CIC: DEO - Critical Friends

The Critical Friends protocol for collegial dialogue was first developed by the Coalition of Essential Schools at Brown University. It has been widely used in "Coalition Schools" by teachers and administrators who are a part of their national faculty. Three "occasions" for reflection using the Critical Friends protocol are: (1) peer observations; (2) tuning a teaching artifact using the Tuning Process (attached); or (3) consulting about a issue using the Consultancy Process (attached). The basic format for collegial dialogue is that same for each: facilitator overview; presentation of observations, work or issue; clarification questions; feedback/discussion by participants (discussants); presenter reflection; debriefing of process.

The process of Critical Friends is not confined to schools, and can be transported to university classes, community based organizations, and nonprofits in which there is a spirit of collaborative work and learning from each other in a recursive, reflective process that is valued by the organization. Materials are available from www.aisr.browii.edu.

However, the process is not complicated, and, with a minimum degree of training and trial and error, a group can undertake it. The debriefing process inherent in the six steps of Critical Friends protocol allows the group to fine tune its use for their group. What is required is taking the risk to use the process with a small group and sticking with the protocol. Several key ingredients distinguish this from other discussions; these should not vary: time limits for participation; the presenter is not involved in the discussion; the discussants do not talk while the presenter is giving his/her feedback; the debriefing process is used. Successful Critical Friends groups adhere to the guidelines.

Each stage of the process is timed. That timing can be adjusted, Generally, these are the time allotments: Overview (3 min); Presentation (5 min); Clarifying Questions (5 min); Discussion (15 20 min); Presenter Reflection (5 min) and Debriefing (5 10 min). The variation is during the presentation. If it is a "tuning", meaning using an artifact, participants need to have time to examine the lesson plan, the unit plan, the rubric, or other artifact.

There are three roles in the Critical Friends group: facilitator, presenter, and discussants. The group can vary in size from 4 7. The facilitator describes the process, decides on and keeps time, decides how process might vary slightly depending on the context, and both guides group and participates. The facilitator is responsible for keeping the group on task and can add on 1 2 minutes to original time if discussion seems to require. The presenter is the person who brings an artifact for tuning or an issue for consulting. S/he has made copies of artifact for distribution and has developed a clear request in terms of what is to be "tuned" or what issue is to be addressed. Unlike most discussions of this nature, the presenter does not enter into the conversation during the discussion, but sits away from the group and takes notes. The feedback from discussants should be received non defensively. The discussants address the artifact or issue brought by the presenter and give feedback which is both warm (positive) and cool (critical). The feedback should be given in a supportive tone and discussants should provide practical suggestions.

Feedback indicates that (1) while a little awkward and formulaic at first, this process is efficient an issue does not get discussed with no end in sight and no real closure; (2) the listening and thinking required of the presenter helps the presenter think about the issue or artifact for tuning differently-without being defensive.

Reviews the process at the outset, even if everyone is familiar. Sets time limits and keeps time carefully. Participates in discussions, but is on the lookout for others who want to get in the conversations. Adjust times slightly depending on participation. May end one part early or extend another, but is aware of need to keep time. Reminds discussants of roles, warm and cool feedback, and keeping on topic that presenter has designated. Leads debriefing process and is careful about not "shorting" this part. Is careful during the debriefing not to slip back into the discussion.

Prepares an issue for consultancy or an artifact for tuning. Is clear about the specific questions that should be addressed. Sits outside the group and does not maintain eye contact during the discussion; takes notes and gauges what is helpful and what is not. Is specific about the feedback that was helpful.

The time limits make for efficiency and clarity; they usually make discussants more succinct in their contributions. The presenter sitting outside the group, which seems odd at first, allows for another kind of dialogue. This part takes "getting used to."

This depends on composition and frequency of meetings. It can be a group that remains together or, if a cohort group meets regularly, the composition can vary.

This gives the presenter a chance to hear what is positive about the issue or artifact, but also provides a chance for critique in a supportive environment with tangible suggestions. The time limit allows the feedback to become usable because the presenter can probably take 3 4 suggestions and incorporate.