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The Consultancy: A Structured Conversation
A consultancy is a structured process for helping an individual or small group of people think more expansively about a particular, concrete issue. Outside perspective is critical to this protocol working effectively, so some of the participants in the group should be people who do not share the specific issue of the person observed at that time.
This outline is a sample consultancy suitable for a discussion that is part of a peer observation visit. It can be adapted as needed for different purposes and settings.
Suggested times for different steps are provided; these times will vary according to what kind of observation is being done and the goals of the observation. As outlined, the process lasts about forty to sixty minutes, not including the time for the classroom observations. The process can be divided into more than one session if necessary.
GUIDELINES
- Be respectful of the person observed.
- Contribute to substantive discourse.
- Be appreciative of the facilitator's role, particularly in regard to following the guidelines and keeping time.
- Facilitators: keep the conversation constructive.
- Don't skip the discussion of the process (debriefing). What worked for participants in the process? What didn't work? What would they like to change next time?
- Keep in mind that the facilitator, observers, and people observed are all participating as advocates for and supporters of teaching and learning.
ROLES
- Person observed: presents work/issue to be discussed by the group
- Facilitator: reminds group of guidelines; keeps time; participates in the consultancy process
- Observer(s): participate in the consultancy process
PROCESS
- Focus Question (person observed)
5–10 minutes
The person observed gives a quick overview of the question for the observers to consider. He/she gives the context and highlights major issues or problems on which he/she is working. The consultancy group is silent.
- Clarifying Questions (observers)
5 minutes
The observers ask clarifying questions of the person observed – that is, questions that have brief, factual answers. The person observed responds to the questions, but there is no discussion of the responses by the larger group.
- Probing Questions (observers)
10 minutes
The observers then ask probing questions of the person observed. These questions should be worded so that they help the person observed clarify and expand his/her thinking about the question he/she presented to the consultancy group. The goal here is for the person observed to learn more about the question he/she framed or to do some analysis of the dilemma he/she presented. The person observed responds to the group's questions, but there is no discussion by the larger group of the responses of the person observed.
- Classroom Observation (observers)
Time varies; can be a short look at a classroom after school or a whole class period during school.
The observers visit the classroom and gather evidence.
- Observers' Discussion and Feedback to the Person Observed (observers)
10–15 minutes
The group then discusses with each other the question raised by the person observed.
- What did you see or hear?
- What didn't you see or hear that you think might be relevant?
- What do you think about the question?
This discussion provides feedback from the observers to the person observed. The conversation should be about strengths and gaps. The person observed does not speak during this discussion, but instead listens and takes notes.
- Response to Feedback (person observed)
5–10 minutes
The person observed responds to the feedback. It is not necessary for the person observed to respond to all the feedback.
- Group Discussion and Debriefing of the Process (all)
5–10 minutes
The whole group discusses the session. This is an opportunity for participants to acknowledge anything they might have learned from the observations, from the teacher/person observed, and from each other.
- What new perspectives did the other participants provide?
- What questions about teaching and learning did this raise for you?
They also review the process.
- What aspects of the process did you appreciate or welcome?
- When did you feel most comfortable/uncomfortable?
- How could you apply what you've learned from this experience?)
Excerpt from Looking at Teaching and Learning through Peer Observation, 2002, Annenberg Institute for School Reform.
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