High Leverage Tools for Collaboration, Analysis, and Reflection
Please click on the underlined links below to access Google Doc versions of high leverage tools for collaborative critical thinking, analysis of student learning data, and reflection.
Please click on the underlined links below to access Google Doc versions of high leverage tools for collaborative critical thinking, analysis of student learning data, and reflection.
This protocol is designed to help teachers collaborate in the process of analyzing the various levels of student performance on a formative or summative assessment, and it supports teachers' planning next steps for all students based on where evidence shows they are relative to the learning target.
This protocol is designed to help teachers collaborate in the process of analyzing the various levels of student performance on a formative or summative assessment, and it supports teachers' planning next steps for all students based on where evidence shows they are relative to the learning target.
(We are just getting started at posting high leverage tools to this subpage; we will continue to add links to more tools as the year progresses.)
This protocol is designed to provide an educator with peer feedback regarding a challenge they are having with their practice. Specifically, the educator brings an artifact and a framing/focusing question about that artifact in order to help the educator's peers focus their feedback in ways which are most actionable to the educator.
This protocol is designed to provide an educator with peer feedback regarding a challenge they are having with their practice. Specifically, the educator brings an artifact and a framing/focusing question about that artifact in order to help the educator's peers focus their feedback in ways which are most actionable to the educator.
A unique aspect of this collaborative protocol is that the educator seeking feedback takes part in the problem-solving dialogue in the beginning (to present their background information and their framing question) and at the end of the protocol, but in the middle of the consultancy, the educator listens to their colleagues discuss possible solutions or new strategy ideas without the educator taking part in the conversation. This allows for a broad range of critical thinking and problem-solving to take place. The educator then re-engages as a speaker in the conversation in order to further explore their colleagues' ideas.
A unique aspect of this collaborative protocol is that the educator seeking feedback takes part in the problem-solving dialogue in the beginning (to present their background information and their framing question) and at the end of the protocol, but in the middle of the consultancy, the educator listens to their colleagues discuss possible solutions or new strategy ideas without the educator taking part in the conversation. This allows for a broad range of critical thinking and problem-solving to take place. The educator then re-engages as a speaker in the conversation in order to further explore their colleagues' ideas.
This protocol has been used with great success -- and is currently being used regularly -- by a number of educators at OHS. In addition, this Consultancy Protocol is the centerpiece of our District Coaches PLC meetings where we use the protocol to help improve upon our problems of practice as learning coaches in the Oregon School District.
This protocol has been used with great success -- and is currently being used regularly -- by a number of educators at OHS. In addition, this Consultancy Protocol is the centerpiece of our District Coaches PLC meetings where we use the protocol to help improve upon our problems of practice as learning coaches in the Oregon School District.