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    Power Tools For Talking

    Custom protocols enrich coaching conversations

    By Learning Forward
    Categories: Coaching, Collaboration, Implementation
    February 2015
    Discussion-based protocols — an “agreed upon set of discussion or observation rules that guide coach/teacher/student work, discussion, and interactions” (Ippolito & Lieberman, 2012, p. 79) — can help focus and structure productive professional learning discussions. However, while protocols are slowly growing into essential elements of professional learning in schools (Ippolito, 2010, 2013; Peterson, Taylor, Burnham, & Schock, 2009), there remains little research to guide educators in the process of exploring and implementing protocols to advance specific instructional goals. With this in mind, we have begun to document how teams of teachers explore and use protocols to support professional learning (Ippolito & Pomerantz, 2013/2014). We investigated how the use of protocols enhanced professional learning among a group of reading specialists when Salem State University partnered with

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    Authors

    Francesca Pomerantz and Jacy Ippolito

    Francesca Pomerantz (francesca.pomerantz@salemstate.edu) is a professor and Jacy Ippolito (jacy.ippolito@salemstate.edu) is an assistant professor at Salem State University.

    Resources for Adopting and Adapting Protocols for Adult and Student Work

    Resources for adopting and adapting protocols for adult and student work
    School Reform Initiativewww.schoolreforminitiative.org

    Literacy Coaching Clearinghouse Tools

    www.literacycoachingonline.org/tools.html

    Project Zero’s Visible Thinking Routines

    www.visiblethinkingpz.org

    EngageNY Teaching Practices & Protocols

    www.engageny.org/resource/grades-3-5-ela-curriculum-appendix-1-teaching-practices-and-protocols

    Continuum of Protocols

    https://schoolreforminitiative.org/doc/continuum_discussion_protocols.pdf

    Specific Protocols used in this project

    Carousel brainstorm: For generating and displaying a group’s ideas on multiple topics.

    www.engageny.org/sites/default/files/resource/attachments/carousel_brainstorm_protocol.doc

    Collaborative assessment conference: For looking deeply at student work.

    www.schoolreforminitiative.org/doc/cac.pdf

    References

    Ippolito, J. (2010). Three ways that literacy coaches balance responsive and directive relationships with teachers. The Elementary School Journal, 111(1), 164-190.

     

    Ippolito, J. (2013). Professional learning as the key to linking content and literacy instruction. In J. Ippolito, J.F. Lawrence, & C. Zaller (Eds.), Adolescent literacy in the era of the Common Core: From research into practice (pp. 215-234). Cambridge, MA: Harvard Education Press.

     

    Ippolito, J. & Lieberman, J. (2012). Reading specialists and literacy coaches in secondary schools. In R.M. Bean & A.S. Dagen (Eds.), Best practices of literacy leaders: Keys to school improvement (pp. 63-85). New York, NY: Guilford Press.

     

    Ippolito, J. & Pomerantz, F. (2013/2014). Protocols as essential tools for literacy professional learning communities in the Common Core era. Massachusetts Reading Association Primer, 42(2), 44-55.

    Peterson, D.S., Taylor, B.M., Burnham, B., & Schock, R. (2009). Reflective coaching conversations: A missing piece. The Reading Teacher, 62(6), 500-509. 


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    Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.


    Categories: Coaching, Collaboration, Implementation

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