1. 1 Module: Developing Professional Learning Communities The ideas, graphics and material presented have been prepared with the guidance of Ann Delehant. Duplication and distribution of this presentation is prohibited without express consent. www.anndelehant.com

2. Presentation 2 Looking at Student Work “ Looking at student work is a way to move out of complacency. Looking at student work brings you face to face with your values.” - Daniel Baron Protocol from the book, Looking Together at Student Work, by Tina Blythe, David Allen and Barbara Schieffelin-Powell

3. Presentation 3 Preparing to Look at Student Work Determine who will participate. Determine the subject area and the grade level/ department. (This process can be used with teams at all grade levels for all subjects.) Identify the “presenting teacher(s).” Ask him/her/them to bring the student work samples. Bring the work of 6–8 students. (The amount of data will depend upon the purpose of the session.)

4. Presentation 4 Preparing to Look at Student Work Bring enough copies of the student work so that each of the participants has a complete packet. If there is a rubric that was used to score the work, bring a copy of the rubric for each participant. Bring the lesson plan that was used for the lesson if it is available.

5. Presentation 5 Reasons for Looking at Student Work Identify strengths and shortcomings of the work. Diagnose, identify or monitor student needs. Align curriculum, instruction and assessment with student needs. Ensure that all students have equal access and opportunity to succeed.

6. Presentation 6 Reasons for Looking at Student Work Guide curriculum development and refinement. Improve teaching. Assess the merits of programs. Assess the extent to which standards are addressed. Determine how students compare to outside norms.

7. Brainstorming Activity 7 What are protocols? Protocols: Are clear, agreed-upon guidelines for conversation. Are collaborative in nature. Can be targeted toward teacher work or student work. The examination of student work can be one of the most powerful ways to improve the quality of teaching. Discuss ways to help teachers use student work to inform practice. Use “Professional Learning Communities” to assist teachers in learning from their students’ work.

8. Brainstorming Activity 8 Why protocols? The structure of protocols: Makes it safe to ask challenging questions and allows for in-depth conversation. Ensures equity and parity. Provides opportunity for presenter to reflect on and describe an issue or dilemma. Provides opportunities to have interesting questions posed. Is time efficient. Builds spaces for listening.

9. Presentation 9 Roles for Discussing Student Work There are four roles for discussing student work: Presenting Teacher Participant Recorder Facilitator

10. Presentation 10 Presenting Teacher’s Role The Presenting Teacher: Makes notes about questions and comments about the student work. Listens to the discussion. Makes a choice about responding to questions and comments from participants.

11. Presentation 11 Participant’s Role The Participant: Reads the work. Recognizes and comments on what the student knows. Discusses implications for teaching and learning. Reflects on the protocol.

12. Presentation 12 Recorder’s Role The Recorder: Collects notes for the presenting teacher. Makes note of warm and cool feedback, focusing on ideas that might be used in the classroom.

13. Presentation 13 Facilitator’s Role The Facilitator: Keeps the group focused. Knows and follows the process. Asks for clarification and specificity when evaluations are being made and questions are being raised. Redirects questions during the discussion of implications to the speaker’s practice.

14. Presentation 14 Guidelines for Facilitators 1.Be assertive about keeping time. 2.Be protective of teacher ‑ presenters. 3. Provoke substantive discourse.

15. Presentation 15 Norms for Participants Be respectful of teacher ‑ presenters and desired outcomes. Contribute to substantive discourse by offering constructive, thoughtful feedback. Be appreciative of the facilitator's role, particularly in regard to following the norms and keeping time. Listen actively. Maintain positive intentions. Allen, D. The Tuning Protocol: A Process for Reflection. Horace. (1995, March).

16. Presentation 16 Sample Protocol Looking at Student Work: A Tuning Protocol Welcome Teacher presentation Clarifying questions Examination of student work Warm and cool feedback Plan of action Debrief Wrap up, next steps

17. 17 Welcome Introductions. Review protocols. Review norms for collective work. Ask one person to serve as the teacher presenter. Distribute the work that will be shared. 2 Minutes

18. 18 Teacher Presentation The Teacher Presenter describes the context for student work. The Teacher Presenter defines the "guiding question," the desired outcome for the group’s review of student work. The Teacher Presenter presents the assignment. The Teacher Presenter presents the scoring rubric. Others listen carefully. 2 Minutes

19. Presentation 19 Teacher Presentation: Kinds of Questions About the quality of student work Is the work “good enough”? What is “good enough”? In what ways does this work meet or fail to meet the standard? About teaching practice What do the students’ responses indicate about the effectiveness of the prompt or the assignment? How might the assignment be improved?

20. Presentation 20 Teacher Presentation: Kinds of Questions About students’ understanding What does this work tell us about how well the student understands the topic/the assignment? What initial understandings do we see beginning to emerge in this work? About students’ growth How does this range of work from a single student demonstrate growth over time? How can I support student growth more effectively?

21. Presentation 21 Teacher Presentation: Kinds of Questions About students’ intent On what issues or questions is this student focused? What aspects of the assignment intrigued this student? Into which parts of the assignment did the student put the most effort? To what extent is the student challenging her/himself? In what ways?

22. 22 Clarifying Questions Participants ask clarifying questions. They ensure that they understand the assignment and the scoring rubric. If you run out of time for clarifying questions, the facilitator might save some questions for the warm/cool feedback (if a question needs more than a brief answer). 4 Minutes

23. 23 Examination of Student Work Share and review samples of student work. (It might be original or copied pieces of work, clips of video presentations, lab reports, art or other work.) Participants reflect on what they would like to contribute to the feedback session. Use the following guiding questions as you look at the student’s work. 6 Minutes

24. 24 Warm and Cool Feedback Remind Participants of the focusing question(s). Participants share feedback/ideas/options/possibilities. Teacher-Presenter listens to the ideas generated. Facilitator focuses and clarifies. 8 Minutes

25. Presentation 25 Warm and Cool Feedback The Peer Review or Tuning Protocol deliberately cultivates and juxtaposes: Warm responses that are supportive and empathic, and that emphasize the promise of a learning experience. Cool responses that are questioning and comparative, and that emphasize the ways in which the learning experience might be enriched*. * Joseph P. McDonald, "Three Pictures of an Exhibition: Warm, Cool, and Hard," Phi Delta Kappan, February 1993, pp. 480-485.

26. Presentation 26 Warm and Cool Feedback The deliberate effort to keep warm and cool feedback separate and in balance can seem needlessly artificial. But this artifice is beneficial because it allows us to: Seek out deeper levels of promise and shortcoming. Give each kind of response its due. Examine and discuss the actual work of students and teachers in a safe environment.

27. Presentation 27 Warm Comments Warm, positive feedback consists of supportive, encouraging, appreciative questions, statements and comments about the work, ideas, issues presented that begin dialogue.

28. Presentation 28 Warm Comments When giving "warm comments" you may want to try to use a two-part format: 1.Some introductory phrase that indicates that this is a “warm” comment. 2.Some reason or explanation about what the commentator valued about the work. As a facilitator, emphasize the importance of giving reasons.

29. Presentation 29 Warm Comments Comments like "Hey, nice lab!" or "Great homework assignment!" do not provide enough meaningful feedback for the teacher presenter. Be generous. Begin with a positive intention and positive presupposition.

30. Presentation 30 Examples of "Warm Comments" The strengths of this work are… The activity that triggered this assignment was very well aligned with the ________ standard. It was clear that the students understood the rubric that was being used because there was evidence… The interdisciplinary approach here is particularly effective. You incorporated… and… and… This is an innovation on a classical strategy... I appreciate how you started with… and then shifted to…

31. Presentation 31 Examples of "Warm Comments" With these clear and simple directions, everyone will be able to do what you have asked. This is exciting because it involves examples that are "real world" to kids. When you…it allowed… It is obvious that you allowed for higher level thinking when you… I was delighted to see the historical reference, because that's one of our standards we focus on the least with kids.

32. Brainstorming Activity 32 "Warm Comments" What others might you use?

33. Presentation 33 Cool Comments Cool feedback: Offers different ways to think about the work or issues presented. Raises questions. Challenges and extends the person’s thinking. Raises concerns. Cool comments and questions follow "warm" feedback.

34. Presentation 34 Cool Comments Cool feedback allows a person to constructively question and voice concerns about the work/issue. When providing cool comments: Focus on one suggestion at a time. Be constructive. Open up "possibilities" and options. Analyze and make connections. Avoid implying "You should…” or “You should not…"

35. Presentation 35 Cool Comments "Cool" comments can run the gamut and may include: Pointing out where a rule was not followed (as in writing a multiple choice question based on state standards). Begging a philosophical discussion. Prompting a decision by the group.

36. Presentation 36 Examples of "Cool Comments" Some examples of introductory phrases for "cool" comments might be: What are you considering with regard to… Have you thought about… I wonder... What if you... What connections have you made (to real world, other concepts, other disciplines, etc.)…?

37. Presentation 37 Examples of "Cool Comments" Here are some strategies that would address … What might add clarification to… To align more closely with the standards, what if… Might students interpret this as... What do you think would happen if…? Here are three possibilities...

38. Brainstorming Activity 38 Examples of "Cool Comments" What others might you use?

39. 39 Plan of Action 1.Consider all of the suggestions. 2.The teacher presenter shares his/her personal action plan. What will the teacher do, try, change, reinforce, or modify as a result of the dialogue? Prepare a list of "things to do." 3. All participants consider whether the dialogue has implications for their work. What ideas did the others in the group get that might influence their work? 7 Minutes

40. 40 Debrief Facilitator leads an open discussion on the tuning experience… What went well? What questions did the process raise? What will we do differently next time? 7 Minutes