CHAPTER 2 - PROTOCOL 1

Look For’s Co-Construction

TIME60-90 minutes

OWNERPrincipal with teacher design team

ARTIFACTDraft Look For’s set + evidence definitions

SUCCESS CRITERIA

The team selects three to five Look For’s tied to one instructional priority.
Each Look For names observable teacher and student evidence.
Teachers can distinguish the Look For from a required script or program checklist.
The team identifies how the draft will be tested and revised.

IMPLEMENTATION STEPS

Clarify the instructional priority

Define the student-learning need and the instructional practice most connected to it.

Generate observable evidence

Describe what teachers and students may say, do, create, or demonstrate when the practice is present.

Test for clarity and autonomy

Check each candidate for precision, relevance, research alignment, and room for professional judgment.

Select, pilot, and return

Choose three to five Look For’s, identify pilot classrooms or teams, and schedule the revision conversation.

WORKING ORGANIZER

Run the protocol.

Your responses save on this device. Use Print / Save PDF when you are ready to keep or share the artifact.

01Clarify the instructional priorityDefine the student-learning need and the instructional practice most connected to it.What learning problem are these Look For’s intended to help us address?02Generate observable evidenceDescribe what teachers and students may say, do, create, or demonstrate when the practice is present.What could an observer actually see or hear without inferring intent?03Test for clarity and autonomyCheck each candidate for precision, relevance, research alignment, and room for professional judgment.Does this clarify the standard without prescribing one narrow way to meet it?04Select, pilot, and returnChoose three to five Look For’s, identify pilot classrooms or teams, and schedule the revision conversation.Where will we test these, what evidence will we bring back, and when?

Evidence to bring backReturn date

Your protocol can be complete here. Save or share the artifact and use it for the need in front of you.

REFLECTION PROMPTS

Whose instructional knowledge shaped this set?
Which Look For is most likely to be interpreted inconsistently?
What student evidence will keep the work anchored in learning?

EQUITY GUARDRAILS

Co-construction must include educators closest to classroom practice.
Look For’s clarify shared expectations; they do not eliminate teacher autonomy.
Do not use an uncalibrated draft for evaluation or public comparison.