CFG's have become a popular forum within educational circles across the country. Volumes have been written about them and for those who are members of ongoing groups, they swear by their effectiveness. In one web based article "Renewal through Collaborative Inquiry: The Critical Friends Group Process"(http://www.newhorizons.org/spneeds/inclusion/staff/gray_hudson.htm), they mention the following:Three key components of CFGs appear to lead to renewal: collegial support, substantive conversation and collaborative inquiry.
Based upon your in-class experience, consider and respond to the following questions:
- How does the idea of a CFG differ from any professional development you have experienced so far?
- How can teachers overcome potential obstacles (e.g., lack of time, lack of trust) in order to implement a CFG in their school?
- How can a CFG help improve multiple aspects of your teaching?
Let me start off by saying I really enjoyed my CFG last night! I had never heard of a CFG before watching the video in class so I wasn't sure exactly what to expect. Most of my professional development has involved a presentation of some kind made to a group and then several opportunities for group work or short activities.
ReplyDeleteEvery Thursday at my school we participate in Teacher Team meetings. Often our literacy coach presents us with an issue and explains how her and the administration has elected to solve it. This solution generally involves more work for us teachers so often the staff reacts negatively. Sometimes she does ask for feedback but it seems to be after a decision has already been made. Usually several people dominate the conversation. I think a CFG could work great in this instance.
The biggest obstacle in my opinion is time. It was nice participating in a CFG in class but we spent nearly an hour on it(I think? It went pretty fast!). I can't think of anytime during the day where a group of us would be able to dedicate an hour to discussing an issue. I think some people would be willing to meet after school but many would not. I also think there is a lack of trust in my school which would pose a problem. There are certain people who I would not feel comfortable speaking in front of because I know whatever is said will be repeated to various administrators. If I have to censor my thoughts then can a CFG be effective?
I think a CFG can definitely help you reflect on your teaching. I also think it can allow you to see that your colleagues have similar issues and you are not alone. It would be nice to get feedback with no strings attached meaning not tied to a "snapshot" or "observation". I'd be interested in trying a CFG again.
Just like Caitlin, I have never heard of CFG before.I think it will be great to be able to hold a CFG at my school. But time and trust are an issue.
ReplyDeleteI agree with Caitlin in that you don't know who to trust and how the information will be used against you.
i really like the ways my group was able to come up with suggestions and ideas to help Martin resolve his dilemma.
I wish the first grade teachers could have a CFG at least once a month to reflect on our teaching and the curriculum. I might bring this topic up at our grade meeting to see their reactions.
The idea of a CFG differs from any PD I have experienced so far because it is collaboration with guiding principals, common understandings, and a goal in mind that is intended to be solved by the end of the group time. There are also set protocols that are brought to the participants' attention prior to starting the process. Also... it is a process. Many professional development workshops start and end on the same day or after a short block of time for a set series. Sometimes participants do benefit from exposure but many times, there is no guarantee that there will be continuity or application of anything that was presented. CFGs seem to be an ongoing process that can be continuously monitored and refined. I like that component.
ReplyDeleteTeachers can oversome obstacles if and when they are ready. The one big idea that I have already been able to take away from BETLA is the power and effectiveness of protocols. I think the protocols can help to organically take away potential barriers because they create an undertanding of expectations and direction that may not be present without them. I think time and patience can be crucial to the implementation of effective CFGs. I also think participants have to be: on board with the ideas of school reform, open-minded, and willing to reflect. I do think being secure in your practice is a plus but even without that, a well-functioning CFG can create that.
CFGs require critical reflection and collaboration that has a clear vision. The focus that is built in to the protocols, along with the inevitable reflection and follow-up and continuity, can only serve to positively shape and refine any teacher's practice. I have been paying particular attention to non-threatening and non-judgemental language stems that have been introduced with the activities in class. The use of some of that language can help me to grow as a person and a teacher, and can help to make sure there are no misunderstandings or situations that may damage rapport with colleagues unintentionally. Even if my school does not use CFGs, I will still take away the language pieces that can help me to be a better communicator.
The idea of a CFG differers from any professional development I have experienced so far by providing a forum where all ideas are heard and also stepping back when having a dilemma. The CFG is really focused and on-task. There is no time to divert from the topic being addressed and everyone has a major role in it. The shy teachers or the one's who overtake a group's conversation now have equal speaking and participation time.
ReplyDeleteTo implement a CFG in the school, you would definitely need plenty of time as Caitlin mentioned. We can try to use CFG's during grade meetings twice a month. They can also be effective during Intervention time meetings. A lot of staff training and reflection would have to be incorporated to make CFG's work effectively. Administrators must also be removed from CFG's when teachers are in them. They sometimes tend to bring their own agenda. The results can be presented to administration at a later time. This would keep the conversation during a CFG authentic and meaningful.
CFG's can improve my teaching in many ways. It is great to get feedback from your own colleagues in a constructive and not offensive way. Since we would all be in the group to help a colleague solve a dilemma, it would be beneficial to them, to the school, and most importantly, the students. The goal is to improve our practice as educators and to increase the learning that the students get. This is a very progressive idea.
The CFG differs in so many ways than my previous PDs. It serves a specific purpose and focuses on discussing possible solutions to a teacher’s dilemma. It involves members of the school community to work effectively as a team. Each member plays a role and can contribute to the conversation. I have not experienced a CFG at my school but it would be great to recommend it to my colleagues and to my supervisors.
ReplyDeleteI also agree with my colleagues when they state that the lack of time may be an obstacle. Yet, if our colleagues can invest such time, it would be worth it. I feel that many people will be able to express what they are really feeling in a CFG. Another obstacle would concern the trust of my colleagues. I would not know the persons who would really understand the terms “confidentiality.” I guess once we state the protocols, then we would be expected to be on the same page with trusting each other. In spite of all this, we would think about the advantages such as allowing teachers in discussing real issues they are having difficulties with and offering positive solutions.
CFGs would help my teaching by being able to listen to other people’s ideas and suggestions. Then, I would be able to try them in my classroom and possibly offer my feedback on how it worked if I used their ideas. This would be a great learning opportunity for all teachers who engage in a CFG.
What I like best about the format of CFG is the two-fold benefit of, on the one hand, being forced to take turns, to listen, and on the other hand, being given enough time to respond thoughtfully to the ideas of my CFG group members.
ReplyDeleteMy experience in the CFG in class was better than the experience I had doing this as part of a child case-study inquiry at my school. The first time I did it, I did not understand why I needed to follow a protocol, and it felt forced. This time, because I understood its purpose better, I felt more open to it. There was also no fear of being judged, because the people within my CFG in class do not work at my school.
I think the main issue of implementing CFGs within the school environment is not so much lack of time (because that is always a problem, but teachers are creative in finding ways to overcome it), but more an issue of trust. Am I open to my colleagues being critical of me? What if I look foolish, uninformed, or unprepared? A precedent or understanding needs to be set beforehand that this is a forum that is meant to gather people together to tackle dilemmas, because many heads are better than one, NOT because we want to catch each other being bad teachers. It’s tricky business. Maybe the best way to start a CFG in school is to remind participants of their value in contributing ideas, and to let everyone in the group be in the “dilemma hot seat” at least once.
Being in a CFG with colleagues you really respect has got to help. I am a person who balks at criticism, so a CFG seems scary to me. If I can set aside those feelings and look at the colleagues around me as great resources for ideas on improving an issue, of course that would make it easier. It’s hard to talk about some issues, and it’s harder to tell the truth about how you feel about those issues. Working in a more honest environment, however, means I do not have to be afraid that I look incompetent, and instead can hone in more on the smart teachers around me. What a simple way to improve my teaching. It only requires an enormous amount of trust and respect. That can’t be too hard, can it?
Like some of my other colleagues I had never heard of or participated in a CFG but it was a very interesting and educational experience. The most difficult part was listening to the presenter and not saying a word until she was finished and the rest of the group was allowed to ask a question.
ReplyDeleteI imagine it was also very difficult to remove him/herself from the group and listen to the rest of us make comments about the problem without making a comment. The presenters could only take notes and wait to enter the group again to respond to our comments.
This discipline helped us focus on the problem and be able to offer suggestions and possible solutions.
The biggest problems in participating in a CFG at my school are the lack of trust and the lack of time. We have very little time to meet and exercise this protocol in its entirety. Staying after school would be the best way but it is very difficult to get everyone to stay on the same day.
Although we work together are allegiances are in different areas and to different people. This makes trust very difficult and it would take time to gain the trust of everyone.
I hope that these obstacles will be overcome and that someday we would be able to hold a CFG.
I have not hear of CFG until now, I really love the idea of presenting a dilemma in such a non threaten way. I felt safe to state my opinion. It is a excellent way to look for answer and solution to a problem. I'll try to use it with my colleagues during one of the cp, or at least present it to them and see how does it goes.
ReplyDeletepeople that tend to dominate a subject have their time, but are forced to follow the protocol and let other speak, the shy one feel at ease and secure.
Excellent.
A critical friend group, CFG, is a new concept for me. This may be because it differs from other professional development I have had in the past in that it is extremely structured. From my experience in class, I can see that it can really inspire growth as an individual teacher and as a team of educators. This happens as a result of the collaborative effort to find a solution or gather multiple perspectives on a dilemma. There is an innate collective responsibility for an individual’s struggle. The dilemma no longer belongs to just the individual because the group shares the accountability as a whole. The CFG provides the forum for battling isolation among teachers and for sharing best practices. Everyone learns together as a whole. I think the movie presented the idea that this all happens without the administration taking part. It removes the stigma that if I present an issue there may be serious consequences from above. It is self-sustainable because the teachers are running it themselves not from an external motivation or mandate.
ReplyDeleteMy hesitation with a CFG is that it limits the freedom of natural conversation and dialogue and also puts someone in a vulnerable ‘hot spot’ outside of their comfort zone. I am worried that criticism can damage a teacher’s confidence especially if he or she is presenting something that is not a tried and true method of teaching. I think these hesitations can be put at ease through protocols and by building both group dynamics and the safe space to open up. From the movie, I noticed the sensitivity of language used between colleagues. If the group dynamics are strong and the members are committed to helping and supporting each other in positive ways, the outcomes could be incredible. I can foresee a school that works like a collaborative, smooth, well-oiled machine where everyone learns from one another by sharing their collective wisdom, collective responsibility, and collective strengths in a judgment free zone.
I think the CFG helps to stretch and expand a teacher’s thinking. It does this through the probing questions that challenge the teacher with supportive criticism and next steps. Often we get used to thinking in a comfortable, familiar way and in a CFG, a simple question can invite the teacher to think more broadly and in different ways.