Holton Critical Friends Groups Definition A Critical Friends

Holton Critical Friends Groups

Definition • A Critical Friends Groups represents the basic unit of support for educators engaged in improving schools and increasing student achievement. • A Critical Friends Group generally range between six to twelve teachers and administrators who commit themselves to two years of learning to work together with the aim of establishing student learning outcomes and increasing student achievement. • A Critical Friends Group usually meet for two hours per month at which they establish and publicly state student learning goals, help each other think about improving teaching practices, collaboratively examine student work, and identify school culture issues that affect student achievement. • Group members also observe one another at work at least monthly and offer feedback to each other in challenging but non-threatening ways.

Important Qualities of CFG’s • Collaboration between professionals • Grounding in the actual work that students and teachers carry out in classrooms and schools. • A recognition that all participants in the group bring expertise as well as unique experiences and perspectives. • A focus determined by the group and of deep significance to the group’s members. • A commitment that group members make both to their own learning and to the learning of the group as a whole. “The Facilitators’ Book of Questions” by Allen & Blythe pg 2

Uses for CFG’s • Look at Teachers work (lesson plans, decisions, etc. ) • Look at Student work (how a student is performing, ways of improvement, etc. ) • Look at Dilemmas that arise in a classroom/school (student behavior, staff issues, etc. ) • Look at brainstorming for new ideas/lessons. • Study group for literature, videos, etc.

Protocol • What are they: – A protocol consists of agreed upon guidelines for conversation, and it is the existence of this structure – which everyone understands and has agreed to – that permits a certain kind of conversation to occur – often a kind of conversation which people are not in the habit of having. – Protocols are vehicles for building the skills – and culture – necessary for collaborative work. Thus, using protocols often allows groups to build trust by actually doing substantive work together.

Protocol • Why use them: – A protocol creates a structure that makes it safe to ask challenging questions of each other; it also ensures that there is some equity and parity in terms of how each person’s issues are attended to. The presenter has the opportunity not only to reflect on and describe an issue or dilemma, but also to have interesting questions asked of him or her, AND to gain differing perspectives and new insights. Protocols build a space for listening, and often give people a license to listen, without having to continually respond. – In schools, many people say that time is of the essence, and time is the one resource that no one seems to have enough of. We have been experimenting with protocols as a way to make the most of the time people do have. (Have you ever been to a meeting where you have a burning issue you want to discuss, and what happens is that everyone “dumps” his or her issue, and feeds off each other, but you walk away feeling unsatisfied, not really having anything of significance that will help you with your issue? A protocol guards against this. ) – Finally, it is important to remember that the point is not to do the protocol well, but to have an in-depth, insightful conversation about teaching and learning.

Norms for today

CFG Article • Save the Last Word for ME – Pg 42 (copy provided) – Identify Facilitator • The Facilitative Leader is someone who is aware of group and organizational dynamics and who creates organization–wide involvement processes which help members to be fully engaged. Facilitative Leaders can be teachers, CFG Coaches, building administrators, etc. They incorporate sound facilitation skills and practices into their work. – Timer • Someone to keep track of time – Read Article • Mark sentence or quote • Rounds – – 1 st person share (provide page number and location) but do not state why The rest of the group get 1 minute each to respond to that statement The first person then has 3 minutes to explain why Take turns so everyone has an opportunity

Discuss Protocol • Role of Facilitator – – • Idea of following Protocols – – • Importance Skills Benefits Drawbacks After each session you have time should be spent on studying the protocol

CFG’s in Action • Video – 28 minute video • Discussion

Facilitation Protocols

Examining Assessments pg 17 -18 • Step one…Choose Assessment • General Rules for Presenter (Teacher) – Choose assignments/assessment that involve lots of thinking and that give students some freedom in how they approach the task. – Avoid work that consists primarily of answers with little explanation or that involves the application of well-defined procedure. – At times you may want to share several pieces of student work that show different approaches to the same assignment – When defining the work make sure to include clear description of what the work represents. – Avoid student names

Examining Assessment • Reflective thoughts on student work – Looking for evidence of student thinking • What did you see in this student’s work that was interesting or surprising? • What did you learn about how this student thinks and learns? • What about the process helped you to see and learn these things?

Examining Assessment • Step two … Present Assessment • Facilitator get things started • Remind group of norms • At anytime judgments or interpretations arise from team the facilitator needs to steer them away – Presenter • Describe the student work (10 minutes) – Facilitator ask, “What do you see? ” – Facilitator • “Thank you for presenting today”

Examining Assessment • Step three…Clarifying Questions • Team lead – Ten minutes • Simple questions of fact. • Clarify the dilemma, project, etc. • Presenter should be able to answer yes or no

Examining Assessment • Step four…Probing Questions • Are intended to help the presenter think more deeply about the issue at hand. – Don’t you think you should … is NOT a probing question • Suggestions – Check to see if you have a “right” answer in mind. If so, delete the judgment form the question, or don’t ask. – Refer to the presenter ‘s original question/focus point. What did s/he ask for your help with? – Check to see if you are asserting your own agenda. – Sometimes a simple “why…? ” asked as an advocate for the presenter’s success, can be very effective. – Try using verbs: What do you fear? Want? Get? Assume? Expect? – Think about the concentric circles of comfort, risk and danger. Use these as a barometer. Don’t risk, but don’t push the presenter into the “danger zone. ” • Hang out of questions (pg 53 -54)

Examining Assessment • Step five … team discussion • After questioning – The facilitator take charge – Presenter sit back and is NOT to talk (if need be slide away from table) • Take notes and listen to group – Group should share any thoughts they have about their own teaching, children’s learning, or ways this student could do better. – DO NOT refer to presenter by name – Facilitator may want to highlight the discussion before next step

Examining Assessment • Step 6 … Presenter Reflection • Once group done discussing the presenter – Returns to group to share his/her thoughts on what was heard – About 5 minutes

Examining Assessment • Step seven … Reflective thoughts on colleagues thinking • What did you learn from listening to your colleagues that was interesting or surprising? • What new perspectives did your colleagues provide? • How can you make use of your colleagues’ perspectives?

Examining Assessment • Step eight … reflecting on protocol • Take a moment and reflect on the process that was just completed.

Importance of Facilitator • Is a crucial part of any kind of collaborative work. A responsive facilitator has to keep many things in mind as he/she supports the work of a collaborative group. – List of suggestions found pg. 80 – Go over these – Later if time we can work through some scenarios pg 75 - 78 • Or give one activity and do as a group

Learning from Students Work pg 48 • Different approach then looking at the assessment • Here you are looking at a student performance – Select 1 to 6 pieces of work

Learning from Student Work • The difference here in the previous protocol – Have the presenter simply layout the student work and give time for the group to exam. – Facilitator allow the group to have their discussion without the presenter providing any additional information – After a period of time (5 minutes) then allow the presenter to give information about the various works – Why choose the work … pg 60 give out as handout.

Learning from Student Work • Reflective thoughts on one’s own thinking – What questions about teaching and assessment did looking at the students’ work raise for you? – How can you pursue these questions further? – Are there things you would like to try in your classroom as a result of looking at this student’s work?

What are other possibilities and what is the future? ? • • Reading Articles - Professional Growth Dilemma Consultancy Peer observation within the group Presentation/Demonstration to district administrators • Modeling at a faculty meeting in the spring

Developing a Plan of Action • When do we meet again? • What are the needs to make this successful? • Who will present and facilitate at our next meeting?