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Critical Friends : Follow up Sally barton-arwood , Ph.D.

Critical Friends : Follow up Sally barton-arwood , Ph.D. ITQ Grant Summer 2014. Critical Friends Groups. Quick Share. What are you planning?. Essential Question. How can educators enhance their own professional learning in order to enhance the learning of all students?. Objectives.

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Critical Friends : Follow up Sally barton-arwood , Ph.D.

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  1. Critical Friends:Follow upSally barton-arwood, Ph.D. ITQ Grant Summer 2014

  2. Critical Friends Groups

  3. Quick Share • What are you planning?

  4. Essential Question How can educators enhance their own professional learning in order to enhance the learning of all students?

  5. Objectives Participants will: 1) Experience a mini-CFG meeting, using a tuning protocol. 2)Discuss and understand the critical attributes of a CFG and what distinguishes it from other PLCs. 3) Identify the basic structure and terminology of CFG.

  6. Professional Learning Communities • A professional learning community is an ongoing process in which members of a team work collaboratively in recurring cycles of collective inquiry and action research to achieve better results. Adapted from New Insights on How PLCs Improve Schools presented by Richard and Rebecca DuFour, 2010

  7. Critical Friends Group • How can CFG improve the PLCs? • What are protocols and why should we use them in PLCs? Remember, it is important to remember that the point is not to do theprotocol well, but to have an in-depth, insightful conversation about teaching and learning.

  8. Professional Learning Communities Challenges • No processes for implementation • Quick to make recommendations • “Air time” is not equitable • Low depth conversations • Low – share materials, general discussion • Medium – more details on student learning • High –discussion of specific pedagogy & how students learn

  9. Purposes of a Critical Friends Group (NSRFTM Self-Guided Tour of Critical Friends, 2012) • A structure for PLCs • Make teaching practice explicit and public by "talking about teaching" • Help people involved in schools to work collaboratively in democratic, reflective communities (Bambino) • Establish a foundation for sustained professional development based on a spirit of inquiry (Silva) • Provide a context to understand our work with students, our relationships with peers, and our thoughts, assumptions, and beliefs about teaching and learning • Improve teaching and learning

  10. What are Protocols? • Structure for a conversation • Specify roles for participants • Series of steps • More than a series of steps • Talking and listening • Discipline and play • Safety and risk • Individual learning & group learning • Push the conversation deep

  11. Terminology • Protocol (BOTH CFG & MTV) • Facilitator • Presenter • Participants • Clarifying Questions • Probing Questions • Warm and Cool Feedback Remember: The point is not to implement a perfect protocol but to have an in-depth and insightful conversation about teaching and learning

  12. Why use Protocols? • Protecting presenter and participants • Safe space to ask challenging questions and listening • Deepening discourse • Promoting inquiry

  13. Matching Work to Protocol

  14. Jigsaw Protocols for Professional Learning Each table pick two; review and briefly report out • Chapter 3 • Protocols for Examining Student Work • Chapter 4 • Protocols for Examining Professional Practice • Chapter 5 • Protocols for Effective Discussions

  15. Book of Questions • Journal Entry • Think, Pair, Share • 3 things you learned from this resource that will help you successfully participate in your CFG PLC

  16. Fishbowl • Tuning Protocol • Protocol – agreed upon guidelines and structure for the conversation • See packet for materials • Norms • Hard on the content, soft on the people • Be kind, helpful, and specific • Share the air (step up, step back)

  17. Debrief as Whole Group

  18. Resources • Protocols for Professional Learning (Easton) • Book of Questions (Allen & Blyth) • National School Reform Faculty http://www.nsrfharmony.org/faq.html

  19. Used for … Originally … • Tuning a lesson in development • Looking at student work • Critical incidents • Peer observation But also… • Developing trust • Building teams and developing norms • Looking at text

  20. Critical Friends Background(NSRFTM Self-Guided Tour of Critical Friends, 2012) The Annenberg Institute for School Reform at Brown University first developed the Critical Friends model for collegial dialogue. It is currently in use by an estimated 35,000 teachers, principals, and college professors in over 1,500 schools. In July 2000, the National School Reform Faculty program, which currently houses Critical Friends Groups and coordinates the training for Critical Friends Coaches, relocated to the Harmony School Education Center in Bloomington, Indiana.

  21. Themes from Research (Key, 2006) Four themes about efficacy of critical friends groups as agents of professional development and school reform: 1. CFGs foster a culture of community and collaboration. 2. CFGs enhance teacher professionalism. 3. CFGs have the potential to change teachers’ thinking and practice. 4. CFGs have the potential to impact student learning.

  22. Currey (2008) “ It’s really good to find out what people are doing in other disciplines and understand what their challenges are and especially to seek commonalties and even get help by getting ideas from other people. It’s cross-fertilization. And, it also . . . ties the school together. I always think in terms not just of how this is going to help my class, but it’s, how is this going to help the school? Because helping the school helps my class. It’s like it’s constantly tying the school together tighter.”

  23. Currey (2008) “The CFGs [have] had a huge impact. . . . One of the big differences is that we talk about improving our practices … Now the focus is on, how can I improve my practice to help kids achieve? Because even at the beginning of CFG when we talked about what are the problems… I would hear the complaint, ‘Well the kids are this, the kids are that, they’re not motivated, they’re not this, they’re not that.’ And now we’re talking about how do we change our practice. And I think that’s a big switch in perception, tone, and attitude.”

  24. Currey (2008) “Our theme has been going from congeniality to collegiality . . . I don’t know if prior to CFGs if we’d even really talked about professional community and what a professional community is. And even though we said we got along really well, I think there were lots of people who didn’t necessarily like each other. And one of the things that I think the interdisciplinary [CFG] groups has done is allowed us to get to know each other well enough and gain a respect for each other on a professional level and that has helped to close the kinds of gaps or the kinds of issues that used to be around. It’s amazing to me how some of that has created just a different view of each other. And I like that.”

  25. This week … • Use Tuning Protocol to tune lessons you are developing (Wednesday and Thursday) • Discuss next steps for fall 2014 (Friday)

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