Slides for my PZC mini-course 2017

1. Protocols for Professional Conversations:
A User’s Guide
The Project Zero Classroom
Cameron Paterson
cpaterson@shore.nsw.edu.au
Twitter: @cpaterso

4. Understanding Goals
• What are protocols?
• How can protocols help us to deepen
our understanding of teaching and
learning?
• How can protocols be used to improve
our skill and focus in working with
students and colleagues?

5. Your questions……

6. The Question(s):
Think of the professional conversation in which you
learned the most.
 What did you learn in the course of the
conversation?
 What made it powerful?
What was the least productive professional
conversation you’ve ever had?
 What made it so difficult?

7. Essential Qualities of a Professional
Learning Conversation
• CLARITY of purpose
• SAFETY that supports trust and risk taking
• EQUITY for all participants
• (LEVITY—because joy is important, too!)
Protocols can help with these . . . .
Tina Blythe, 2016

8. Essential Opportunities of a
Professional Learning Conversation
• Attending
• Reflecting
• Connecting
• Questioning
• Extending
Protocols can help with these, too . . .
Tina Blythe, 2016

9. Features of Protocols
• Roles
• Norms
• Purpose
• Steps
• Facilitation
• Reflection
Tina Blythe, 2016

10. Microlab Protocol
Purpose:
To address a specific sequence of questions in a
structured format with small groups, using
active listening skills
What’s Examined and Discussed:
Usually a question or text.

11. 5 Minute
Stretch
Break

12. The Tuning Protocol
Purpose:
A protocol for giving a teacher feedback
on an assignment focused helping her address a
puzzle or concern that she names for the group.
What’s Examined and Discussed:
The teacher’s
assignment and several pieces of student work from
that assignment.
Tina Blythe, 2016

13. The Consultancy Protocol
Purpose:
A protocol for allowing a group to analyze a
dilemma that an individual or the group is
experiencing in order to understand the dilemma
more deeply.
What’s Examined and Discussed:
A written description of the dilemma. (Student work
may or may not be a focus.)
Tina Blythe, 2016

14. Using Protocols
 They are tools for the work of supporting teacher
and student learning (not the work itself).
 They must be chosen with a specific purpose in
mind.
 It takes some practice before they can be used
most effectively.

15. How do protocols help?
 Help create opportunities for and allocate time to
essential conversations about teaching and
learning.
 Provide routines and structures to scaffold
collaborative analysis and planning.
 Support interactions that enable us to develop and
demonstrate our understanding of and respect for
the variety of perspectives and experiences by our
colleagues.

16. Protocols
(Almost) all protocols will enhance:
Clarity (making the purpose explicit)
Safety (creating clear expectations for roles and participation)
Equity (enabling/encouraging everyone to participate)

17. Some Protocols Do More
Especially protocols that emphasise…
 Observing
 Listening
 Asking questions about what one observes and
hears
 Using conditional language (wondering,
considering)
 Question-finding and question-refining (as
opposed to problem-solving)
 Learning (as opposed to task accomplishment)

18. Challenges of Using Protocols Well
 Weathering the “learning curve.”
 Deciding when to use a protocol.
 Choosing the appropriate protocols for the
purposes.
 Resisting the impulse to problem-solve (at least for
a time)
 Documenting learning and building on previous
discussions.
 Facilitation.
 Time, time, time.

20. Undergraduate Professional Graduate Advice from
Courses Reading Courses Colleague
What Influences Teacher
Professional Practice?
1=“Notinfluential”4=“Veryinfluential”
1.8
2.3
2.6
3.6
0
1
2
3
4
Dr Douglas Reeves, The Leadership and Learning Center

21. The extent of trust among adults in schools strongly predicts positive student learning
outcomes (Bryk, 2002).

23. One-Minute Essay
1. What was the most
important insight ?
2. What is your most
important question?

24. Credit:
Tina Blythe