
Presenter briefly responds to the consultants’ expressed understanding of the problem, and provides further clarification of the problem if needed. Consultants are silent.

9 min
5. Brainstorming.
Consultants brainstorm possible solutions or next steps. Presenter is silent.
6. Response. Presenter talks about his or her current thinking after listening to what has been said to this point. Consultants are silent.
7. Debriefing.
"How did it feel to be the presenter? How did it feel to be the consultant?" Also, “Besides the presenter, who else gained something from this consultation?”
Reflecting on protocol.
Use the roles to reflect after completion of protocol. During reflection think about your role as instructional leaders.
How would a protocol support this personality?
What roles or personalities are missing?
What other steps can/should a leader take to support people in addition to discussion protocols?
How can protocols change or improve your school culture?
[10 minutes] In this section, participants will talk and reflect with a partner before quietly reflecting in writing regarding their learning.
5 min
Materials used include:
Read this quote: “Protocols force transparency by segmenting elements of conversation whose boundaries otherwise blur: talking and listening, describing and judging, proposing and giving feedback.” “In forcing transparency, protocols again teach us habits that we wish we already had: to take time to listen and notice, to take time to think about what we want to say, to work without rushing, to speak less (or speak up more).” The Power of Protocols: An Educator’s Guide to Better
Practice, 2007, p.7
Talk to a partner about this quote and the power of using protocols in this session and through out the day. How can you use collaborative structures to impact culture at your

5 min
school?
• Learning Target Check in: I can support the development of a collaborative, change-focused culture school wide, including ways to manage counterculture behavior.
• Journal regarding your progress in relation to this target.
Also, be reflective about your work as an instructional leader. What resonated with you during this session ?
●
●
Facilitator’s Guide and PPT
Descriptive Consultancy Protocol
● School Reform Initiative website: http://www.schoolreforminitiative.org/protocols/
● The Power of Protocols: An Educator’s Guide to Better Practice, 2007, Joseph P. McDonald, Nancy Mohr, Alan Dichter and Elizabeth McDonald