the role of critical friends in continuing development of teachers
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THE ROLE OF CRITICAL FRIENDS IN CONTINUING DEVELOPMENT OF TEACHERS
Dr. Jayagowri Shivakumar Ms Jayanthi VijaygopalNMKRV College for Women Principal ( retired) Bangalore –INDIA Mitra Academy Bangalore-INDIA
CONTINUING PROFESSIONAL DEVELOPMENT‘is a planned ,continuous, and lifelong
process whereby teachers try to develop their personal and professional qualities ,and to improve their knowledge, skills and practice, leading to their empowerment, the improvement of their agency and the development of their organisation and their pupils.’
Padwad,Amol ; Dixit ,Krishna(2011) Continuing Professional Development :An Annotated Bibliography .British council
Continuing Professional Development can be defined as:Systematic maintenance and
improvement of knowledge, skills and competence.
Enhancement of learning, undertaken throughout an individual's working life.
TEACHER AS A REFLECTIVE PRACTITIONER Effective response to student requirementstechnological and organisational changechanging social and market conditions,
Dr. Jayagowri Shivakumar 22 Feb 2014
CPD- KEY POINTSReflective practitioner.
Critical friend/Mentoring
Portfolio/classroom diaries etc
Learner /learning centeredness
Classroom Observation-peer/ group
Classroom research/Action research
Feedback and Evaluation
Dr. Jayagowri Shivakumar 22 Feb 2014
CRITICAL FRIEND
Origins in critical pedagogy education reforms in the 1970s. attributed to Desmond
Nuttall.
Costa and Kallick (1993) define a critical friend as “a trusted person who asks provocative questions, provides data to be
examined through another lens, and offers critique of a person’s work as a friend”.
CRITICAL FRIENDSBuild a relationship of trust and respect
Ask constructive questions
Help people work collaboratively in democratic/ reflective communities
Provide a context to interact with students/peers/ and examine our thoughts, assumptions, and beliefs about teaching and learning
The Four main ‘lens’ of Critical Reflection- Brookfield (Becoming a Critically Reflective Teacher-1995)
• Self-reflection as the foundation of critical reflection.
• Teachers become aware of the assumptions and reasoning that frame how we work
autobiographical
• “Seeing Ourselves Through Our Students’ Eyes.”
Students• better
illuminate our personal stance
• share colleagues perspectives
• from the same ‘teaching culture’ or from a different onecolleagues
• alternative ways of conceptualising and articulating our unique mix of beliefs, knowledge and assumptions
Theoretical literature
SELF-DEVELOPMENT
WHO ARE CRITICAL FRIENDS?
HOW DO THEY AID CRITICAL REFLECTION?
Photographs-students workshop
Learning points as a PrincipalRecognise inadequacy of teaching at the
ninth grade .Aware of students expectations.Work from the agenda of studentsConscious of a teaching/learning
opportunities in a classroomIdentify prospects for collaboration/ team-teaching Discover teachers willingness to innovate/ experiment with teaching /
classroom procedures
Self Reflection- Questions?Why was I surprised?
Had my earlier experience made me believe that teachers were unwilling to change/take risks?
Was I typecasting teachers as not being able to do anything without a helping hand?
Was I pre-judging and underestimating my teachers even before giving them an opportunity?
Could I have decentralised ?
Would the management approve of my effort to decentralise?
Self Reflection- Questions? (continued)Could I have helped teachers to set up self-help groups ( CFG groups)?
Was I a typical Principal wanting to have complete control over teachers?
As an administrator had I lost out on providing them opportunities available to them?
Had I lost a good chance of setting up a CFG?
Could I? Could I? Could I?
CRITICAL REFLECTIONS Why did I feel gratified? Was I in some small way responsible for
triggering the process of people becoming autonomous learners responsible for their own CPD?
Could it be because we had co-opted young
mothers and housewives as substitution teachers? Could it be because they were willing to
upgrade themselves and take up teaching?
CRITICAL REFLECTIONS (CONTINUED) Were we helping each other to
get out of the ‘Tunnel vision’ and get a ‘Panoramic view’ of life?
Had we done the right thing by employing differently-abled people?
As part of administration ,had we been able to address our social responsibility?
Thematic Integrated Approach
MathematicsMeasurement/ graph
Social ScienceRainfall in various places/ value of
water
Sciencewater cycle/ Archimedes
law
Environmental Science
Saving water
Physical educationSwimming/ activities
around the pool.
Art and CraftBubble blow
drawing/making paper boats/washing
machines
LibraryStories or
topics related to water
LanguagesLessons or poems related to water
MY REFLECTIONS Had weFinally succeeded in building Critical Friend
Groups in our Organisation?Made the teachers see the importance of being
creative in their teaching?helped teachers realise the importance of
sharing?Motivated them to read more? Visit the library ? Initiated the making of text books customized to
learners’ needs?Encouraged them to edit and proof read?Was that why I was excited? Only
time can tell
Becoming a Critically Reflective Teacher, (1995)
critical reflection is important for some of the following reasons- to increase probability of teachers taking informed decisions – explain/ justify to self /othersprovide a rationale for practice - crucial to establish credibility with studentavoid self-laceration - believing that teachers are responsible for students not learningground teachers emotionally- make classes challenging and stimulating increase democratic trust of the teacher/ management /learner.
CRITICAL REFLECT
ION
CRITICAL REFLECTIONDescribe - articulation of beliefs,
assumptions and values of teaching
Understand- unique social settings- opportunities &constraints
Reflect - exploring the implications of these factors
Improve - classroom practice
BIBLIOGRAPHY Costa, A. and Kallick, B.(1993) "Through the Lens of a Critical Friend". Educational Leadership 51(2) 49-5. Brighouse, T. and Woods, D. (1999) How to Improve your School. London: Routledge.• Bolam, R., Smith, G. and Canter, H. (1978) Local Education Authority Advisers and the Mechanisms of Innovations. Windsor: NFER.• “Critical Friends,” Deborah Bambino, Educational Leadership March 2002 pp. 25-27.
“What if…” Peggy Silva, Connections: Journal of NSRF, Spring 2002 pp. 6, 14
“Documenting Decisions: Making Learning Explicit in our CFG,” Betty Shockley Bisplinghoff, et al.• “Critical Friends Groups: Teachers Helping Teachers to Improve Student Learning” Faith Dunne, Bill Nave, Anne Lewis, Phi Delta Kappa
Center for Evaluation, Development, and Research Research Bulletin, No. 28, December 2000.
Bibliography“Critical Friends Groups: Teachers Helping Teachers to Improve Student Learning” Faith Dunne, Bill Nave, Anne Lewis, Phi Delta Kappa Center for Evaluation, Development, and Research Research Bulletin, No. 28, December 2000.
“Reflections of an NSRF Coach,” Jon Appleby, June 1998
“Building Professional Community in Schools,” Sharon Kruse, Karen Seashore Lewis, Anthony Bryk
Issues in Restructuring Schools, Report from Center on Organization and Restructuring of Schools Spring 1994
“Critical Friends,” Deborah Bambino, Educational Leadership March 2002 pp. 25-27.
“What if…” Peggy Silva, Connections: Journal of NSRF, Spring 2002 pp. 6, 14
“Documenting Decisions: Making Learning Explicit in our CFG,” Betty Shockley Bisplinghoff, et al
Connections: Journal of NSRF, Fall 2002 pp. 4, 15-18
Modified from a document prepared by Marie McKenzie and Anne Marie Carr-ReardonJune 2003--
Harmony Education CenterPO Box 1787 Bloomington Indiana 47402 • 812.330.2702nsrf@harmonyschool.org • fax 812.333.3435Comments: webmaster@harmonyschool.org last modified: 08/13/2012 20:53:11
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