Presentation on theme: "THE ROLE OF CRITICAL FRIENDS IN CONTINUING DEVELOPMENT OF TEACHERS"— Presentation transcript:
1 THE ROLE OF CRITICAL FRIENDS IN CONTINUING DEVELOPMENT OF TEACHERS Dr. Jayagowri Shivakumar Ms Jayanthi VijaygopalNMKRV College for Women Principal ( retired)Bangalore –INDIA Mitra AcademyBangalore-INDIA
2 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
3 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 PRACTITIONEREffective response tostudent requirementstechnological and organisational changechanging social and market conditions,Dr. Jayagowri Shivakumar 22 Feb 2014
5 CRITICAL FRIEND Origins in critical pedagogy education reforms in the 1970s. attributed to Desmond Nuttall.Costa and Kallick (1993) define a criticalfriend as “a trusted person who asksprovocative questions, provides data to be examined through another lens, and offers critique of a person’s work as a friend”.
6 CRITICAL FRIENDS Build a relationship of trust and respect Ask constructive questionsHelp people work collaboratively in democratic/reflective communitiesProvide a context to interact with students/peers/and examine our thoughts, assumptions, and beliefsabout teaching and learning
7 Theoretical literature 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 workautobiographical“Seeing Ourselves Through Our Students’ Eyes.”Studentsbetter illuminate our personal stanceshare colleagues perspectivesfrom the same ‘teaching culture’ or from a different onecolleaguesalternative ways of conceptualising and articulating our unique mix of beliefs, knowledge and assumptionsTheoretical literature
8 SELF-DEVELOPMENT WHO ARE CRITICAL FRIENDS? HOW DO THEY AID CRITICAL REFLECTION?
10 Learning points as a Principal Recognise 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-teachingDiscover teachers willingness toinnovate/ experiment with teaching / classroom procedures
11 Self Reflection- Questions? Why was I surprised?Had my earlier experience made me believethat teachers were unwilling to change/takerisks?Was I typecasting teachers as not beingable to do anything without a helping hand?Was I pre-judging and underestimating myteachers even before giving them an opportunity?Could I have decentralised ?Would the management approve of my effort todecentralise?
12 Self Reflection- Questions? (continued) Could I have helped teachers to set upself-help groups ( CFG groups)?Was I a typical Principal wanting tohave complete control over teachers?As an administrator had I lost out onproviding them opportunities availableto them?Had I lost a good chance of setting up aCFG?Could I? Could I? Could I?
13 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 youngmothers and housewives as substitutionteachers?Could it be because they were willing to upgrade themselves and take up teaching?
14 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?
15 Thematic Integrated Approach MathematicsMeasurement/ graphSocial ScienceRainfall in various places/ value of waterSciencewater cycle/ ArchimedeslawEnvironmental ScienceSaving waterPhysical educationSwimming/ activities around the pool.Art and CraftBubble blow drawing/making paper boats/washing machinesStories or topics related to waterLibraryLanguagesLessons or poems related to water
16 My reflections Was that why I was excited? Only time can tell Had we Finally 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
17 Becoming a Critically Reflective Teacher, (1995) critical reflection is important for someof the following reasons- toincrease probability of teachers taking informeddecisions – explain/ justify to self /othersprovide a rationale for practice - crucial to establishcredibility with studentavoid self-laceration - believing that teachers areresponsible for students not learningground teachers emotionally- make classes challengingand stimulatingincrease democratic trust of the teacher/management /learner.
18 CRITICAL REFLECTIONDESCRIBEUNDERSTANDREFLECTIMPROVE PRACTICE
19 CRITICAL REFLECTIONDescribe - articulation of beliefs, assumptions and values of teachingUnderstand- unique social settings-opportunities &constraintsReflect exploring the implications ofthese factorsImprove classroom practice
20 Teacher as a Reflective Practitioner Teachers investigate their practices- systematiccuriosity.Understand disparity between what teachers say andwhat they do.Reflection-in action & Reflection-on- action (Schon)‘ Not to examine one's practice is irresponsible;to regard teaching as an experiment and to monitorone's performance is a responsible professional act.’ Ruddock, quoted in Psychology for Language TeachersDr. Jayagowri Shivakumar 22 Feb 2014
21 Teacher Communities/networking TD groups and national associations replaced by online networking ELT professionals.CFGs, Special interest groups, support groups/ chat rooms/personal learning network/Blogs on twitter and Face book.Create 'local' knowledge related to own needs- a process rather than finished product. Less dependent on ‘outside experts’ and ‘published book'.New core competencies expected of teachers.Dr. Jayagowri Shivakumar 22 Feb. 2014
22 BIBLIOGRAPHYCosta, 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 “What if…” Peggy Silva, Connections: Journal of NSRF, Spring 2002 pp. 6, “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 “Reflections of an NSRF Coach,” Jon Appleby, June “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 “Critical Friends,” Deborah Bambino, Educational Leadership March 2002 pp “What if…” Peggy Silva, Connections: Journal of NSRF, Spring 2002 pp. 6, “Documenting Decisions: Making Learning Explicit in our CFG,” Betty Shockley Bisplinghoff, et al Connections: Journal of NSRF, Fall 2002 pp. 4, Modified from a document prepared by Marie McKenzie and Anne Marie Carr-Reardon June Harmony Education Center PO Box 1787 Bloomington Indiana • • fax Comments: last modified: 08/13/ :53:11