Since the publication of the first edition, the use of protocols has spread from conferences and workshops to everyday school and university settings. Responding to educators’ ongoing needs, this new edition features seven totally new protocols. This teaching and professional development tool is essential for anyone working with collaborative groups of teachers on everything from school improvement to curriculum development to teacher education at all levels. Featuring a diverse selection of protocols, this book includes:
- Step-by-step descriptions of how educators can use protocols to study together, work on problems of practice, teach well, and explore students’ work.
- Explanations of the particular purpose for each protocol, discussions of the value that educators have found in using them, and helpful tips for facilitators.
- A free supplement on the Teachers College Press website with “Abbreviated Protocols” that can be downloaded and customized to suit each facilitator’s needs.
PRAISE FOR THE FIRST EDITON!
“The Power of Protocols embeds powerful, inquiry-oriented professional learning tools within a high-performance workplace to enable schools to successfully teach all students to high standards.”
―Dennis Sparks, Executive Director, National Staff Development Council
"This book offers creative yet practical paths to professional growth that can improve the practice of teachers and the collaborative growth of a whole faculty."
― Robert Evans, author of The Human Side of School Change
"I found the idea of protocols and their suggested application to be well conceived and articulated by the authors." ― NASSP Bulletin
"I deeply appreciate the way this guide helped to enlarge my understanding of protocols and deepen my sense of their efficiency in teaching practice."
―Horace, Quarterly Journal of CES
“I was persuaded by colleagues to give the protocols at least a chance. And what a revelation they proved to be!”
― Harris Sarney, High School Principal
“Using provocative texts and a variety of protocols is one way to hold ourselves accountable to each other and accountable for the success of our students.”
― Camilla Greene, Professional Developer
“Using a simple protocol, students speak in turn, first describing the work and then offering interpretive observations. The benefits of using the protocol are immediately evident.”
―Eric Baylin, Teacher
Joseph P. McDonald is professor of Teaching and Learning at New York University’s Steinhardt School of Culture, Education, and Human Development. The late Nancy Mohr was Director of the New York Center of the National School Reform Faculty. Alan Dichter is on the staff of the New York City Leadership Academy and is a former New York City Deputy Superintendent for School Reform and Leadership Development. Elizabeth C. McDonald is a master teacher in the Department of Teaching and Learning at New York University’s Steinhardt School and a former elementary school principal.
