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Dear Teachers,

Next Wednesday, the entire school will participate in a protocol to fine-tune our plans to help
produce high quality student work.
People will have the opportunity to receive feedback on tasks that are intended to lead to high
quality work. Each grade level team will have one teacher present a high quality task or product in
process. To make this work, there are a few things were asking all teachers to do by next
Monday.
You will need to:
Decide with your grade level team what work will be presented and who will present
Ensure that your team has completed the Tuning Protocol Sign-Up google doc by Friday,
March 13th
Support your team with providing materials for the protocol by Monday, March 16th
3 samples of the work (if applicable, documentation of different stages in the process)
Description of work/task (including learning targets or objectives)
Rubrics/assessment tools
Any other supportive documentation that will give context to the work
Thora, Leensa, or your ILT rep will follow up with you prior to next Wednesday. Feel free to reach
out with an questions before then.
We look forward to the work ahead!
Leensa & Thora

Capital City Project Tuning Day


March 18, 2015
Preparation Prior to PD:
Choose a snapshot of your journey towards supporting students in the creation of high quality work this semester
on which you liked to receive peer feedback. Among other things, this might be:
An expedition plan
A unit plan
A long-term project
Lesson plan(s) in support of a final product or project completion
A final product
When deciding what to choose, consider:
How to strategically solicit feedback for your team. Do you and your teammate(s) want to present the same
snapshot to get lots of comparative feedback? Do you and your teammate(s) want to present something
different so that you can get feedback on more than one thing?
What will be the highest leverage snapshot? What will push you and your students the furthest as a result of
getting peer feedback?
What is your L2 Department goal? Individual goal? How can you use this peer feedback as a continuation of
your L2 for this semester rather than an additional one time experience?
Which of the three attributes of high quality work (craftsmanship, complexity, authenticity) would you like to
spend additional time honing? What are the strengths of your plan/product? Where are you challenged?
Come to PD with three copies of any materials you will be sharing with your peers that will ensure they have
appropriate context and a clear understanding of the work you are presenting. This may include rubrics, tasks,
student work, products, graphic organizers, lesson planning templates, resources, etc. Greater detail and clarity for
your peers should ensure the highest quality of feedback.
Within the scope of the afternoon, you will have 20 minutes to organize your materials and create a poster
that presents the key components/highlights of your snapshot that your peers will refer to during the
protocol. (Chart paper and markers will be on hand.)

Tuning Protocol Agenda


Whole School Opening (Jake-15 minutes)

Focus on elements on high quality work

Logistics for the afternoon

Review tuning protocol


Prep Time (All teachers-20 minutes)

Poster with essential elements of the snapshot

3 Copies of rubric, task, model and any other resources


Tuning Protocol in Triads (All teachers by campus in rooms scheduled below-60 minutes, 20 per presenter)

5 minutes to present

3 minutes for questions (clarifying and probing)

10 minutes for discussion (presenter is silent)

2 minutes for presenters reflection (add takeaways to poster)


Campus Specific Closing (Admin-15 minutes, Reconvene in MS Commons at 4pm)

I used to think...but now I share out by each triad to whole group

Open reflection on the tuning protocol


Triads
Room 202
Ayanna
Sasha
Rachel

Room 202
Andre
Christina
Erika

Room 202
Bre
Dominique
Omar

Room 205
Claudia
Lisa
Kristen

Room 205
Jeny
Mary
John

Room 205
Lauren
Ariel
Tim

Room 206
Morgan
Adriana
Molley

Room 206
Joel
Michelle
Alyssa

Room 206
Betty
Jessica

Room 208
Monique
Chris
Britt

th
March18
PD:modifiedTuningProtocolfeedbackonHQW(inprocess)

Round1

Presenters

Music
th

(
4grade)

NicoleC.

Math

Weaving

Printmaking

StoryProblems

Experience
(PK)

Anna

(PK)

Daizy

NonFiction

BiographyBook

st

(1grade)

JessieC.

Round2

Presenters

WritingSamples
(Kindergarten)

Olivia

LabReports
(2grade)

Erin

(3grade)

JessieP.

th
(4
grade)

Stephanie

Facilitators

Amy

Leensa

Emmanuel

Heidi

Walkway

RugArea

LibraryEntrance
(bystairs)

Yudelkys
Margo
Mike
Karla
Renee
Megan
Elizabeth

Athena
Mr.A
Jayme
Jamie
Ellen
KatieS.
KatieK.

Cerissa
Sandra
Ellen
Martin
NicoleS.
Yen
Rachel

Library
Location
Participants

CornerofCircle
area(byscreen)
Carlos
Natalie
Cynthia
MichelleFay
Fabiola
Melissa
Annette

nd

Books
rd

Project


WHOLEGROUPLOWERSCHOOL
2:30Presenters(15minutes)Leensa
Presentershave1minutetogiveabriefdescriptionoftheworkinprocess,including
LTs
or
objectives
and
context
:
Wherearestudentsintheprocess?
Whatpriorlearningexperienceshavetheyalreadyhad?
Whatlearningexperiencesarecomingnext?

Workdisplayedmayinclude:
lessonorunitplans
mentortextsorexemplars
anchorcharts
checklists,rubricsand/orotherassessmenttools

Processmaybeshownthrough:
Onesampleofworkfrommultiplestudents
Multipledraftsofonestudentswork
Aseriesofsamplesinabodyofworkbyonestudent

2:45

GalleryWalk(15minutes)Leensa
Besuretostartbylookingattheworkofyourgrouppresenter(showgroups)
Wowfactors(writtenonastickyandpostednexttowork)
whatdoyouseethatsexciting?
whatdoyouseethatyouwanttotry?

3:00Transitiontosmallgroups(5minutes)Leensa
Review(modified)protocol
Instructionsfortransition

SMALLGROUPS
3:05 Protocol:2presenters(45totalminutes20minuteseach)
PresenterssharesfocusingquestionasrelatestoAttributesofHighQualityWork(12)
Participantslistensilentduringthistime

ClarifyingQuestions(5)

Purpose:
Thistimeisallottedto
supportparticipants
withgainingabetterunderstandingof
thecontextoftheworktheywillexamine.Clarifyingquestionsaremattersoffact.

Facilitatorsneedtobealertduringthistime.Redirectanyjudging/probingquestionsfor
warmandcoolfeedback
(whenthepurposeisto
supportpresenters
)

Examineworkallaresilent(5)
Participantstakenotesonfeedbacktheymightgivearoundfocusedquestion
Presenterscanviewpostitsfromgallerywalk

WarmandCoolFeedback(5)
Facilitatorwritesallfeedbackforpresenter.
Presenterlistenssilently(withoutresponding)

Reflectionfrompresenterspeakstocommentsofhis/herchoice(3)
The
purpose
ofthisreflectionistofocusonthepresenterslearning.Thisisnotatimeto
explain,defend,orclarifyworkfortheparticipants.Norisitatimetodebrieftheprotocol.
Thiswillhappenduringthewholegroupdebrief
Presenter
reflectsaloud(possibleprompts):

3:55

Nowisthetimeforthepresentertotakeinwhathe/shehasheardandsharewhatitsmaking
youthinkaboutthestudentworkbrought?Ifpresentersneedsmoreprompting(choose
Howcanyouapplythefeedback?
Whatdoyouwanttotry?
Synthesizewhatyouveheardandhowyouremakingsenseofit?
Howhasthefeedbackbroadened/narrowed/shifted/pushedyourthinking?

Participants
listensilently

WholeGroupDebrief(20minutes)Leensa
Debriefprotocol:Sharehow(5)
WhatpartofthisprotocolhelpedtofacilitateyourdeepenedunderstandingofHQW?
Howcouldtheprotocolbeimprovedtobettersupportyourneeds
Debrieflearning:ThinkPairShare(15)
WhatattributeofHQWwillyoufocusonandwhy?Howmightyougetthere?

TuningProtocolTeacherFeedback

ElizabethOpportunitytoseework,maybenotevenaprotocol

MartinLikeningittolookingatadocumentationboardseeingtheprocess

Jaymeitshelpfultomakeconnectionsacrossclassroomsandgrades

Sandrakeepingfeedbackfocusedonpresentersfeedbackwaspowerful

KaitelookingatHQWandnotjustanexpeditionproduct,appreciatedseeingeverydaywork

Erinappreciatedseeingamathtask,tolookatthenuancesgointoproblemsolving,reallythereisan
entirerange,reinforcestheimportanceofspendinganentireworkperiodunpackingoneproblem

Stephanieverypurposefulgroupingsfeedbackfromothergradelevelsanddisciplines

Emmanuelwantstoecho,speakingtomultipleperspectives

HeidiGivingfeedbackonsomeoneelsesworkthatIcoulduse

Sandraverycourageousthesearereallygreatconversationsthatcanbeeasierdoneinyourteam,but
openingituptoothers

MikereallyenjoyednumerouswaystoexploreattributesofHQWdifferentlens

Martinprotocolscanfeelartificial,butappreciateswhenfacilitatorsaremoreflexible

AmyauthenticitycameupinbothsharingsandrealizeitsnotsomethingIthinkaboutenough

Rachelletsyoubackoffstudentworkinawayyoumaynot

Amycouldhaveusedasectionforprobingquestionsbeforelookingatwork
Athenamydesiretoenterintoaconversationtalkingfreely,conversationalway
Victoriaperhapshavepresentersfocusoneachattribute