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Success Protocol

This protocol guides a professional learning community (PLC) in analyzing particularly successful academic endeavors. Two presenters will describe their successes in detail while the group asks clarifying and probing questions. Group members then reflect on what made each success story unique. Finally, presenters identify common factors contributing to success and connections to the group's own work are discussed. The purpose is to learn from specific successes, not just praise or feedback.

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Phillip Cook
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239 views

Success Protocol

This protocol guides a professional learning community (PLC) in analyzing particularly successful academic endeavors. Two presenters will describe their successes in detail while the group asks clarifying and probing questions. Group members then reflect on what made each success story unique. Finally, presenters identify common factors contributing to success and connections to the group's own work are discussed. The purpose is to learn from specific successes, not just praise or feedback.

Uploaded by

Phillip Cook
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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Success Analysis Protocol

Based on the National School Reform Faculty protocol


developed by NSRF educators and Daniel Baron

The purpose of this protocol is to analyze a particularly successful academic endeavor that was highly effective in
achieving an outcome important to the presenter. Such an academic endeavor might include designing a project
with your discipline colleagues, structuring group work in your class, assessing authentically, leading a particularly
engaging lesson, incorporating technology to better student learning, getting students to think critically, etc…. For
this protocol, two participants in your PLC will present on their successes from related topics to better analyze what
makes these endeavors more successful than routine work.

Prior to the PLC meeting, both presenters should write a short description of their success and, if possible, obtain
an exemplar to represent this success. Reflect on the specifics of the success, as they will help in the analysis. Be
sure to answer the question, “What made this experience so different from others like it that I’ve had?”

1. Introduction (1 min)
The facilitator briefly introduces the protocol and the general topic that the two presenters will share. The
facilitator should remind the group that the purpose is the analysis of what made the endeavor successful, not to
just provide feedback or praise for the success.

2. Presenter #1 Describes the Success (5 minutes)


The first presenter tells the story of the academic success, giving as much detail as possible, sharing the
exemplar and its significance. The PLC group members should take notes of key points.

3. Clarifying Questions (3 minutes)


The group, including the facilitator, asks clarifying questions about the details of the success in order to fill in
any information the group needs to be helpful to the presenter.

4. Probing Questions (5 minutes)


Participants ask probing questions in order to give the presenter an opportunity to reflect further on the success
– to see more in the success to see why it was particularly successful. The presenter answers the questions, but
there are not back and forth exchanges with the group. Prompts may include Why do you think…?, What was
different about…?, Why did you decide to…?, etc….

5. Group Reflects on Success Story (7 minutes)


Group members discuss what they heard the presenter say, and offer additional insights and analysis of the
success. The presenter is silent and takes notes.

6. Repeat steps 2 – 5 for Presenter #2 (20 minutes)

7. Reflection by Presenters (5 minutes)


The two presenters reflect on the group’s discussion about what made this so successful, focusing particularly
on (1) commonalities between the two successes and (2) listing factors that contributed to the success.

8. Connections (5 minutes)
The members of the group who did not present share how what they have heard and learned from this analysis
may apply to all of their work as educators. Each member should give one concrete example and avoid being
too generic in their comments.

9. Debrief (3 mins)
The facilitator leads a discussion of this success protocol experience. What worked, and what needs work?
What adaptations to this protocol might improve the process? How did this experience compare to the
experiences your group has had with the tuning protocol?

10. Report Success (5 mins)


The facilitator should immediately report out on the success by emailing Josh a brief summary of the
conversation, including names of the presenters, their successes, the outcomes from the protocol, and any
feedback on the protocol from the debrief.

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