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Teacher Induction Year One Follow Up Session # 2 The Tuning Protocol October 13, 2011.

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Presentation on theme: "Teacher Induction Year One Follow Up Session # 2 The Tuning Protocol October 13, 2011."— Presentation transcript:

1 Teacher Induction Year One Follow Up Session # 2 The Tuning Protocol October 13, 2011

2 Goals for Today What is a Tuning Protocol? How is it utilized? What are the benefits? How does this apply to me?

3 Collaboration 1. Professionals agree to meet. 2. The conversation begins. 3. The focus is student achievement. 4. The focus turns. 5. The focus is Friday night's plans.

4 Collaboration What are the ways in which collaborative dialogue can be thrown off track?

5 The Tuning Protocol Provides a tool for teachers to... learn collaboratively. encourage reflection. encourage collegiality. build shared expectations.

6 What is a tuning protocol? Facilitated, focused conversation Formal structure Case study Collegial experience A tool to help “tune”

7 A Definition A tuning protocol is a “way a teacher presents actual work before a group of thoughtful ‘critical friends’ in a structured reflective discourse aimed at ‘tuning’ the work to higher standards.” Joe McDonald in “Three Pictures of an Exhibition (1995)

8 When is a tuning protocol used? Answer questions about student performance Inform instruction and assessment Explore efficacy of programs, initiatives Helps identify effective teaching strategies Promotes reflective practice

9 Why does it work? Risk-free way to get at what makes a difference in learning Problem-solving approach Presenters feel good, learn Work receives serious consideration Participants learn Process stimulates a learning community

10 What a tuning protocol is NOT! Opportunity for “one-upmanship” Showcase for validation Haven for venting about students, parents, administrators, instruction in earlier grades

11 The protocol Who is Involved? Groups of 8-10 Facilitator Presenter Participants

12 The Protocol 1. Work with a group. 2. Examine the steps. 3. Put the steps in order. 4. Discuss: What makes sense? What do we have questions about?

13 The procedure Presentation (15 min.) Clarifying Questions (5 min.) Individual Note-taking (5 min.) Participant Discussion (15 min.) o Warm and Cool Feedback Presenter Reflection (15 min.) Debriefing (10 min.)

14 Guidelines Respect the presenter. Watch time. o Don’t skip the debriefing segment. Keep groups stable. Contribute to substantive discourse o Give both warm and cool feedback. o More “cool,” please

15 Assumptions #1 We all want to get better in the work we do. #2 We all want to be courteous. #3 In order to accomplish #1, we need to be thoughtful, insightful, and provocative. #4 We are in this together

16 Warm Feedback Statements that let the presenter know what is working. o Praise for what is effective o Specific  “I like how you…”  “I would have never thought to…”  “What a great way to…”

17 Cool Feedback Statements or questions that help the presenter move forward. o “I wonder what would happen if…” o “Did you think about…” Not criticism---critique o Improve the work o Improve the context o Not about the presenter o No “should” or Why didn’t you?”

18 Focusing Questions What does this work tell us about what students know and are able to do? Is this piece good enough for students in 6 th grade? How can we help this student (and all students) make it good enough? How could the instruction that surrounds this work execute a better product?

19 The procedure Presentation (15 min.) Clarifying Questions (5 min.) Individual Note-taking (5 min.) Participant Discussion (15 min.) o Warm and Cool Feedback Presenter Reflection (15 min.) Debriefing (10 min.)

20 Collaboration What are the ways in which collaborative dialogue can be thrown off track? How may the Tuning Protocol alleviate the ways in which we are thrown off track?

21 Reflection Think individually: What is one idea I have learned tonight? What one thing can I use in my work tomorrow? Find a partner: Share your answers.

22 Works Cited Easton, Lois. Collaboratively Examining Student Work: Why and How. Oct.2, Little, Judith Warren,et al. “Looking at Student Work For Teacher Learning, Teacher Community, and School Reform. Phi Delta Kappan. November 2003.


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