This document outlines the agenda and process for a consultancy protocol meeting to discuss how to leverage a collaboration rubric to promote deeper learning in classrooms. The meeting will include introductions, an overview of the presenter's dilemma on this topic, questions for the presenter, a group conversation with recommendations, reflections, and a debrief. Norms for the discussion emphasize being kind and helpful while focusing on content. The background provided describes the presenter's experience and the New Tech Network which uses common assessments of skills like collaboration.

1. Welcome to Lens into the
Classroom–Assessing Deeper
Learning
We will begin at 4:00 pm PST, Thursday
March 6, 2014

2. Agenda
● Introductions, Overview
● Consultancy Protocol

3. Consultancy Overview
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Overview of the work and dilemma [6 minutes]
Question prep [1 minutes]
Clarifying questions [5 minutes]
Question prep [1 minutes]
Probing Questions [8 minutes]
Group Conversation [10 minutes]
Presenter Reflection (3 minutes)
Debrief [5 minutes]
Closing the Loop [2 minutes]

4. Norms
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General:
Hard on the content, soft on the people.
Be kind, helpful and specific.
Step up, step back (monitor your airtime).

5. Background
Jennifer Pieratt, Ph.D.
Former 10th grade teacher
at HTHNC
School Development
Coach
● Schools in CA, AZ,
NM, TX
● Various demographics
● Start up, turnaround,
district extension
New Tech Network
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130 schools +
Common design principles
of teaching that engages,
technology that enables,
culture that empowers
Culture that promotes
trust, respect, responsibility
Commitment to PBL and
CCR

6. New Tech Network and Common
Assessments
Collaboration SCALE based on Envision
5 School-wide Learning Outcomes
Oral communication
Written communication
Collaboration
Knowledge and Thinking
Agency
Corresponding Assessments
By grade, discipline (K&T)
Roll out
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7. The Dilemma
6 minutes
How can I leverage the NTN collaboration rubric
to help promote deeper learning in teacher’s
classrooms?
● Seeing a focus on “soft skills” and divide and
conquer vs “conceptual learning” (E Cohen, I
Horn)
● Challenges with IAKTs and grading content
mastery through collaboration/group
assessments.
(Rubrics posted on DLMOOC site)

11. Clarifying Questions
5 minutes
Clarifying questions are simple questions of fact. The litmus
test for a clarifying question is: Does the presenter have to think
before s/he answers? If so, it’s almost certainly a probing
question.
Some examples of clarifying questions:
• How many teachers use this rubric?
How are students involved this assessment?
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12. Question Prep and Response Format
1 minute
1. Brainstorm questions for the presenter
2. Participants enter their questions in the Q&A or on
Twitter.
How can I leverage the NTN collaboration rubric
to help promote deeper learning in teacher’s
classrooms

13. Probing Questions
8 minutes
Probing questions are intended to help the presenter think
more deeply about the issue at hand. The presenter often
doesn’t have a ready answer to a genuine probing question.
Examples of probing questions could be:
What is your biggest worry with this issue?
How do students currently reflect on their growth?
Other possible probing questions begin with:
How did you decide/determine/conclude...?
What's another way you might...?
Probing questions should not be “advice in disguise”, such as
“Have you considered…?”
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14. Question Prep and Response Format
1 minute
1. Brainstorm questions for the presenter
2. Participants enter their questions in the Q&A or on
Twitter.
How can I leverage the NTN collaboration rubric
to help promote deeper learning in teacher’s
classrooms?

15. Group Conversation
10 minutes
The conversation is not directed to the presenter. It is directed to the group
and focuses on the presenter's dilemma.
●Group Instructions/Questions:
■ Begin with warm feedback. What are the strengths in this situation?
■ What are the gaps? What isn't the presenter considering?
■ What recommendations does anyone have in response to the
question posed by the presenter?
■ Make a list of the recommendations and post them
on the G+ or Twitter
How can I leverage the NTN collaboration rubric to help promote
deeper learning in teacher’s classrooms?

16. Presenter Reflection
3 minutes
• The presenter has the opportunity to respond to the discussion.
• It is not necessary to respond point by point to what others said.
• The presenter may share what struck him or her and what next steps might
be taken as a result of the ideas generated by the discussion.

17. Debrief
5 minutes
• The debrief is not a time to continue discussing the dilemma.
• Instead focus on questions like…
Did we have a good question?
Did we stick to the question?
Did our probing questions push the presenter’s thinking?
Was there a moment where we got off track?
How did we do with following the norms?
Was there a moment where the conversation made a turn for
the better?
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18. Closing the Loop
2 minutes
Participants what they have learned from participating in this protocol
and how it could inform their own practice.
Post your reflections on G+ or on Twitter.