This protocol was adapted from the National School Reform Faculty
You can find a PDF that includes both the Tuning Protocol and the Dilemma Consultancy Protocol here:
Two Protocols We Love at High Tech High Tuning and Dilemma Protocol
As teachers, our time is extremely precious in a way that “civilians” just don’t understand. Because of that, an unproductive meeting is really, really awful.
Using protocols makes it much more likely that meetings will be productive. So we use them a lot.
These norms are the oil that makes the machinery of the protocol run smoothly.
If you tend to talk a lot,make sure you don’t dominate the conversation, and that everyone has the opportunity to speak. Equally, if you tend not to speak very much, make sure that you are contributing – otherwise nobody will get the benefit of your insights.
Make sure that discussion (especially criticism) is focused on the project, not the person. this distinction needs to be crystal-clear in order to maintain a culture that is both rigorous and collegial.
| Goal: to help a teacher come up with creative solutions to a thorny dilemma |
Adapted from the National School Reform Faculty
One presenter, one facilitator, and 3–10 others.
A presenter should come up with a dilemma. This should be a challenge that’s coming up in their practice that they aren’t making headway on by thinking alone.
1. Overview (3 min) – Presenter gives an overview of the dilemma and frames a focus question for the group to consider. It is helpful to post the dilemma question somewhere everyone can see. Participants are silent.
2. Clarifying & Probing Questions (6 min) – First, participants ask clarifying questions of the presenter. Clarifying questions have brief, factual answers and are intended to help the group develop a deeper understanding of the dilemma. An example of a clarifying question is “How many times a week does the entire faculty meet?”
Participants then ask probing questions of the presenter. Probing questions help the presenter expand his/her thinking about the dilemma. However, probing questions should not be “advice in disguise”, such as “Have you considered…?” An example of a probing question is “What is your hunch about how to handle this issue?”
***During this time, the group does not discuss the presenter’s responses.***
3. Discussion (9 min) – The presenter reframes the question if necessary and then removes him/herself to the outside of the circle. The group discusses the dilemma while the presenter is silent and takes notes. Participants should resist the urge to speak directly to the presenter and instead address each other.
Warm feedback: ALWAYS lead with warm feedback, such as “What strengths do we see in the presenter’s thinking?” or “What do we appreciate about the presenter’s ideas?”
Opportunities for growth: Next, the group takes a more critical look at the dilemma, using the presenter’s question to focus the discussion. Possible questions to explore:
4. Reflection (2 min) – The presenter reflects on what they heard and what they are now thinking, sharing any points that particularly resonated and any potential next steps.
