Protocols (in our case we drew mostly from the School Reform Initiative Resource and Protocol Book) are tools that provide guidelines and structures one can use to facilitate collaborative, focused and productive conversations. Protocols are most effective when they are intentionally and thoughtfully selected to align with the needs of the presenting educator. When an educator can clearly articulate the type of feedback they hope to receive from their colleagues, together with the facilitator, they can select the protocol that will best serve the desired outcome. Protocols structure conversations in ways that suspend reflexive responses, build deep understanding, and lead a group to meaningful dialogue in which there is an equity of voice, careful listening, and rich learning.
Published in Chapter:
This Work Isn't Ready: Lessons From an Early Childhood Intentional Learning Community
Copyright: © 2024
|Pages: 20
DOI: 10.4018/978-1-6684-7270-5.ch008
Abstract
The staff meeting is a staple of school culture and is a vehicle for everything from announcements, updates, logistics, curriculum discussions, data review, to more conceptual topics such as mission and vision and reflections on pedagogy and practice. External professional development offerings are another avenue for adult learning and can focus on a range of subjects deemed important by the school or organization providing the opportunity. However, anecdotally, teachers often bemoan staff meetings and professional development as less-than-welcome experiences that take time away from other priorities. Research shows that teachers value gatherings that build trust, provide them with control over their craft, and support the transfer of adult learning into classroom practice. This is a case study of how one group of early childhood educators created meaningful intentional learning opportunities – both within their school's staff meeting structure and beyond their school walls with a local community of educators.