Overview of Critical Friends Groups

APPENDIX E UNIT 3— 1 Overview of Critical Friends Groups Introduction Definition of Critical Friends The SIA Focus on Assignments process Some practitioners have expressed concern subjects everyday assignments currently in use that the “critical” in Critical Friends will lead to peer review and reflection, with the goal of to the disparagement of colleagues’ work. In strengthening their relevance and alignment this context, however, “critical” connotes with content standards. Using this method, “important,” “essential,” or “urgent.” In other instructors engage in planned, thoughtful words, instructors participating in this process conversations about standards-based education are meant to provide crucial assistance to their and professional learning. SIA group colleagues. Through critique and analysis, members begin by setting guidelines for they collectively develop strategies to improve having a collegial conversation and discussing student learning. Costa and Kallick describe a what it means to be a Critical Friend. The critical friend as “a trusted person who asks following is additional information about provocative questions, provides data to be being a Critical Friend in a professional examined through another lens, offers learning community. critiques of a person’s work as a friend.… takes the time to fully understand the context Background of the work presented and the outcomes that the person or group is working toward [and Critical Friends groups are the product of who] is an advocate for the success of that a simple idea: providing deliberate time work” (1993, p. 50). and structures to promote adult professional growth that is directly linked Purpose to student learning (Cromwell 2006). Using structured discussions, this model is a The Critical Friends learning community collaborative approach to professional model is a professional development approach development for practitioners. Rather than based on dialogue and reflection. Developed attend one-day workshops focused on general in 1994 by the Annenberg Institute for School classroom issues, instructors using the Critical Reform at Brown University, its principles are Friends model engage in regularly scheduled rooted in K–12 school reform, but they apply group conversations to discover solutions to all levels of education. This model directly targeted to their students’ needs. The examines both curriculum and outcomes collegial exchange of ideas is designed to reflected in student work to improve expand participants’ knowledge. Through classroom instruction. Using a set of guiding honest, open reflection on their own practices, and thought-provoking questions, group instructors are encouraged to be innovative members provide tailored feedback to an and to improve the quality of their teaching. individual instructor seeking assistance. Critical Friends listen and ask incisive questions that encourage presenting

Access this handout at: http://www.adultedcontentstandards.ed.gov/standardsInAction.asp APPENDIX E UNIT 3— 2 instructors (those seeking guidance) to define Commit time and energy to the group and articulate the rationale and intended process. outcomes of their work. This refining Be honest, reflective, and open to input technique has been called a “tuning process,” from group members. in which instructors adjust assignments to Develop trust in, and respect and personal promote optimal learning gains for their regard for, fellow group members. students, much as musicians tune their Recognize the competence and expertise instruments to achieve optimal sound quality. that each group member brings to the process. Process Honor the norms established by the group. The Annenberg Institute used adult learning theory as the basis for the Critical Friends Structural Features for Success process, especially the principle that adults Groups are small (4–6 members) to permit can engage successfully in autonomous, self- open discussion and foster participation by directed group learning. To promote such all members. learning: Meetings are facilitated. The instructor seeking guidance poses a Meetings are held regularly (at least once question or presents a challenge to the monthly, scheduled in advance) and for a group and describes desired outcomes to substantial duration to maintain guide the group’s work. momentum and address pressing needs. The other instructors in the group raise Space is designated for the group meetings questions and provide feedback, in a place convenient for instructors. encouraging all members to gain new perspectives on their instructional practice. Guiding Questions for All Group Members What am I thinking now about my Principles classroom and my teaching? What do I Examine teaching and student learning. want to do to improve both? Use data to inform the process. What am I learning about my teaching Share work so that colleagues can learn practice today? from one another. What strategies will I try in my classroom?