Easton, L. (2009). Protocols for professional learning
. VA, ASCD.
Easton publishes another adventure! Protocols for Professional Learning is your guide to helping PLCs successfully explore any topic. You’ll find step-by-step instructions for implementing 16 different protocols that can be used to examine student work or professional practice, address problems with students or among faculty, and facilitate effective discussions. If you are a teacher who is interested in developing a professional learning community to develop your classroom skills and increase your students’ achievement and motivation, you are in for a treat.
Glande, C. (2005). Protocols for professional learning conversations: Cultivating the art and discipline
. BC, Connections Publishing.
Glande provides guidelines for safely challenging assumptions, building common language, and giving and receiving feedback on educational practices. Protocols play a vital role in helping educators have professional learning conversations that lead to improved student learning. In Protocols for Professional Learning Conversations, author Catherine Glaude provides a variety of protocols designed to create a culture that encourages productive conversations between and among teachers and administrators. Twenty-eight sample protocols guide educators through a variety of situations. These protocols navigate conversations in a way that ensures all parties play an active part in improving student achievement, teacher effectiveness, and assessment methods. The protocols are designed to: provide ample time for reflection, promote deep listening, allow participants to learn from others’ challenges and successes, help participants to gather feedback to improve teacher practices and student learning, improve and focus action research, help participants analyze the effectiveness of assessments. Glaude acknowledges the sensitive nature of these conversations and outlines sample ground rules for conducting learning conversations, providing feedback, and receiving feedback. She also provides guidelines that enable participants to customize ground rules to address the organization’s individual challenges. The protocols presented in this book progressively build comfort and a climate that welcomes constructive, collaborative conversations among participants by first looking at a common reading assignment and gradually building to more advanced conversations that focus on improving individual practice as participants become more comfortable with this collaborative process. Guidelines for creating and adapting your own advanced protocols are also provided.
Knight, J. (2014). Focus on teaching: Using video for high-impact instruction
. CA, Corwin Press.
Jim Knight notes, “Video will completely change the way we do professional learning”. Video recordings of teachers in action offer a uniquely powerful basis for improvement. Knight delivers a surefire method for harnessing the potential of video to reach new levels of excellence in schools. Explore strategies that teachers, instructional coaches, teams, and administrators can use to get the most out of using video; glean tips for ensuring that video recordings are used in accordance with ethical standards and teacher/student comfort levels; and review protocols, data gathering forms, and many other tools to get the most out of watching video. Educators have been encouraged to reflect on their own practice forever, Knight provides a focused structure for this practice. Administrators and teachers will benefit from using this strategy to improve their practice.
McDonald, J., Mohr, N., Dichter, A., & McDonald, E. (2003). The power of protocols: An educator’s guide to better practice
. NY, Teacher’s College Press.
This important professional development tool describes nearly 30 protocols or "scripts" for conducting meetings, conversations, and other learning experiences among educators in one, easy-to-use resource. For anyone working with collaborative groups of teachers on everything from school improvement to curriculum development this book features: protocols for working together on problems of practice, for studying together, for organizing many different kinds of meetings, and for looking together at student work. The presentation is thorough and describes each protocol, provides a rationale for using them, explains the particular purpose each protocol was designed for, discusses the value that educators have found in using them, and offers helpful tips for facilitators. You will find valuable appendices that list relevant resources and a table that lists all of the protocols with suggestions for cross-use. Administrators and teachers will find this resource valuable in working with colleagues and students.
Troen, V., Boles, K., Pinnolis, J., & Scheur, A. (2014). The power of teacher rounds: A guide for facilitators, principals, and department chairs
. CA, Corwin Press.
Troen, Boles, Pinnolis, and Scheur provide you with a definitive, step-by-step guide for
conducting teacher rounds! With teacher rounds, educators benefit from the observant peer learning that’s common in other demanding fields. From practical strategies to ready-to-use templates, this invaluable book offers a complete toolkit for leading a thriving teacher rounds program. Readers will learn how to: create positive, empowering teams that lift both instruction and student performance; link teacher rounds with Common Core implementation; develop rounds facilitation skills through vignettes, video clips, and group learning exercises; lead productive year-end program reviews; understand how principals and department chairs can best support the rounds program. Allow these protocols to define your learning community!