PROTOCOL FOR LOOKING AT STUDENT WORK
Facilitator Introduces Protocol
Teacher Presents Student Work
bring one piece of student work (in process). The teacher might
choose the student work because:
student is struggling in class and with the assignment;
student needs to be challenged;
teacher is unsure how to move this student forward; and
represents the level of work in many of the teacher's classes.
Teacher introduces the assignment, the student work and concerns
about the student's progress.
chose this piece of student work because...
student's strengths are...
student's challenges are...
asks participants to read the student work quietly.
asks rounds of questions (one question at a time) and takes notes on participants' responses.
teacher also takes notes on participants' responses.
questions ask for positive comments. The entire process should be
focused on what the student can do and what the teacher can do to
help students improve. All negative comments are to be discouraged.
What do you see? (Facilitator asks for comments to be descriptive
What can the student do? (Facilitator discourages comments about
what the student can't do and asks for comments about what the
student can do.)
What is the student on the verge of learning?
What are the implications for teaching? (Facilitator asks for
comments to begin with "I wonder" or to be asked in question
Teacher Reflects on Rounds
teacher has a chance to reread his/her notes.
reflects on the notes by responding to the prompt: "I've
heard all of the feedback, and now I'm thinking..." (This
feedback should be focused on how the teacher might change his/her
(including presenting teacher) should commit to one strategy*
they will try in their own classroom based on the collective feedback.
Teachers should be prepared to reflect on the use of this strategy
in the next meeting.
strategy might be a teaching strategy in a mini-lesson or one-on-one
Reflection on Process
share what they learned from the process and how their instruction
might be informed.