This document outlines strategies for effective professional conversations and protocols to improve teaching and learning. It discusses how protocols can provide structure for collaborative analysis and planning to develop understanding of different perspectives. Specific protocols described include microlab, consultancy, and instructional rounds, which involves teachers visiting classrooms to investigate teaching practices and identify impacts on student learning. The document emphasizes that protocols must be chosen carefully and with a specific purpose in mind, and that it takes practice to use them effectively.

1. Professional Conversations
St Andrew’s Cathedral School
13th March 2017
Cameron Paterson
cpaterson@shore.nsw.edu.au
@cpaterso

3. Goals
• What is an effective professional
conversation?
• How can protocols deepen our
understanding of teaching and learning
and improve the way we work together?
• How can Instructional Rounds increase
ownership and build collaboration?

4. Your questions……

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

6. Microlab Protocol
Purpose: To address a specific sequence of
questions in a structured format with small
groups, using active listening skills

7. Three Essential Qualities of a
Professional Learning
Conversation
CLARITY
SAFETY
EQUITY

8. Protocol
A structure for guiding a conversation

9. Features of Protocols
 Roles
 Norms
 Purpose
 Steps
 Facilitation
 Reflection

10. Consultancy Protocol
Purpose: To help presenters think more
expansively about a particular, concrete dilemma

11. Using Protocols
 They are tools for the work of supporting
teacher and student learning.
 They must be chosen with a specific purpose
in mind.
 It takes some practice before they can be
used most effectively.

12. How do protocols 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.

13. Protocols
(Almost) all protocols will enhance:
Clarity
Safety
Equity

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

17. 5 Minute
Stretch
Break

18. Instructional Rounds
• For investigating teaching practices and
identifying the impact on student learning.
• A group of teachers visit multiple
classrooms.
• Precise, non-judgmental language is used.
• The process is descriptive and analytical
rather than evaluative.
• Observers note what they see rather than
what they think about it.

19. Why Use Instructional Rounds?
• Focuses on school-wide improvement rather
than the improvement of individual
teachers.
• Increases ownership of change and builds a
collaborative approach to school
improvement.
• Enables teachers to feel confident in opening
up their classroom, engaging in professional
discussions and suggesting ways forward to
improve practice.

20. Key Elements
• Collaborative identification of an aspect of
practice to focus on.
• Sharing practice with a mutual commitment
to improvement.
• Focusing on describing, not judging or
evaluating.
• Trusting relationships between teachers.

21. Implementation – Stage 1
• Identify a 'problem of practice' as the focus for
observations.
• Something you care about that would make a
difference for student learning if you improved
it.
• Key elements for a rich problem of practice:
• focuses on the instructional core
• is directly observable
• is actionable
• connects to a broader strategy of improvement
• is high-leverage
• promotes deep learning.

22. Implementation – Stage 2
• Observation groups collect data related to
the identified 'problem of practice'.
• Groups of 3 – 6 teachers are formed.
• Visit a cross-section of age groups and
subject areas to gather accurate evidence.
• Only 10 – 15 minutes should be spent in
each classroom.

23. Implementation – Stage 3
• Groups debrief after observations following
these steps:
• Describe what was observed
• Analyse the descriptions
• Predict what learning was taking place
• The next level of work

24. 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

25. Teachers get better by working in teams on teaching issues

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

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