Related Topics Podcast #2: Joe McDonald on the Power of Protocols The Power of Protocols:
An Educator's Guide to Better Practice |
2DILE
Developing, Disseminating & Integrating Learning Experiences: When we launched the PICCS project in 2007, we had the goal of having all participating schools immediately become trained in the peer review protocols and begin conducting school-level reviews followed by PICCS-wide reviews. We quickly discovered that conducting peer reviews is about more than merely learning a series of meeting protocols and ways to document learning experiences. Instead, peer review requires schools to have Professional Learning Communities (PLCs) fully established and supportive of ongoing peer level communications, collaboration and innovation. In other words, our schools needed to grow cultures where teachers are comfortable with sharing their work, challenges and goals with one another openly and honestly. In 2008, The Renaissance Charter School led the PICCS consortium of charter schools in a successful application to New York State for a Charter Dissemination Grant. The Developing, Disseminating & Integrating Learning Experiences (2DILE) project is aimed at creating replicable strategies to building the cultures, policies, and practices necessary to generate, validate and disseminate peer-reviewed learning experiences. The 2DILE project builds upon the work of PICCS schools to implement comprehensive peer reviews in their schools by working to meet the following goals:
Creating Professional Learning Communities (PLCs) In the first year of the 2DILE project, participating schools worked closely with experts from the National School Reform Faculty (NSRF) from New York University to develop Professional Learning Communities (PLCs). Aspects of PLCs include:
After a year of working intensely with NSRF consultants to build PLCs, our schools are experiencing positive changes in their collegial relationships: “Of all the opportunities offered, Peer Review has definitely been the one most embraced by the MCS teaching staff. That probably isn’t a surprise to anyone. I know we all remember the isolation of the classroom, thinking that no one else was experiencing the same challenges, that everyone must be smarter and more talented, and if only there were more opportunities for collaboration with other teachers, not administrators, everything would be all right. As you know, nothing new is easy to convince everyone to take a stab at and we’ve had our share of bumps in the road. At the beginning of the first year we had four teachers who agreed to participate, and by the end, and for the entire 2008-2009 school year we had 100% participation. The biggest challenge was convincing everyone that this was truly teacher driven, a safe haven, and that I would absolutely respect the protocol and not be involved except to provide time for trainings and meetings to take place. I always remember that one of the factors common to consistently high achieving schools is excellent teachers who are constantly honing their skills.” – Genie DePolo, Principal of Manhattan Charter School “We created along with other participants in PICCS a consortium of ‘critical friends,’ which allows for teachers to present lessons and unit plans that they feel highlight their best work. The teachers present their work in these groups, which foster skill development and differentiation among the student population. The group makes presenting work a ‘no-stress’ situation, as the environment is welcoming and friendly. Lessons that are exemplary are presented to a ‘next level’, where schools participating in PICCS will be allowed to view the unit and make further comments on its implementation in the classroom. Lessons that are ready for replication are added to a collection of stellar units that other teachers have access to use. This has become a very important part of the collegial atmosphere that our school boasts.” - Lisa DiGaudio, Teacher, Merrick Academy |