1. Analyze and synthesize data and learning regarding instruction.

2. Create a shared focus for instruction.

3. Select effective instructional practices to implement.

1. Schedule the leadership team to participate in this activity.

2. Ensure that each participant has access (printed copies or electronic access) to the following:

a. the organization’s Standards-Based Education core values and beliefs

b. relevant student outcome data summaries

c. synthesis of educator beliefs

d. Summary of observations/inferences about data on current instructional practices

e. important concepts regarding how students learn

f. research/findings on effective instructional practices

g. Data Dialogue Protocol (phases 1-3). Scroll down to the “Download” link.

3. Review and prepare to facilitate the Data Dialogue Protocol (phases 1-3)

4. Gather flip chart paper and markers.

1. Give each participant access to:

a. the organization’s Standards-Based Education core values and beliefs

b. relevant student outcome data summaries

c. synthesis of educator beliefs

d. Summary of observations/inferences about data on current instructional practices

e. important concepts regarding how students learn

f. research/findings on effective instructional practices

2. Facilitate the team through Phases 1-3 (not Phase 4) of this Data Dialogue Protocol from the School Reform Initiative:

a. Phase I, Predictions: Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and expectations.

b. Phase II, Go Visual: Re-create the data visually.

c. Phase III, Observations: Analyzing the data for patterns, trends, surprises, and new questions that “jump” out.

3. Ask pairs to make a T-chart and record the following:

a. Glows: Areas of strength and aspects of current instructional practices that align with effective practice.

b. Grows: Areas for growth in relation to effective instructional practices.

c. Note the rationale/evidence for each Glow and Grow.

4. Each group should share out the Glows and Grows (strengths and areas for growth) to the whole group. Ask someone to record and compile a T-chart for the whole group as pairs share out.

1. Ask participants to form small groups, with maximum 3-4 participants per group.

2. Give each group a piece of flip chart paper and assortment of markers (at least one per participant). Ask someone in each group to draw a large circle on the group’s flip chart paper.

3. Brainstorming: Ask each participant to individually record his/her/their answers to the following questions outside the circle:

a. What are our core beliefs about learning in [content area]?

b. What are our core beliefs about teaching in [content area]?

c. How would we see these core beliefs evidenced in classrooms?

§ What are students doing?

§ What are teachers doing?

d. What are the implications of these beliefs for instruction? For curriculum?

4. Ask each small group to discuss what has been recorded around the circle and come to a consensus on the most important concepts for the organization. Record the consensus ideas inside the circle. The circle should contain what is non-negotiable in learning and instruction for the organization. These ideas can be recorded as phrases, images, webs, sentences, or any other way that works for the group. Note: To be useful, these points should be actionable, not too broad or lofty. Remind participants to be specific and descriptive.

5. Prepare another flip chart paper with a large circle. Identify a note taker.

6. Ask each small group to share out their consensus concepts for instruction and learning to the whole group. The note taker should record the concepts outside the circle.

7. Ask the whole group to note areas of common agreement between small groups, as well as important outliers.

8. Ask the whole group to identify what is most important and non-negotiable for the organization. The note taker should write these inside the circle.

9. Once the group agrees that the most important concepts have been identified and agreed upon, don’t spend time wordsmithing and refining. Gather the concepts into a shareable format.

1. Ask the team to reflect on the Glows and Grows from Part 1, and the beliefs and non-negotiables from Part 1 of this activity. Consider using a protocol such as “See, Think, Wonder” from Harvard Project Zero’s Visible Thinking.

2. It is possible that this naturally leads to the selection of effective instructional practices to implement. If this has not happened, consider using the Kiva Protocol from the School Reform Initiative to discuss and clarify direction. Work through each of the three suggested questions in the protocol:

a. What must we stop doing in order to move forward with our goals?

b. What must we continue doing in order to ensure success with our goals?

c. What must we start doing in order to reach our goals?