Critical Friends

Introducing the role of critical friends into the layers of a school system will build a greater capacity for self-evaluation as well as open-mindedness to the constructive thinking of others.

Costa & Kallick, 1993, p. 49.

The notion of a 'critical friend' draws on the work of Judith Warren Little, Ann Lieberman and Lynn Miller and on the literature surrounding professional learning communities and teacher support groups of Sharon Rich, Milbrey McLaughlin and Joan Talbert.

In this context, we serve each other in this learning community as 'critical friends'. Our goal is to improve teaching and learning, and to learn new ways of critically assessing our own practice along the way. Some guiding questions that may be helpful when reviewing a case are,

• What seems to be most significant in the presentation of the case?
• What assumptions or expectations are implied?
• What can be learned from the attempted resolution that might be helpful?
• Where is the student positioned in the case?
• What information, learning or resources are needed to address the issues?
• What is the cultural context in which this case is arising (i.e., collaborative, reflective school community vs directive and isolated; integration of ESL/CLD, Special Education and Technological Education practices vs stand-alone models?)
• Might a change in classroom management or teaching strategies address some of the issues, and if so, what and how?
• What are the pedagogical implications?
• What professional knowledge is invoked (learning theory, pedagogy, curriculum, ethics, educational research, related policy, legislation)?
• What professional practice is involved (leadership, pedagogy, assessment and evaluation, resources, technology)?
• Are there any ethical issues involved, and if so, what are they?

In our interactions with each other, we are reminded of the ethical standards for the Teaching Profession, which include Care, Trust, Respect and Integrity.