Fishbowling protocols that look at student work

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This week we took the second step in learning to use protocols to look at student work.  At the staff meeting the leadership team modelled the process using a fishbowl technique.

Teacher feedback from last weeks introduction to protocols indicated more learning experiences were required before they were ready to use one. The leadership team practiced using a protocol to look at a years 5 student’s maths problem solving work. We choose Maths work as it can present a level of discomfort to lots of primary school teachers and therefore one that we could learn most from.

During the fishbowl process we looked at another student maths work so that the protocol was as real as possible. I remember making an observation about the students work and completely missed some information present in the sample. My face went red for a moment and I commented at the end that protocols require a level of professional trust. I heard later that a comment was made that even the principal can make an error. Teacher feedback was more positive this week and we aim to have all teachers use a protocol in mixed teams at next weeks staff meeting.

Sarah, our assistant principal, proved to be an excellent facilitator and role model during the fishbowl and next week the team leaders will take on this role in the groups.

I hear words like “make haste slowly” as we work through the process but the dual goals of learning more about our own teaching and learning and personalising work a little better for students is too important to leave to chance. This process also deprivatises teaching a little more as put ourselves on the line and make observations or recommendations or bring work to be puzzled over by our colleagues.

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