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Consultancy for Portfolio Presentation
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Type: Tool
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(Developed as part of the Coalition
of Essential Schools' National Relearning
Faculty Program, and further adapted
and revised as part of work of the
Annenberg Institute's National School
Reform Faculty Project)
Purpose:
Time: At least two hours
Roles: Presenter (whose work
is being discussed by the group)
Facilitator
(who also participates)
Pre-Protocol: Presenter provides
an overview of the portfolio (no
more than two pages) reviewing the
critical themes, issues, questions
presented in this portfolio. This
overview also includes a rational
for presenting to the group a particular
"slice" of the portfolio
for in-depth examination. Why this
slice of work/evidence? What is
the framing question or theme for
this selection. The "slice"
should be no more than 20 pages
in length.
1. The presenter gives a quick overview
of the key components of the slice,
highlighting the major issues or
problems with which s(he) is struggling,
and frames again the question/theme
for the consultancy group to consider.
The framing of this question, as
well as the quality of the presenter's
reflection on the work and/or issues
being discussed, are key features
of this protocol. (15 minutes)
2. The consultancy group asks clarifying
questions of the presenter? that
is, questions that have brief, factua]
answers. (10-15 minutes)
3. The group then asks probing questions
of the presenter. These questions
should be worded so that they help
the presenter clarify and expand
thinking about the issues and questions
s(he) raised for the consultancy
group. The goal here is for the
presenter to learn more about the
question/theme framed and to do
some analysis of the issues presented.
The presenter responds to the group's
questions, but there is no discussion
by the larger group of the presenters'
responses. (20 minutes)
4. The group then talks with each
other about the portfolio "slice"
presented. What did we hear? What
didn't we hear that we needed to
know more about? What do we think
about the questions and issues presented?
The conversation should include
both "warm" and "cool"
comments. The presenter is not allowed
to speak during this discussion,
but instead listens and takes notes.
(25-30 minutes)
5. The presenter then respond to what
s(he) heard. The group listens and
does not interrupt. (15 minutes)
6. Whole group discussion then takes
place. (10-15 minutes)
7. All of the respondents write individually
to the presenter in response to
the following questions:
What did I learn from your presentation
and our conversation?
What questions am I considering
as a result of this presentation
and conversation?
Are there issues to which we
did not respond as thoroughly
as we might have?
The presenter collects these written
responses and reads them at a later
time. (10 minutes)
8. The facilitator leads a brief conversation
about the group's observations of
the process. (10 minutes)
Some Tips
Steps 1: The success of the consultancy
often depends on the quality of
the presenter's reflection in Step
1, as well as on the quality and
authenticity of the question/theme
framed for the consultancy group.
However, it is not uncommon for
presenter, at the end of a consultancy,
to say, "Now I know what my
real question or real concern is."
That is OK, too.
Steps 2 & 3: Clarifying questions
are for the person asking them.
They ask the presenter "who,
what, where, when, and how.' not
"why"questions. They can
be answered quickly succinctly,
often with a phrase or two.
Probing questions are for the person
answering them. They ask the
presenter "why" (among
other things), and are open- ended.
They take longer to answer, and
often require deep thought on the
part of the presenter before s/he)
speaks.
Step 4: When the group talks while
the presenter listens, it is helpful
for the presenter to pull his/her
chair back slightly away from the
group. It is OK for the consultancy
group to talk about the presenter
in the third person, almost as if
s(he) were not there. As awkward
as this may feel at first, it often
opens up a richer conversation.
Remember that it is the group's
job to offer an analysis of the
issues presented. It is not necessary
to solve the problem or to offer
a definitive answer.
It is important for the presenter
to listen in a non-defensive manner.
Listen for new ideas, perspectives,
and approaches. Listen to the group's
analysis of your question/issues.
Listen for assumptions?both your
own and the group's?implicit in
the conversation.
Step 5: The point of this time period
is not for the presenter to give
a "blow by blow" response
to the group's conversation, nor
is it to defend or further explain
themselves. Rather, this is a time
for the presenters to talk about
what were, for them, the most significant
comments, ideas and questions they
heard. They can also share any new
thoughts or questions they
had while listening to the consultancy
group.
Step 6: This step allows the group
to reach some closure on their conversation.
Step 7: The writing provides time
for each individual to reflect on
the learning that has taken place
during this portfolio presentation
and to share some individual, private
thoughts with the presenter. It
also provides a written record,
in addition to one's own notes,
of the portfolio presentation for
the person presenting.
Step 8: Debriefing the process is
key. Don't short-change this step!
This resource last updated: May 14, 2002
Database Information:
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Publisher: Other
Type: Tool
School Level: All
Focus Area: School Design
STRAND: School Design: teacher collaboration & learning
Teacher Collaboration and Learning: Looking at Student Work
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