Slide 1 : Integrating Technology for Active Life-long Learning IT4ALL Talks June 11, 2010 IT4ALL Talks:
Tuning Protocol
Presenter: Richard D. Solomon, Ph.D.
Slide 2 : What is coaching?
Originally coaching was perceived as a professional relationship between two individuals (the coach and the client) that assists one individual (the client) in achieving personal and/or professional goals in an accelerated manner. Tuning Protocol IT4ALL Talks June 11, 2010
Slide 3 : Background and Context Tuning Protocol IT4ALL Talks June 11, 2010
Slide 4 : Why is coaching an important job-embedded staff development vehicle for professional development?
As early as 1983 Bruce Joyce and Beverly Showers established the efficacy of peer coaching.
Joyce, B.R. & Showers, B. (1983). Power in staff development through research on training. Alexandria, VA: ASCD.
Joyce, B.R. & Showers, B. (1987). Low Cost Arrangement for Peer Coaching. The Journal of Staff Development. 8(1), 22-24. Tuning Protocol IT4ALL Talks June 11, 2010
Slide 5 : increase of student learning
facilitate/increase discussion between/among colleagues of professional topics/research
sharing of successful practices through collaboration
encouragement of and provisions for reflective practice
use as a problem-solving vehicle
reduce isolation among teachers
promote teacher as researcher
create a forum for addressing instructional problems
support and assist new and beginning teachers in their practice
build collaborative norms to enable teaches to give and receive ideas and receive assistance
See: http://www.teachersnetwork.org/tnli/research/growth/becker.htm Tuning Protocol IT4ALL Talks June 11, 2010
Slide 6 : What is collegial coaching?
Collegial coaching is the reflection on practice among a group of teaching professionals.
The objective for collegial coaching is to improve teacher practices through shared reflection. Tuning Protocol IT4ALL Talks June 11, 2010
Slide 7 : What is cognitive coaching?
Cognitive coaching is a special form or collegial coaching where the reflective dialogue deals with the thinking or decision-making of the coach and his or her client or clients.
Costa, A.L. & Garmston, R.J. (1994). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon Tuning Protocol IT4ALL Talks June 11, 2010
Slide 8 : What is The Tuning Protocol?
The Tuning Protocol is a method to do collegial cognitive coaching. Tuning Protocol IT4ALL Talks June 11, 2010
Slide 9 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 1. Introduction (5 min)
Facilitator briefly introduces protocol goals, guidelines, and schedule
Participants briefly introduce themselves (if necessary)
Slide 10 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 2. Teacher presentation (20 minutes)
Teacher/Presenter describes the context for student work (classroom, homework, rubric, etc.
Teacher/Presenter poses a focus questionto colleagues for their feedback
Colleagues listen
Slide 11 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 3. Clarifying question (5 min)
Colleagues ask clarifying questions only (no feedback is given at this time)
Slide 12 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 4. Examination of student work sample (15 min)
Samples of original/photocopied student work are presented
Videoclips of presentation may also be presented
Slide 13 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 5. Reflection on feedback to be shared (2-3 min)
Colleagues silently pause to reflect upon the feedback they would like to share with the teacher/presenter.
Slide 14 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 6. Colleagues share feedback (5 min)
Colleagues share positive, negative and corrective feedback and the Teacher/Presenter listens
Facilitator may remind colleagues of the teacher/presenter's focus question (Step 2)
Slide 15 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 7. Teacher/Presenter reflection (15 min)
Teacher/Presenter responds to the feedback shared by his or her colleagues
Facilitator may intervene focus, clarify, etc.
Colleagues listen
Slide 16 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Step 8. Debriefing (10 min)
Facilitator loads a discussion on the tuning experience.
What was learned?What was helpful? What concerns where raised? etc.
Slide 17 : Tuning Protocol IT4ALL Talks June 11, 2010 Developed by Joseph McDonald and David Allen Adapted from Blythe, T., Allen D. & Powell, B. S. Glickman, Carl D. (2002). Looking together at student work. In Carl D. Glickman Leadership for Learning: How to help teachers succeed. Alexandria. VA: Association for Supervision and Curriculum Development.
Slide 18 : The Tuning Protocol Developed
by Joseph McDonald and David Allen*
Steps Tuning Protocol Agenda Minutes
1
Introduction:
· Facilitator briefly introduces protocol goals, guidelines and schedule 10
· Colleagues briefly introduce themselves
2 Teacher Presentation: 20
· Teacher/presenter describes the context for student work
(classwork, homework, rubric, etc.)
· Teacher/presenter poses a focus question to colleagues for their feedback
· Colleagues listen
3 Clarifying questions: 5
· Colleagues ask clarifying questions only ( no feedback is given at this time)
4 Examination of student work samples: 15
· Samples of original/photocopied student work are presented
· Video clips of presentation may also be presented
5 Reflection on feedback to be shared 2-3
· Colleagues silently pause to reflect upon the feedback they
would like to share with the teacher/presenter
6 Colleagues share feedback 5
· Colleagues share positive, negative and corrective
feedback and the teacher/presenter listens
· Facilitator may remind colleagues of the teacher/presenter’s focus question (Step 2)
7 Teacher/presenter reflection 15
· Teacher/presenter responds to the feedback shared by his or her colleagues
· Facilitator may intervene to focus, clarify, etc.
· Colleagues listen
8 Debriefing 10
· Facilitator leads a discussion on the tuning experience:
What was learned? What was helpful? What concerns were raised? etc.
Adapted from Blythe, T. , Allen D. & Powell, B. S, Glickman, Carl D. (2002). Looking together at student work. In Carl D. Glickman.Leadership for learning: How to help teachers succeed. Alexandria, VA: Association for Supervision and Curriculum Development.
Slide 19 : ... we appreciate your feedback IT4ALL Talks June 11, 2010 Integrating Technology for Active Life-long Learning Presenter: Richard D. Solomon, Ph.D.