P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Collaborative Data Teams

Protocols

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

KEY:

Core Training Modules

Follow-up Training Modules

Precursors to Training

Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.

The contentsof thispresentation weredeveloped under a grant fromthe USDepartment of Education to theMissouri Department of Elementaryand Secondary Education(#H323A120018). However, thesecontents do not necessarily representthe policy of the US Department ofEducation, and youshould notassumeendorsement by the FederalGovernment.

Collaborative Data Teams (CDT)

Foundational Processes

AgendasCommunicationNormsRoles

Overview and Purpose

Collaborative Teams

Activity: Wrap Up/Overview of

Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

School-Based Implementation Coaching

Overview and Purpose of

Coaching for supporting

school-wide implementation

Critical skills of coaching

Coaching in Practice

Activity: Wrap Up/Overview of

Next Steps

Follow-Up Based on Data: Coaching and Revisiting PD

Collaborative Work Training

Follow-up to Training

Getting Started

Wrap Up Activity

Focus AreasIntroduction to Missouri Collaborative Work

Use Getting Started Guide to determine starting point and scope of learning

Data-Based Decision Making (DBDM)

Overview and Purpose of DBDM

Data Team Process Steps Sequence and Examples

1. Collect and Chart Data2. Analyze and Prioritize3. SMART Goal4. Instructional Decision Making5. Determine Results Indicators6. Ongoing Monitoring

Developing Meaningful

Learning Targets

Quality Assessment

Design

Performance Events

Constructed Response

Items

Selected Response

Items

Common Formative Assessment (CFA)

Overview and Purpose of CFA

AdvancedProcesses

Consensus Collaborative SkillsProtocols

Overview and Purpose of EP

Effective Teaching/ Learning Practices (EP)

Spaced versus

Massed

Feedback

Assessment Capable Learners

Reciprocal Teaching

Spaced versus

Massed

Assessment Capable Learners

September 2013

Activity: Wrap Up/Overview of

Next Steps

Activity: Wrap Up/Overview of

Next Steps

Activity: Wrap Up/Overview of

Next Steps

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Collaborative Data Teams (CDT)

Foundational Processes

AgendasCommunication

NormsRoles

Overview and Purpose

Collaborative Teams

Advanced Collaborative

Processes

Consensus Collaborative Skills

Protocol

Foundational Processes: Protocol

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

OutcomesUnderstand what protocols are and identify key elements of protocols.

Examine and evaluate examples of protocols.

Reflect on current practice and plan for use of protocols in Collaborative Team meetings.

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Essential QuestionsHow do collaborative teacher teams

foster adult dialogue and collaboration that results in high levels of student learning?

What are the structural and cultural conditions that insure equity of participation in dialogue as we learn to adapt our practice to enhance the learning of all students?

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Meeting Norms Begin and end on timeBe an engaged participantBe an active listener—open to new

ideasUse notes for side bar conversationsUse electronics respectfully

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

PROTOCOLSThinking about the term Protocols: 1) Complete the What I Know and What I Want To Know

columns of your KWL Chart and (2 minutes)

2) When instructed, stand and find a partner you do not know or with whom you rarely get an opportunity to talk. Decide on who will be “A” and “B”.

• A shares his/her ideas from the chart with B (no talking) (1 minute)• B summarizes A’s main points back to A. (30 seconds)• B shares his/her ideas from the chart with A (no talking) (1 minute)• A summarizes B’s main points back to B. (30 seconds)

3) Return to seats and add / revise your ideas to any column

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

PROTOCOLSDefinition

A protocol consists of agreed upon guidelines/norms for a conversation.

A structure that permits very focused conversations to occur. It is facilitated. We use protocols for looking at student and adult work,

giving and receiving feedback, solving problems or dilemmas, observing classrooms or peers, to push thinking on a given issue, and to structure a discussion around a text.

• National School Reform Faculty / Harmony Education Center www.nsrharmony.org

• Protocols for Professional Learning, Easton

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

PROTOCOLS“Whenever talk has important consequences, we

deserve a chance to think through what we want to say, and in an environment where what we choose to say can be heard and respected.”

“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, McDonald, Joseph P. (2007)

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

PROTOCOLSRead: A Rationale for Protocols: Using the reading strategy “Left Margin / Right Margin”As you read:

1. In the left margin, summarize each section of reading in 10-words or less.

2. In the right-hand margin, ask questions you have about the reading.

3. When you are finished reading, choose one key idea from your left margin and choose one key question from the right margin to share.

(15 minutes)

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

PROTOCOLSExamining a Protocol

1) Return to the definition and quotes. Read each and underline key points you would see as standards you would look for in a protocol. (2 minutes) Then read:

The Constructivist Tuning Protocol and Peeling the Onion: Developing a Problem Protocol

2) As you read, Determine if each meets the standards. Add to your KWL Chart Write a summary statement of your learning

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Prerequisites and tips for effective use of protocols

A responsive and attentive facilitator Protected meeting time Norms Make the purpose meaningful Purposefully aligning the protocol and the purpose Build background knowledge for all participants on the

purpose and use of protocols Model and review the protocol with participants Follow the steps of the protocol Allow time to reflect on the effectiveness of the protocolThe Power of Protocols: An Educator’s Guide to Better Practice, McDonald, Joseph P. (2007) National School Reform

Faculty / Harmony Education Center www.nsrharmony.orgSee also: http://www.nsrfharmony.org/protocol/doc/responsive_facilitation.pdf

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Next Steps: Action=ResultsWhere are we in the use of

protocols?Would the use of protocols improve

our collaboration?How do we use this information?What more do we need to know?What are our next steps?How should we structure our

conversations?

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.

Col laborati ve Data Team (CDT)

Essential Functions Exemplary

Ideal Implementation (All items are in place.)

Proficient

Close to Proficient (Skill is emerging, but

not yet to ideal proficiency. Coaching is

recommended.)

Unacceptable Variation (Follow-up

professional development and

coaching is critical.)

Evidence

1

Educators collaboratively develop common purposes and goals for improved student outcomes within a culture that embraces continuous school improvement.

Teams address each of the following at least twice monthly, as evidenced by agendas and minutes. 1. Discussing data and monitoring student progress 2. Identifying instructional practices that result in student learning 3. Identifying students needing re-teaching 4. Aligning instructional practices to academic standards

Teams address each of the following at least monthly, as evidenced by agendas and minutes. 1. Discussing data and monitoring student progress 2. Identifying instructional practices that result in student learning 3. Identifying students needing re-teaching 4. Aligning instructional practices to academic standards

Monthly agendas and minutes show some but not all of the four items are addressed.

Monthly agenda and minutes show none of the items are addressed.

Agendas/Minutes from each CDT indicate areas of focus addressed.

2

Educators effectively implement group processes (agendas, minutes, dialogue, and discussion, norms, logistics, consensus, roles, decision-making skills, protocols).

Teams meet weekly for approximately 45 minutes, with appropriate team members participating.

Meetings occur regularly as scheduled, but for less than 45 minutes or occur alternating weeks.

Meeting times are irregular, infrequent, and/or often cancelled.

Building schedule for CDT meetings, as well as minutes confirming fidelity to schedule.

Practice Profile

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Implementation Fidelity Yes Partially No If partially or no, please

explain. 1. Team meets weekly for approximately 45 minutes 2. Team agendas include all of the following.

• Team/Group Name • Date/Time/Location • Outcomes (includes required materials) • Past items to review • New items • Celebrations • Norms • Next meeting date

3. Team minutes include all of the following. • purpose for the meeting • where and when held • list of the attendees • what was achieved during the meeting • decisions made at the meeting • actions that were agreed, include the action

itself, who it was assigned to, and the completion date

P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e

Protocol ResourcesNational School Reform Faculty / Harmony Education Centerwww.nsrharmony.org

http://www.tcpress.com/pdfs/mcdonaldprot.pdf

http://www.learningforward.org/docs/leading-teacher/march12_tool.pdf?sfvrsn=2

http://www.learningforward.org/docs/jsd-summer-1999/mitchell203.pdf?sfvrsn=2

http://www.learningforward.org/docs/tools-for-learning-schools/tools2-09.pdf?sfvrsn=2

http://www.ascd.org/Publications/Books/Overview/Protocols-for-Professional-Learning.aspxProtocols for Professional Learning Conversations: Cultivating the Art and Discipline Glaude, Catherine (2011)

Protocols for Professional Learning Easton, Lois Brown (2009)

The Power of Protocols: An Educator’s Guide to Better Practice, McDonald, Joseph P. (2007)