Dr Jayagowri Shivakumar Ms Jayanthi Vijaygopal NMKRV College for Women Principal retired Bangalore INDIA Mitra Academy BangaloreINDIA ID: 135025
Download Presentation The PPT/PDF document "THE ROLE OF CRITICAL FRIENDS IN CONTINUI..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
THE ROLE OF CRITICAL FRIENDS IN CONTINUING DEVELOPMENT OF TEACHERS
Dr. Jayagowri Shivakumar Ms Jayanthi Vijaygopal
NMKRV College for Women Principal ( retired)
Bangalore –INDIA Mitra Academy
Bangalore-INDIASlide2
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 Slide3
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 2014Slide4
CPD- Key Points
Reflective practitioner.
Critical friend/Mentoring
Portfolio/classroom diaries etc
Learner /learning centerednessClassroom Observation-peer/ groupClassroom research/Action researchFeedback and Evaluation
Dr. Jayagowri Shivakumar 22 Feb 2014Slide5
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”.Slide6
CRITICAL FRIENDS
Build 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 learningSlide7
The Four main ‘lens’ of Critical Reflection- Brookfield (Becoming a Critically Reflective Teacher-1995)Slide8
SELF-DEVELOPMENT
WHO ARE CRITICAL FRIENDS?
HOW DO THEY AID CRITICAL REFLECTION?Slide9
Photographs-students workshopSlide10
Learning points as a Principal
Recognise inadequacy of teaching at the ninth grade .
Aware of students expectations.
Work from the agenda of students
Conscious of a teaching/learning opportunities in a classroom
Identify prospects for collaboration/ team-teaching Discover teachers willingness to innovate/ experiment with teaching / classroom proceduresSlide11
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?Slide12
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?Slide13
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? Slide14
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?Slide15
Thematic Integrated ApproachSlide16
My reflections
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 Slide17
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 /others
provide a rationale for practice - crucial to establish
credibility with student
avoid self-laceration - believing that teachers are
responsible for students not learning
ground teachers emotionally- make classes challenging
and stimulating
increase democratic trust of the teacher/
management /learner.Slide18Slide19
CRITICAL REFLECTION
Describe - articulation of beliefs, assumptions and values of teaching
Understand- unique social settings-
opportunities &constraints
Reflect - exploring the implications of
these factorsImprove - classroom practiceSlide20
Teacher as a Reflective Practitioner
Teachers investigate their practices- systematic
curiosity.
Understand disparity between what teachers say and what 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 monitor one's performance is a responsible professional act.’ Ruddock, quoted in
Psychology for Language Teachers
Dr. Jayagowri Shivakumar 22 Feb 2014Slide21
Teacher Communities/networkingTD 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. 2014Slide22
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. 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-Reardon
June 2003--
Harmony Education Center
PO Box 1787 Bloomington Indiana 47402 • 812.330.2702
nsrf@harmonyschool.org
• fax 812.333.3435
Comments:
webmaster@harmonyschool.org
last modified: 08/13/2012 20:53:11