The opportunity to engage in a variety of protocols is a hallmark of your journey to becoming an authentic Professional Learning Community (PLC).

Think of protocols as the gears on a bike. When your journey takes you down a well-worn path, you downshift gears to accommodate an easier terrain. In a PLC, a protocol, that would facilitate this type of deliberate conversation- may include a Tuning Protocol to review a lesson plan with friendly critics.

As we encounter obstacles on our PLC odyssey, we shift into high gear with the support of protocols. These structured conversations encourage teams to take risks in their own understanding, to construct new practices - and - if you stumble along the way, to try again.

What is astounding is the roads PLCs travel with protocols mirror the work educators ask students to do to understand their learning. Protocols support educators to delve deeper into looking at student work and teacher practice and is a powerful vehicle for professional learning.

Things to consider as you prepare to become a PLC that uses protocols:

• Ideally, protocols should be practiced with a group of 6-8 participants to allow plenty of time for everyone’s voice to be heard as well as for in depth conversations.
• Protocols can be lengthened or shortened to fit the allotted time but all steps must be followed for it to be effective.
• School-based and Non-Classroom level PLCs can use protocols.
• Every member of the team has an opportunity to be the facilitator of a protocol over the course of the year.
• Impromptu teams benefit from protocols by bringing together teams that have not worked together before to problem solve, brainstorm new ideas and to address challenges while improving student learning and teaching practices.
• Protocols protect the facilitator and team members due to the diplomatic nature of the process.

HISTORY OF PROTOCOLS FOR STUDENT AND TEACHER WORK

Protocol origins emerged from the work of educators in the 1992 Fall Forum of the Coalition of Essential Schools; the National School Reform Faculty, the California Center for School Restructuring and Harvard’s Project Zero. Each of these teams’ work was, in essence, an action research study derived from Ted Sizer’s book, Horace’s Compromise. The grandfather of all protocols is the Tuning Protocol developed by David Allen and Joseph P. McDonald, staffers at the Coalition of Essential Schools, at the time. The original premise for protocols was, and continues to be, to take PLCs well beyond “best practice” teacher presentations and embolden candid conversations in a safe and trusting environment. Through warm and cool feedback, educators can receive support for their learning and growth.

PREPARING TO PRESENT

1. Choose artifacts based on the following criteria:
   • Accessibility – Can all team members access and view this piece?
   • Text – Is it legible, coherent, and clear?
   • Context – Should the work represent the best, worst, average, or be a random sample?
2. Decide on one or two focus questions for your presentation. Examples of focus questions are shared below:
   • Assessment – What tool should I use to see whether or not the students get it? What scale of rubric would help me evaluate this?
   • Learning – What does this piece say about this student as a learner? How well does this student understand the content?
   • Instruction – How could the assignment be improved?
   • Rigor – How well does this piece meet X standard? What is good enough?
   • Curriculum – Does this work demonstrate what students should know and be able to do with this standard? In what ways does this work demonstrate student performance of the standard?
   • Environment – What changes can I make to my classroom to improve student learning?
   • Professional Practice – How can I improve? What should my team do next?

To learn more about protocols and/or review sample protocols, click on the links below:

Learning Forward Power of Protocols

National School Reform Faculty: Protocols and Activities from A to Z

School Reform Initiative: Protocol Alphabetical List

PLC TEAM ROLES

To facilitate collaborative teams, it is essential that the members of the PLC assume responsibility for making the group’s time effective. It is important for all team members to understand their roles and functions in the team, the importance of their contribution to the work of the group, and how they will impact the group’s learning.

A PLC may create roles that suit their specific needs and have as many or as few roles as they would like. Roles can and should be rotated among team members so that everyone experiences the importance of the role. A successful PLC team understands the connection of their role to the group’s purpose and student achievement.

Some examples of roles are as follows:

• Facilitator- Leads the group.
• Recorder/Note Taker- Keeps records of minutes and important information.
• Agenda Keeper or Timekeeper- Follows agenda and keeps time
• Norms Manager/Process Checker- Refers to norms and brings team back to the protocols established.
• Charts and Visuals (The Visualizer)- Prepares or locates charts, graphs, or visuals to use during work sessions.
• Materials Organizer- Gathers materials needed and brings them to the session.
• Encourager- Brings sunshine to the group and celebrates successes with the team.

OBSERVE COLLEAGUES

“If your dots are not observable/visible/transparent, then it’s impossible to connect them.” - Brian Tullis

Flipping the classroom observation model by putting the observed teacher in the driver’s seat is one way PLC teams support each other to fine-tune their instructional strategies. Through peer observation, teachers address contextual data relevant to their classroom instructional decisions, which have the potential to improve student achievement.

REFLECT AND ANALYZE

Team and individual reflection are essential in the work of successful teams. Research suggests The frequent practice of reflection helps team members to determine what has happened and what they will continue to do and do differently as they progress through the C.A.R.E. and PLC Cycles.

York-Barr, Sommers, Ghere, and Montie (2006) discuss four kinds of reflection:

• Reflection on Action – Collecting data, analyzing data, and using data to inform teaching practice.
• Reflection for Action – Planning for strategies to teach better and develop solutions.
• Reflection in Action – This happens in real time when we are teaching. The voice in the head that says, “Is this working?”
• Reflecting Within – This happen during our quiet moments when we have time to think by ourselves.

The Mid Year Verification and End of Year Verification processes have been created to guide teams through a reflection process. A Protocol for Reflection and Analysis is an excellent tool to support the team’s reflection.

SHARING ACCOMPLISHMENTS

Celebrating student success has proven to be a key component in building self-directed, intrinsically motivated, and happy students. Celebrating student success should be a part of your daily classroom routine so that students can continue to see the hard work of their peers, as well as get recognition for mini milestones. Although celebrating student success should occur within the classroom for students, research indicates that high performing schools take the time to celebrate the success of its teachers as well. Celebrating teacher success can happen in a variety of settings:

• School-wide faculty meetings
• Community events
• Team meetings
• Professional Learning Communities
• Principal recognition awards

It is often thought that celebration should only take place for the “big events”. However, teachers should take the time to celebrate the mini successes, as those mini moments are leading up to large-scale student success. Out of all the above mentioned settings to celebrate success, Professional Learning Communities should frequently set aside time to recognize the accomplishments of its group members. Area Educational Agency said that celebrations can be a powerful communication tool. Celebrations showcase effort, a dedication to continued improvement, and provides motivation to continue striving for personal excellence.

Does your PLC agenda have time set aside for the celebration of student and adult success?

BIBLIOGRAPHY/RESOURCES

Blythe, T., Allen, D., & Powell, B. S. (2015). Looking together at student work. Teachers College Press.
Buchovecky, E. with contributions by Seidel, S. and Harris-Stefanakis, E., revised by Thompson-Grove, G. (2000) and Leahy, D. (2004). ATLAS: Looking at the Data. Retrieved May 7, 2015 from School Reform Initiative website.
Coalition of Essential Schools (2015). Retrieved May 7, 2015 from website.
Easton, L. B. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 755. Retrieved May 7, 2015 from website.
Horan, S. (2007). Compass Points: North, South, East, and West, An Exercise in Understanding Preferences in Group Work. Retrieved May 7, 2015 from School Reform Initiative website.
Juarez, K., revised by Thompson-Grove, G. (2003). The Charrette Protocol. Retrieved May 7, 2015 from School Reform Initiative website.
Korostoff, M., Beck, L., & Gibb, S. (1998). Supporting School-Based Reform: Lessons from the Work of the California Center for School Restructuring. Retrieved May 7, 2015 from website.
Sizer, T. R. (2004). Horace's compromise: The dilemma of the American high school. Houghton Mifflin Harcourt. Retrieved May 7, 2015 from ASCD website.
Thompson-Grove, G., adapted by Bermudez, P., Cabrera, B. and Emm, L. Passions Profile Activity. Retrieved May 7, 2015 from School Reform Initiative website.