Success Analysis Protocol For Individuals

Transcription

1 Success Analysis Protocol For Individuals Roles: A timekeeper/facilitator The facilitator s role is to help the group to keep focused on how this practice is different from other team practices. The analysis of what makes this practice so successful is the purpose of the protocol. Best Practice is defined as a process that proved to be highly effective in achieving the intended outcome. 1. Reflect on and write a short description of the one Best Practice of your work within the last year. Note what it is about the practice that made it so successful. Be sure to answer the question, What made this work different from other experiences? (10 minutes) 2. In mixed groups of 3, the first person shares their Best Practice and why it was so successful. (10 minutes) 3. The rest of the group asks clarifying questions about the details of the best practice. (5 minutes) 4. The group does an analysis of what they heard about the presenter s success and offers additional insights about how this practice is different than other practices. Probing questions are appropriate and the presenter s participation in the conversation is encouraged. (10-15 minutes) 5. The presenter responds to the group s analysis of what made this experience so successful. (3 minutes) 6. Take a moment to celebrate the success of the presenter. 7. Each of the other members of the group takes turns sharing their Best Practice and what made it is so successful, followed by clarifying questions and the group discussion analyzing how this practice differs from other practices. (Each round takes about 30 minutes for groups of 3.) 8. Debrief the protocol as a whole group. Possible questions: What worked well? How might we apply what we learned to other work? How might students use this process to reflect on their work? What adaptations to this protocol might improve the process? (5 minutes) Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 1

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4 School/Teacher Name Curriculum, Instruction, and Assessment Documents Shared from Other Schools Curriculum Document Instructional Document Assessment/Evaluation Other Resources Comments *In place at our school! We definitely need at our school? Do we need at our school Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 4

5 Curriculum, Instruction, and Assessment Documents Shared from Other Schools School/Teacher Name Curriculum Document Instructional Document Assessment/Evaluation Other Resources Comments *In place at our school! We definitely need at our school? Do we need at our school Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 5

6 Facilitation Facilitation to make something happen in a group situation Power grows by being shared, not be being hoarded. Empowering others, sharing power, is one way that our own leadership is enhanced. The Facilitator in Meetings Using the Interaction Model: is a neutral servant of the group does not evaluate or contribute ideas (usually) focuses energy of the group on a common task suggests alternative methods and procedures protects individuals and their ideas from attack encourages everyone to participate helps the group find win/win solutions coordinates pre- and post-meeting logistics Specific Techniques for the Facilitator: clearly define your role get agreement on a common problem and process before beginning boomerang questions back to group members be positive compliment the group don t talk too much support and keep the recorder in his/her role help to educate the group don t be afraid to make mistakes don t be defensive Facilitation Skills: provide for participation of total group model the desired interaction among participants listen reflectively and paraphrase participants answers and questions clarify participant responses and group interaction summarize/synthesize group interaction link ideas together to make connections redirects conversation to move back to the focal point when group is off task facilitates smooth transitions between pieces of content reads and responds to the subtleties of the group uses humor appropriately takes a perception check at critical points of the conversation Sample reflection questions for reflecting on the meeting: What did you like about this meeting? What did you not like about this meeting? How well did we do in reaching our objective? Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 6

7 Literacy Leadership Entry Points Moving Towards Coaching Learning Facilitator facilitate team meetings facilitate professional book clubs facilitate analysis of student work facilitator of PLC Data Coach facilitate discussions about data, (student achievement, curriculum, and programs) assist in creating a system to collect and analyze data Mentor support new-to-school and new-to-profession teachers School Leader participate in schoolwide leadership to maintain school focus participate in schoolwide literacy committee critical friend for administration Curriculum Specialist work on school standards or other curriculum pieces Instructional Specialist facilitate team meetings with implementation of teaching strategies Catalyst for Change Challenge the status quo, make observations, and present new ideas Classroom Supporter Demonstration lab classroom Other Paraprofessional training Parent education Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 7

8 Seven Norms of Collaboration 1. Promoting a Spirit of Inquiry Exploring perceptions, assumptions, beliefs, and interpretations promotes the development of understanding. Inquiring into the ideas of others before advocating for one s own ideas is important to productive dialogue and discussion. 2. Pausing Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decisionmaking. 3. Paraphrasing Using a paraphrase starter that is comfortable for you So or As you are or You re thinking and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions. 4. Probing Using gentle open-ended probes or inquiries Please say more about or I m interested in or I d like to hear more about or Then you are saying increases the clarity and precision of the group s thinking. 5. Putting ideas on the Table Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments. For example: Here is one idea or One thought I have is or Here is a possible approach or Another consideration might be. 6. Paying Attention to Self and Others Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of others, and is aware of what (s)he is saying and how it is said as well as how others are responding. This includes paying attention to learning styles when planning, facilitating, and participating in group meetings and conversations. 7. Presuming Positive Intentions Assuming that others intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs. Using positive intentions in speech is one manifestation of this norm Center for Adaptive Schools Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 8

9 Conference for Evaluating Student Work Getting Started (5 7 minutes) The group chooses a facilitator who will make sure the group stays focused on the particular issue addressed in each step. The presenting teacher shares the selected student work and gives a limited amount of background information with no evaluation of the student work. The work may be shared through audiotapes, anecdotal notes, written student work, or other assessment strategies that have been used. The participants observe or read the work in silence, perhaps making brief notes about aspects of it that they particularly notice. Describing the Work (5 7 minutes) The facilitator asks the group, What do you see? Group members provide answers without making judgments about the quality of the work or their personal preferences. If judgments emerge, the facilitator asks for the person to describe the evidence on which the judgment is based. Individual Evaluation of Student Work (5 7 minutes) Each of the participants including the presenting teacher will individually examine the student work and fill in the observed student strengths, next steps, and possible instructional strategies on the Evaluating Assessment and Informing Instruction form. Optional: Teachers who understand the Developmental Reading and Writing Continuums by Dr. Bonnie Campbell-Hill will also use any correlation charts and/or anchor papers to help determine the developmental stage of the student. Collaborative Evaluation of Student Work (20 minutes) The facilitator asks the presenting teacher to listen to the collegial conversation while taking any pertinent notes. The facilitator asks the teachers to begin to share the strengths that they have evaluated in the student work. (Optional: they may also focus on determining the developmental stage of the student) As they present those strengths they are asked to point out the evidence for each strength within the student work. Eventually, the facilitator moves the discussion onto the possible next steps for the student as evaluated from the work again asking for evidence as each next step is proposed. The facilitator asks the group to collaborate on choosing only one or two next steps for the student. Discussing Implications for Teaching and Learning (10 minutes) The facilitator invites the participants to share possible instructional strategies for the one or two next steps for the student. All participants are encouraged to link their thoughts to each others to deepen instructional strategies that are presented. Reflection by Presenting Teacher (5 7 minutes) The presenting teacher is asked to reflect on thoughts that surfaced because of listening and observing the collegial conversation. Insights that were gleaned about the student strengths, next steps, and/or instructional strategies should be shared as well as what the teacher is now thinking about instruction for this particular student. Reflecting on Conference for Evaluating Student Work (5 7 minutes) The group reflects together on their experiences of or reactions to the conference as a whole or to particular parts of it. Adapted by Carrie Ekey, September, 2004 Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 9

10 What Student Can Do (Developmental Stage) Evaluating Assessment and Planning for Instruction Next Steps for the Student Instructional Strategy Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 10

11 Literacy Coaching Cohort, Nov. 2011, Lisbon Reflection on Day 2 Name 1. What new things did you learn about the use of Developmental Continuums? Are there some next steps for you and your school in the use of them? 2. How might you use the Success Protocol in your work in your school? 3. What are you learning about facilitation that you will remember as you work with colleagues in your school? 4. What are some new roles you see yourself entering into in your school after hearing about all the different roles from others in the group? 5. What did you learn through the process of analyzing student work with other professionals? How might you use this structured conversation process in your own school? 6. What was a highlight for you today? Concerns or other feedback? Carrie Ekey, Literacy Coaches Training, Nov Day 2 Page 11