Protocols for Professional Learning Conversations: Cultivating the Art and Discipline1

ProtocolsProtocolsforfor ProfessionalProfessional

LearningLearningConversationsConversations

Cultivating the Art and DisciplineCultivating the Art and Discipline

Connections Publishing Courtenay, BC Canada

Catherine Glaude, Ph.D.

Glaude, C. 2005. Protocols for Professional Learning Conversations. Courtenay, BC: Connections Publishing and Bloomington, IN: Solution Tree Press.

Protocols for Professional Learning Conversations: Cultivating the Art and Discipline2

© 2005 Text, Catherine Glaude

© 2005 Book Design, Building Connections Publishing, Inc.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means-graphic, electronic, or mechanical – without prior permission of the publisher.

Printed and bound in Canada by Hignell Book Printing.

12 11 10 5 6 7

Cover art and book design by Anthony Alexander. Project Management by Judith Hall-Patch.

This book is printed using environmentally friendly ink and recycled paper.

Library and Archives Canada Cataloguing in Publication

Glaude, Cathy, 1955-Protocols for professional learning conversations : cultivating the art and

discipline / by Cathy Glaude.

Includes bibliographical references.ISBN 978-0-9682160-7-1

1. Communication in education. 2. Teaching. 3. Teachers. I. Title.

LB1033.5.G43 2004 371.102’2 C2005-904336-6

Protocols for Professional Learning Conversations: Cultivating the Art and Disciplinei

Table of ContentsSection 1: What is a Professional Learning Conversation? ................................................................................ 1

Why use a Protocol? ....................................................................................................... 2

Where do you start with Protocols? .............................................................................. 2

Why use Ground Rules? ................................................................................................. 3

Section 2: Learning Conversations Focused on Common Text Readings ........................................................................ 7

2.1 Surfacing Significant Ideas....................................................................................... 8

2.2 Challenging Assumptions ........................................................................................ 9

2.3 Supporting Evidence .............................................................................................. 11

2.4 A Provocative Question ......................................................................................... 13

2.5 Text Rendering ....................................................................................................... 15

2.6 The “Final Say” on Quotes ..................................................................................... 16

2.7 Big Ideas Jigsaw ...................................................................................................... 17

Section 3: Learning Conversations Focused on Personal Goals or Challenges .......................................................... 19

3.1 Refining a Professional Goal .................................................................................. 20

3.2 Feedback on Personal Work Towards a Professional Goal 22

3.3 Story Telling about Personal Teaching Challenges 24

3.4 Feedback on a Teaching Conundrum ................................................................... 25

3.5 Learning from Success Stories ............................................................................... 26

3.6 Offering a Best Practice.......................................................................................... 27

3.7 Refining a Unit Plan ............................................................................................... 28

Protocols for Professional Learning Conversations: Cultivating the Art and Disciplineii

Table of Contents

Section 4: Learning Conversations Focused on Student Work ......................................................................... 31

4.1 Do You See What I See? ......................................................................................... 32

4.2 What is the Goal? ................................................................................................... 34

4.3 Refining the Rubric ................................................................................................ 36

4.4 Focused Feedback .................................................................................................. 37

4.5 A Cross Section of Student Work Focused on a Specific Learning Goal ............. 38

4.6 Fishbowl Seminar ................................................................................................... 39

4.7 Making a Commitment to Improve the Learning ................................................ 41

Section 5: Learning Conversations Focused onAction Research to Improve Student Learning 435.1 Narrowing the Inquiry Focus ................................................................................ 445.2 Refining the Inquiry Question .............................................................................. 455.3 Feedback on Data Collection Strategies ................................................................ 475.4 Feedback on Data Collection Plan ........................................................................ 485.5 Feedback on Student Data Collected .................................................................... 495.6 Feedback on What was Learned From the Study ................................................. 505.7 Generating Potential Future Research Questions ................................................. 51

Section 6: Other Applications for Protocols ................................. 53

Acknowledgements ........................................................................................ 55

References ............................................................................................................ 57

Appendices ........................................................................................................... 59

Protocols for Professional Learning Conversations: Cultivating the Art and Discipline3

Why use Ground Rules?In addition to the Protocol, key tools you need to navigate a Professional Learning

Conversation are ground rules.

Ground rules describe behaviors needed to have productive learning conversations.

They keep participants honest to the process and the goal of the Protocol. A school

or team may adopt one set of ground rules to be used with any Protocol. Ground

rules are created to challenge a group to do its best learning together. A ground rule

is added when a behavior is getting in the way of learning and removed when it no

longer challenges the group. A Protocol should allow time to reflect on the ground

rules and make changes as needed.

It is best to have a limited number of ground rules. More than six may be too many

for a group to remember. It is important to begin each learning conversation by

revisiting the ground rules. A useful practice is laminating the ground rules and

having the group facilitator distribute them at the beginning of the conversation

and collect them at the end.

The following are some sample ground rules. Ground rules should be written as

behaviors.

Figure 1.1

What is a Professional Learning Conversation? Section 1

Ground Rules for Learning Conversations

1. Bringyourmostchallenging,troublesomeworktotheconversation.

2. Celebratefeedbackthatchallengesyoutogrow.(Praiseisnicetohear,butdoesnothelpyouimprove.)

3. Listendeeply.Donotrehearsewhatyouplantosaywhileothersarespeaking.

4. Helpothersfeelcomfortablewhensharingtheirthoughtsandchallenges.

5. BemindfuloftheProtocolandkeeptheconversationfocused.

6. Sharetheairandinvitesilentmembersintotheconversation.

Protocols for Professional Learning Conversations: Cultivating the Art and Discipline13

2.4 A Provocative QuestionPurpose of th e Protocol: to engage quick, but thoughtful dialogue, around

provocative ideas based on current research; to prepare for a larger

group conversation and future work around a common practice.

Prior to the C onversation: A small group identifies or creates a policy statement

focused on one practice that is important to this school. The policy

statement must be grounded in current research. For example, it might

be taken from the work of researchers such as Anne Davies (2000) on

assessment practices, Ken O’Connor (1999) on grading, or Carol Ann

Tomlinson (1999) on differentiating instruction.

(2 minutes) Introduction. Designate a group facilitator and timekeeper for the

process. Review the ground rules and purpose of the Protocol.

(4 minutes) Read. Silently read the

proposed policy. Think

how this policy would

“fly” in your school or

district.

(5 minutes) Discuss with a Partner.

Discuss the implications

of this policy with your

partner. What do you

think would fly? What

do you think would not

fly? What questions do

you have about these

policy statements? What

intrigues you about it?

(8 minutes) Expand the Conversation.

Join up with another

partner group

and continue the

conversation.

Learning Conversations Focused on Commom Text Readings Section 2

Silently complete this slip at the end of the learning conversation and submit it to thefacilitator as you leave the room.

The feedback may suggest ways to improve the Protocol as well as help you frame yourlearning and next steps.

• What did you learn through this conversation?

• What next steps do you propose for work in this area?

• What suggestions do you have for improving this Protocol?

2.4 Exit Slip

During our discussion of the grading policy I wonderedabout what the practice of averaging grades reallyindicates about a student’s level of achievement.

I would like to learn more about other ways tocommunicate student learning.

I would have liked the sample policy prior to ourdiscussion. I wanted more reflection time tocollect my thoughts.

Figure 2.4

Protocols for Professional Learning Conversations: Cultivating the Art and Discipline14

(3 minutes) Personal Reflection. Silently consider which statements from the

policy would challenge your school or district to move forward in its

development of this particular practice. If a policy in this area existed,

what would you like to see in it?

(2 minutes) Large Group Closure. In a larger group conversation, discuss any ideas

around this policy which would challenge your school or district to

move forward in its development of this practice.

(2 minutes) Debrief the Process. Silently write answers to the following questions and

submit this “exit slip” to the facilitator as you leave the room. What did

you learn through this conversation? What next steps do you propose

for work in this area? What suggestions do you have for improving this

Protocol?

Section 1 Learning Conversations Focused on Commom Text Readings