AGQTP Day 7&8 I think!

Over these two days we focussed on using the teaching protocols with our groups. Members of the group presented student work and the protocols were used to analyse issues associated with student work.
For example, we used the consultancy protocol to look at some work from a very bright student of Roses. This student was clearly batting out of her league and this was seen in the high standard of her three responses. Rose's concern was that she didn't know how to challenge this very polite student further.
After Rose gave her input, she then had to answer clarifying questions (simple, easily answered questions focusing on getting the facts straight); this was followed by probing questions (more indepth and expansive) and then step back whilst we (the rest of the group) discussed her issue. She could not speak but had to take notes.
After hearing what we had to say, she then gave her response to the feedback. Having done this a second time now, it was much easier and we were much more efficient. So in summary:

1. Presenter gives overview of issue and then question they want help with (5 minutes)
   
2. The group asks clarifying (but not probing questions) to the presenter (2 minutes).
3. The group asks probing questions to the presenter (5 minutes)
4. The group talk with each other about the strengths and gaps. The presenter is not allowed to talk and should take notes.
5. The presenter responds to feedback.
6. The group reflects on the process.

Over the two days we tried a very difficult protocol called the Atlas Protocol. Its harder because, although we use student work as the basis for discussion, the focus is on the thinking and values that TEACHERS have about students.

My understanding of the process is something like this. It is best used with a completed, discrete piece of student work and also with a group of teachers that are from across the faculties. There needs to be a facilitator, time keeper, observer and presenter.

1. The facilitator starts the process by reminding or agreeing to the protocol norms. The presenter then hands out the task and the student response to that task. They give minimal background information about the task but nothing about the student or the standard of the student's response to the task. Note: this will require a silent time so that teachers (especially those unfamiliar with this type of task) can have the chance to take in all aspects of this assessment task. (2 minutes) . At this point the presenter steps back from the conversation.
   
2. Looking at student work. The group then analsyes the student response by looking for evidence of achievement. By this we mean simpling describing what they see that the student has done. Judgments should be avoided about the quality of the work. If they are mentioned the teacher should state what evidence they used to make the judgements. Noting this down would be useful. (5 minutes)
   
3. Then next step is to interpret the evidence. The group tries to make sense of what they student was doing and why. What does the student understand and how the student interpreted the assignment. Try to see the work from the student's persepective. Try to understand the perspective of your teaching colleagues. (5 minutes)
   
4. Implications for teaching this student. Having made the interpretations, teachers exchange ideas about where the teacher could go with the student, what other evidence of learning would be needed, what teaching strategies might work with this student and how the teaching and assessment could be better aligned with this students needs. (5 minutes)
5. Reflect on the process. The group reflects on the use and benefits of the process. The observer might have a thing or two to say at this point.

Whew. Having been a presenter at one point, I initially found it threatening but in the end the implications section resulted in some excellent ideas about how to extend the student. It will take a fair amount of trust to implement this with teachers back at school.

The final sessions looked the planning for the Action Research project we are undertaking this year. This is:

Project Questions:
What are the decision making protocols at formal meetings in our school?
Are the decision making protocols effective?

Steps we need to take:

1. Situation analysis - collect evidence at meetings, by observations, surveys, one-on-one interviews and /or using a focus group.
2. Source secondary information about models of effective decision-making protocols/styles and leadership styles
3. Analyse, evaluate and make recommendations on what we find.

What data/artefacts we will need to gather for our final presentation:

1. Process used
2. Summary of data
3. Recommendations

What will each group members role be in preparing our presentation?

1. Collecting data (AP and me)
2. Analysing data (me)
   
3. Research on models (AP)
4. Draft up recommendations (both of us)

Next meeting in October.