Teachers in small schools who participate in adult learning communities often use protocols to examine student and teacher work.

A protocol consists of agreed upon guidelines for a conversation. The existence of this structure—which everyone understands and has agreed to—enables in depth conversations to occur between colleagues about teaching and learning.

A protocol makes it safe for teachers to ask challenging questions of each other. The presenter has the opportunity not only to reflect on and describe an issue or a dilemma, but also to have interesting questions asked of her, and to gain differing perspectives and new insights. Protocols build in a space for listening, without the presenter having to continuously respond.

There are different types of protocols to choose from, depending on your goals. Some protocols are most suited for examining teacher practice, looking at student work, and classroom observations. Others are best for learning from written texts, learning from dilemmas, and other topics. The National School Reform Faculty developed many of these protocols.

You may also be interested in other tools, especially those on facilitating meetings and groups.