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ProfessionalDevelopment&ProfessionalLearning:
ProtocolsList

ProtocolsforExaminingStudentWork
Title

Description

Resources

BasicOutline

Tuning

Frequentlyusedpresenterandparticipantstalktime
classicform

810participantspergroup30
minutes1hour

Introductionpresentationclarifying
questionsindividualwriting
participantdiscussionpresenter
reflectiondebriefing

Rounds

Threeroundsofparticipantdiscussionfocusingon
studentwork1surfaceobservations,2conclusions&
generalization,2coolandwarmobservations

810participantspergroup45
minutes1hours

Introductionpresentationclarifying
questionsindividualwriting
participationdiscussion1,2,3
presenterreflectiondebriefing

VerticalSlice

Examinationofallstudentworkduringanarrowtime
frame

10participantspergroupand34
hoursforanalysis

PlanningPhase
Purposeofslicecreatingofguiding
questionobtainingstudentwork
identifyingotheraspectsofcollection
durationofsliceattendingtothe
logisticsofcollection

Analysis
Planninganalysiscreatequestions
toaskduringprotocolanalysis
normsandproceduresexamining
theworkdiscussionframing
answersdebriefing

Collaborative
Assessment
Conference

Uniqueinthatstudentworkispresentedwithout
framingorsetup
inquirybasedmethod

515participantsbetween4590
minutes

Basicintroductionsharingthework
examiningtheworkdescribingthe
workraisingquestionsspeculation
presenterreflectionimplicationsof
theworkdebriefing

Easton,L.B.,&AssociationforSupervisionandCurriculumDevelopment.(2009).
Protocolsforprofessionallearning
.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

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ProfessionalDevelopment&ProfessionalLearning:
ProtocolsList

ProtocolsforExaminingProfessionalPractice
Title

Description

Resources

BasicOutline

Consultancy

Purposeistounderstandadilemma
andframeresponsestoitopensup
peoplesmindstonewwaysofthinking
aboutproblemsandissues

Individualresponsetimeand4560
minutes

Individual
Consideringthedilemmawritingaboutthe
dilemmastatingthedilemmaasafocusing
question

ConsultancyProcess
Presenteroverviewclarifyingquestionsprobing
questionsparticipantdiscussionpresenter
reflection

Standardsin
Practice

Usedtoanalyzeassessmentprompts
andinstructionaltasksifno
assignmentgiven,processcanbeused
toanalyzeinstructionalplanning

68inagroupunderanhour

Chooseanassignmentpresentingtheassignment
tryingtheassignmentanalyzingtheassignment
determiningthecognitivelevelofassignment
assessingtheassignmentsrigordeveloping
scoringcriteriascoringstudentworkdiscussing
revisionofassignmentpresenterreflection
debriefing

SuccessAnalysis

Celebratingsuccesswithouttheroutine
showandtellparticipantsworkto
understandwhysomethingis
successfulandlooktoapplysame
strategiesforsuccess

34inagroup45minutes2hours

Preparingcasesgettingintogroupssharing
clarifyingquestionsanalysisanddiscussion
reflectioncompilationdiscussiondebriefing

Triad

Multiplepurposesusedtohelp
processingideasandissuesto
discussingtexts

3inagroup3roundsat1015
minuteseach

Forminggroupsround1round2round3

Eachround,ParticipantAservesapresenter,
ParticipantBserveasdiscussant,ParticipantCis
observerandsummarizer

Easton,L.B.,&AssociationforSupervisionandCurriculumDevelopment.(2009).
Protocolsforprofessionallearning
.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

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ProfessionalDevelopment&ProfessionalLearning:
ProtocolsList

ProtocolsforAddressingIssuesandProblems
Title

Description

Resources

BasicOutline

ProbingProtocol

Useofquestioningtodigdeeperand
obtainclarification

610participantspergroup3060
minutes

Introductionwritingdilemmassharingfirst
dilemmasharingadditionaldilemmasdebriefing

Inside/Outside
(Fishbowl)

Goalisnottosolvetheproblembutto
illuminatetheissueforgreater
understandingparticipantschange
rolestoswitchtheirthinkingframes

Twogroupsof4throughtwogroups
of153060minutes

Introducingtheprotocolframingtheissueorthe
problemgroupAdiscussiongroupsBdiscussion
groupAreflectionGroupBreflectionreachinga
consensusopendiscussiondebriefing

Whenonegroupisindiscourse,theotheris
observingandtakingnotes

PeelingtheOnion

Apresentershareshistory,context,
impact,andsoforthofanissue
Creationofoneortwokeyquestions

610participantspergroupabout55
minutes

Introductionandorientationdescribingtheissue
writingdiscussionpresenterreflectiondebriefing

SWOT

Strategicplanningmethodtoevaluate
objectivesandanalyzeproblems
throughcomprehensionofinternaland
externalfactors

810participantspergroup3060
minutes

Introductionpresentationclarifyingquestions
individualwritingparticipantSWOTdiscussion
presenterreflectiondebriefing

Strengths
Weaknesses
Opportunities
Threats

Easton,L.B.,&AssociationforSupervisionandCurriculumDevelopment.(2009).
Protocolsforprofessionallearning
.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

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ProfessionalDevelopment&ProfessionalLearning:
ProtocolsList

ProtocolsforEffectiveDiscussions
Title

Description

Resources

BasicOutline

ThreeLevelsof
Text

Toreflectonatextofsomesortclarify,
constructmeaningcollaboratively,and
expandthinkingaboutthetext

610participantspergroup20
minutesminimum

Introducingthetextsentencesphraseswords
discussiondebriefing

TheFourAs

Usesfourwordsbeginningwiththe
sameletterasinspirationfora
discussionofanykindoftext

610participants3060minutes

Introducingthetextfirstwordsecondwordthird
wordfourthworddiscussiondebriefing

Example
Introducingthetextassumptionsagreements
argumentsaspirationsdiscussiondebriefing

TheLastWord

Allowsparticipantstobuildoneach
othersthinkingandnottoenterintoa
dialogue

34participantspergroup30minutes
minimum

Identifyingsignificantideassharing(round1)
sharing(round2)sharing(round3)open
discussiondebriefing

ChalkTalk

Silentmeanstoincreasethinktime
throughreflection,generateideas,
checkonlearning,developprojectsor
solveproblemschangeofpace
throughsilentthinking

1025participantstimevariesas
needed

Preparationexplanationchalktalkwalkabout
debrief

Easton,L.B.,&AssociationforSupervisionandCurriculumDevelopment.(2009).
Protocolsforprofessionallearning
.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.