collaborative data teams
DESCRIPTION
Collaborative Data Teams. Protocols. Collaborative Data Teams (CDT). Overview and Purpose Collaborative Teams. Foundational Processes: Protocol. Foundational Processes Agendas Communication Norms Roles. Advanced Collaborative Processes Consensus Collaborative Skills Protocol. Outcomes. - PowerPoint PPT PresentationTRANSCRIPT
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collaborative Data Teams
Protocols
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
KEY:
Core Training Modules
Follow-up Training Modules
Precursors to Training
Once teams determine an EP to focus on, they can choose one or multiples of these focused modules. Each of the EP modules in this section will include: implementation guidance with tools and troubleshooting, and using data to determine effectiveness.
The contentsof thispresentation weredeveloped under a grant fromthe USDepartment of Education to theMissouri Department of Elementaryand Secondary Education(#H323A120018). However, thesecontents do not necessarily representthe policy of the US Department ofEducation, and youshould notassumeendorsement by the FederalGovernment.
Collaborative Data Teams (CDT)
Foundational Processes
AgendasCommunicationNormsRoles
Overview and Purpose
Collaborative Teams
Activity: Wrap Up/Overview of
Next Steps
Follow-Up Based on Data: Coaching and Revisiting PD
School-Based Implementation Coaching
Overview and Purpose of
Coaching for supporting
school-wide implementation
Critical skills of coaching
Coaching in Practice
Activity: Wrap Up/Overview of
Next Steps
Follow-Up Based on Data: Coaching and Revisiting PD
Collaborative Work Training
Follow-up to Training
Getting Started
Wrap Up Activity
Focus AreasIntroduction to Missouri Collaborative Work
Use Getting Started Guide to determine starting point and scope of learning
Data-Based Decision Making (DBDM)
Overview and Purpose of DBDM
Data Team Process Steps Sequence and Examples
1. Collect and Chart Data2. Analyze and Prioritize3. SMART Goal4. Instructional Decision Making5. Determine Results Indicators6. Ongoing Monitoring
Developing Meaningful
Learning Targets
Quality Assessment
Design
Performance Events
Constructed Response
Items
Selected Response
Items
Common Formative Assessment (CFA)
Overview and Purpose of CFA
AdvancedProcesses
Consensus Collaborative SkillsProtocols
Overview and Purpose of EP
Effective Teaching/ Learning Practices (EP)
Spaced versus
Massed
Feedback
Assessment Capable Learners
Reciprocal Teaching
Spaced versus
Massed
Assessment Capable Learners
September 2013
Activity: Wrap Up/Overview of
Next Steps
Activity: Wrap Up/Overview of
Next Steps
Activity: Wrap Up/Overview of
Next Steps
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collaborative Data Teams (CDT)
Foundational Processes
AgendasCommunication
NormsRoles
Overview and Purpose
Collaborative Teams
Advanced Collaborative
Processes
Consensus Collaborative Skills
Protocol
Foundational Processes: Protocol
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
OutcomesUnderstand what protocols are and identify key elements of protocols.
Examine and evaluate examples of protocols.
Reflect on current practice and plan for use of protocols in Collaborative Team meetings.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Essential QuestionsHow do collaborative teacher teams
foster adult dialogue and collaboration that results in high levels of student learning?
What are the structural and cultural conditions that insure equity of participation in dialogue as we learn to adapt our practice to enhance the learning of all students?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Meeting Norms Begin and end on timeBe an engaged participantBe an active listener—open to new
ideasUse notes for side bar conversationsUse electronics respectfully
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
PROTOCOLSThinking about the term Protocols: 1) Complete the What I Know and What I Want To Know
columns of your KWL Chart and (2 minutes)
2) When instructed, stand and find a partner you do not know or with whom you rarely get an opportunity to talk. Decide on who will be “A” and “B”.
• A shares his/her ideas from the chart with B (no talking) (1 minute)• B summarizes A’s main points back to A. (30 seconds)• B shares his/her ideas from the chart with A (no talking) (1 minute)• A summarizes B’s main points back to B. (30 seconds)
3) Return to seats and add / revise your ideas to any column
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
PROTOCOLSDefinition
A protocol consists of agreed upon guidelines/norms for a conversation.
A structure that permits very focused conversations to occur. It is facilitated. We use protocols for looking at student and adult work,
giving and receiving feedback, solving problems or dilemmas, observing classrooms or peers, to push thinking on a given issue, and to structure a discussion around a text.
• National School Reform Faculty / Harmony Education Center www.nsrharmony.org
• Protocols for Professional Learning, Easton
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
PROTOCOLS“Whenever talk has important consequences, we
deserve a chance to think through what we want to say, and in an environment where what we choose to say can be heard and respected.”
“In forcing transparency, protocols again teach us habits that we wish we already had; to take time to listen and notice, to take time to think about what we want to say, to work without rushing, to speak less (or speak up more).”
• The Power of Protocols: An Educator’s Guide to Better Practice, McDonald, Joseph P. (2007)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
PROTOCOLSRead: A Rationale for Protocols: Using the reading strategy “Left Margin / Right Margin”As you read:
1. In the left margin, summarize each section of reading in 10-words or less.
2. In the right-hand margin, ask questions you have about the reading.
3. When you are finished reading, choose one key idea from your left margin and choose one key question from the right margin to share.
(15 minutes)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
PROTOCOLSExamining a Protocol
1) Return to the definition and quotes. Read each and underline key points you would see as standards you would look for in a protocol. (2 minutes) Then read:
The Constructivist Tuning Protocol and Peeling the Onion: Developing a Problem Protocol
2) As you read, Determine if each meets the standards. Add to your KWL Chart Write a summary statement of your learning
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Prerequisites and tips for effective use of protocols
A responsive and attentive facilitator Protected meeting time Norms Make the purpose meaningful Purposefully aligning the protocol and the purpose Build background knowledge for all participants on the
purpose and use of protocols Model and review the protocol with participants Follow the steps of the protocol Allow time to reflect on the effectiveness of the protocolThe Power of Protocols: An Educator’s Guide to Better Practice, McDonald, Joseph P. (2007) National School Reform
Faculty / Harmony Education Center www.nsrharmony.orgSee also: http://www.nsrfharmony.org/protocol/doc/responsive_facilitation.pdf
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Next Steps: Action=ResultsWhere are we in the use of
protocols?Would the use of protocols improve
our collaboration?How do we use this information?What more do we need to know?What are our next steps?How should we structure our
conversations?
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Missouri Collaborative Work Practice Profile Foundations present in the implementation of each essential function: Commitment to the success of all students and to improving the quality of instruction.
Col laborati ve Data Team (CDT)
Essential Functions Exemplary
Ideal Implementation (All items are in place.)
Proficient
Close to Proficient (Skill is emerging, but
not yet to ideal proficiency. Coaching is
recommended.)
Unacceptable Variation (Follow-up
professional development and
coaching is critical.)
Evidence
1
Educators collaboratively develop common purposes and goals for improved student outcomes within a culture that embraces continuous school improvement.
Teams address each of the following at least twice monthly, as evidenced by agendas and minutes. 1. Discussing data and monitoring student progress 2. Identifying instructional practices that result in student learning 3. Identifying students needing re-teaching 4. Aligning instructional practices to academic standards
Teams address each of the following at least monthly, as evidenced by agendas and minutes. 1. Discussing data and monitoring student progress 2. Identifying instructional practices that result in student learning 3. Identifying students needing re-teaching 4. Aligning instructional practices to academic standards
Monthly agendas and minutes show some but not all of the four items are addressed.
Monthly agenda and minutes show none of the items are addressed.
Agendas/Minutes from each CDT indicate areas of focus addressed.
2
Educators effectively implement group processes (agendas, minutes, dialogue, and discussion, norms, logistics, consensus, roles, decision-making skills, protocols).
Teams meet weekly for approximately 45 minutes, with appropriate team members participating.
Meetings occur regularly as scheduled, but for less than 45 minutes or occur alternating weeks.
Meeting times are irregular, infrequent, and/or often cancelled.
Building schedule for CDT meetings, as well as minutes confirming fidelity to schedule.
Practice Profile
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Implementation Fidelity Yes Partially No If partially or no, please
explain. 1. Team meets weekly for approximately 45 minutes 2. Team agendas include all of the following.
• Team/Group Name • Date/Time/Location • Outcomes (includes required materials) • Past items to review • New items • Celebrations • Norms • Next meeting date
3. Team minutes include all of the following. • purpose for the meeting • where and when held • list of the attendees • what was achieved during the meeting • decisions made at the meeting • actions that were agreed, include the action
itself, who it was assigned to, and the completion date
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Protocol ResourcesNational School Reform Faculty / Harmony Education Centerwww.nsrharmony.org
http://www.tcpress.com/pdfs/mcdonaldprot.pdf
http://www.learningforward.org/docs/leading-teacher/march12_tool.pdf?sfvrsn=2
http://www.learningforward.org/docs/jsd-summer-1999/mitchell203.pdf?sfvrsn=2
http://www.learningforward.org/docs/tools-for-learning-schools/tools2-09.pdf?sfvrsn=2
http://www.ascd.org/Publications/Books/Overview/Protocols-for-Professional-Learning.aspxProtocols for Professional Learning Conversations: Cultivating the Art and Discipline Glaude, Catherine (2011)
Protocols for Professional Learning Easton, Lois Brown (2009)
The Power of Protocols: An Educator’s Guide to Better Practice, McDonald, Joseph P. (2007)