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	NSRF/NY @ NYU Endorsed Facilitator Standards (Nov ’06)
Building Democratic /Professional Community with Voice and Respect for All	Works to develop trust with and within the group Maintains norms Builds in norm of discomfort within a safe environment Values and uses “opening moves” - expectations / norms / agenda review Team-building done in context of group’s purpose Is a good listener/good questioner Ensures all voices are heard Regularly builds in habit of reflection Is respectful of existing community and group Recognizes and articulates the values of the community and facilitator Provides participants with tools for building community using authentic context Keeps equity and student achievement in the forefront Uses participant experiences, work samples, dilemmas as material for examination Seeks public commitment for action when appropriate Builds mutual accountability and is accountable to group. Is assertive about the need for facilitation in effective groups Helps others assume leadership and facilitation roles Increasingly shifts responsibility for participation and learning to the group Builds democratic community through reflection
Surfacing and Managing Controversy- Actively Valuing Dissidence	Uses structures and protocols to surface and deal with difference and dissidence Helps group to value different voices and different ideas Helps group develop the habit of making controversy public Routinely addresses the tension between individual and group needs Persists in the face of group discomfort – focuses on it during reflective periods Addresses conflict when it arises Is transparent whenever possible to maximize growth of participants Negotiates agenda with the group Has sense of own authority and uses it carefully Values and uses awareness of group development Solicits and uses feedback for agenda refinement – shares feedback publicly Builds mutual accountability and is accountable to group. Engages group in reflection regarding values and practice
Developing a Facilitator Tool Box	Uses and creates varied and appropriate structures and protocols – stresses application for professional development and routine business. Uses a variety of “openers” Uses a variety of approaches to grouping participants Uses participant experiences, work samples, dilemmas as material for examination Uses varied and appropriate structures to maximize participation and ensure that all voices are heard Uses structures and protocols to surface and deal with difference and dissidence Uses activities/material which are research based. Is transparent about reasoning behind many decisions made by facilitator Uses protocols to look at student and professionals’ work Emphasizes giving and getting descriptive feedback Designs agendas with input Adjusts time as needed Regularly asks group to be reflective—uses writing, text-based dialog and feedback Transparently solicits feedback on facilitation. Uses differentiated learning for professionals Uses performance based assessment for participants

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National School Reform Faculty/New York @ NYU
Supported by the Josephine Bay Paul and C. Michael Paul Foundation
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