Mary

= = =Protocols (Chapter 2)= Arturo Alferez

Levels of Trust and respect- Fears and Hopes Purpose: to help people learn from others and establish individual expectations and norms.

= = = = =Protocols (Chapter 2)= Mr. Somera

Communication structures -- Diversity Rounds Purpose: to help participants become aware of the various connections they have to others.

= = = = =__**PROTOCOLS (CHAPTER 3)**__= Mr. Monte Ms. Jaime Ms. Dimapilis


 * TOPICS || PROTOCOLS ||
 * ** Characteristics of PLC ** ||  ||
 * 1. Shared values and norms || Provocative, Mars/Venus ||
 * 3. Deprivatization of Practice || Stuff and Vision, Mars/Venus ||
 * **Support for PLC** ||  ||
 * 2. Levels of trust and respect are high || Learning from Speakers, Mars/Venus ||
 * **Structural Conditions that support PLC** ||  ||
 * 5. Communication structures to support collaborative work are in place || Rich Text, Final Word ||

PROTOCOLS Chapter 4 Dr. Edgar Tibayan Sophia Hernandez Marijou Paragas
 * ** DIMENSIONS OF PROFESSIONAL LEARNING COMMUNITY ** ||

__Purpose:__ To engage co-workers in collaborative analysis of practices in order to understand situations and actions, this makes them successful practices. Then apply best practices to future practice. __Steps:__ __ Purpose: __ This protocol provides a structured way to develop an appreciation for the complexity of a problem. __ Steps: __ 1. Sharing the problem (Someone shares a problem 2. Clarifying questions (Participants ask clarifying questions) 3. Active Listening ( There is go-round wherein everyone completes the statement…” I understand the problem to be……. 4. Peeling/Probing (Participants pose additional questions) 5. Response (The presenter of the problem will response as follows, “Having heard these questions, what are your thoughts about the problem you presented.”) 6. Open conversation (The group will now be allowed to have an open conversation. ||  ||   || This protocol will allow the members of the group to attain the trust and respect needed to solve any problem that may arise. Mutual trust and respect will be attained if problems are shared collectively by the group. || This protocol is significant in structuring communication among the members of the group thereby supporting collaboration. || PROTOCOLS Chapter 5 Yvette Machuca Taro Gutierrez Monica Armendariz
 * TYPES OF PROTOCOLS ** |||| ** Characteristics of PLC ** || ** Support for PLC ** || ** Structural Conditions that Support PLC ** ||
 * ^  || Shared values and norms || Deprivatization of practice || Levels of trust and respect are high || Communication structures to support collaborative work are in place ||
 * ** Successful Analysis Protocol **
 * 1) **Preparing a case**- reflect and write about one area where success or progress is in practice. (10 min)
 * 2) **Sharing**- first person orally shares their successful practice, others take notes. (5 min)
 * 3) **Analysis & discussion**- Group reflects on success. Note-takers offer their own insights. Specifically discuss their opinion of what contributed to the success. (5 min)
 * 4) **Repeat**-steps 2 &3 with all members
 * 5) **Compilation**- Compile on chart paper a list of specific successful behaviors and underlying principles. (5 min)
 * 6) **Reporting out**- If there is more than one group, a “gallery walk” to read the compiled list on chart is a way to report out. (5 min)
 * 7) **Discussion**-Facilitator asks “Do the lists have elements in common? Do any contain behaviors or underlying principles that surprised you? (10 min)
 * Debriefing ** - Facilitator asks “How might we apply what we have learned in this protocol to other parts of our work? How might students use this protocol or a variation of it to reflect on their work? || The successful analysis protocol enables teachers to reflect on what practices are working or making progress. The compiling of data shows the available resources and is applicable. || Teachers reflect on what works in their classroom and what has been successful. Therefore, they are making their private classroom available to others. ||  ||   ||
 * ** Peeling the Onion **

** DIMENSIONS OF PROFESSIONAL LEARNING COMMUNITY ** || ** TYPES OF PROTOCOLS ** |||| ** Characteristics of PLC ** || ** Support for PLC ** || ** Structural Conditions that Support PLC ** || Shared values and norms || Deprivatization of practice || Levels of trust and respect are high || Communication structures to support collaborative work are in place || __Purpose:__ * Honing teachers’ perceptual skills * Encourage depth of perception * Encourage the habit of looking for strength as well as need * Encourage conversation __Steps:__ This protocol helps teachers learn how to communicate with one another--by having other teachers comment on your work, listening to those comments and being able to respond to questions and comments from the group. || __Purpose:__ To be used after school faculty meetings which seldom focus on teaching and learning __Steps:__ The facilitator presents a situation (student work) and participants attend quietly to the work. The facilitator asks the question “What comes up for you when you … (see this piece of work)? Time to prepare answers. The Facilitator asks each participant to respond to the question. No answers can be repeated. It could be one or more rounds of answers. The facilitator invites open conversation based on information gathered from the rounds. Another issue or situation can be introduced. || || Teachers can share best practices and fellow teachers will be able to get ideas on how to apply them and get better results, as well as what kind of precautions to take while doing it. Using this protocol, experienced teachers can share their knowledge and experience with novice teachers and strength the learning community. || When teachers share their own tools honestly, it creates a sense of trust in the community. || ||
 * Collaborative Assessment Conference**
 * Collaborative Assessment Conference**
 * 1.** __Present__-teacher presents student work; group members silently examine.
 * 2.** __Describe-__“What do you see?” Group members answer w/o making judgments of quality.
 * 3.** __Raising Questions__-“What questions does this work raise for you?”—presenting teacher makes notes, but does not respond.
 * 4.** __Speculating__-“What do you think this student is working on?” and “Why?”
 * 5.** __Responding__-“After hearing all this, what are your thoughts?” Presenter responds to groups comments.
 * 6.** __Reflecting & Discussing__-open discussion by everyone || || || ||
 * What Comes Up Protocol**
 * What Comes Up Protocol**