References

References

Technology has become a vital element in teaching and instruction in today’s classrooms. Research has detailed evidence that incorporating this component effectively will improve learning and achievement among urban, suburban and rural students of all ages and abilities. Additionally, it aids all students in meeting higher standards. Integrating technology into academic subjects results in gains on high-stakes tests that enable schools]] to meet AYP and performance benchmarks under NCLB. A 2004 report by Market Data Research found that schools that fail to meet the AYP requirements are below average in technology use (Bickford, 2004). Therefore, the emphasis on initializing support for the inclusion of technology is detrimental to the progression of high quality learning.

The establishment of Critical Friends Groups (CFGs) is one possibility in creating a technology inclusive learning environment. CFG members use their own insights and experiences, content or frameworks from other sources, and additional strategies and tools to acquire the knowledge, skills and perspectives they need to address the questions they have about their practice. The purpose of a CFG is to provide professional development that translates into improved student learning. Within this context, educators will engage in CFGs to build their understanding and comfort with using technology to satisfy the learning demands of today’s generation of learners.


 * Benschop, S. V. (2012). Building a collegial community: a lead teacher's experience with protocols. Connections Newsletter, 10(3), 6-7. Retrieved from http://www.nsrfharmony.org/connections/2012.SummerConnections.pdf

Benschop (2012) describes one school's journey to embrace CFGs and explore how powerful protocols can be as a reflective teacher and a reflective school. The article provides the reader with a short case study of how a school and its teachers shifted paradigms to embrace protocols. It can provide our group with a nice overview of how adopting and following protocols are helpful for individual teachers and schools to support their classroom and school-wide goals.


 * Butler, H., Krelle, A., Drew, S., Seal, I., Trafford, L., Hargreaves, J., Walter, R., & Bond, L. (2011). //The critical friend: Facilitating change and wellbeing in school communities//. Camberwell, Victoria, Australia: ACER Press.

// The Critical Friend: //// Facilitating Change and Wellbeing in School Communities // consists of shared ideas among a varied population of professionals, whom outline the value of critical friends groups through activities, tips, and tools. Drawing on the findings of three intensive, school-based research initiatives, this book clearly defines the role of the critical friend and demonstrates a range of frameworks and #|applications for practice. This text explores the numerous dimensions of a critical friend, while sharing strategies that have been created to actively engage school communities in the process of establishing change. Evident in this book is the authors’ emphasis on the significant role of a critical friend within the school community.

In today's school communities, a critical friend has a vital role to play across the spectrum of teaching and learning and continuous professional development. Positive change in students' social and emotional wellbeing and connectedness to school is promoted through teachers' professional learning and focus on supportive school environments. The critical friend is essential in identifying the needs, facilitating the process of change, and ensuring a unified integration with the core values, goals, and objectives of the school. Through this guide, participants will be exposed to best practices in developing the skills that are necessary to transition to a new era of instruction. Through these resources, activities that encourage, motivate, and support the idea of change. The information supplied in this resource is vital while building this collaborative project, as it supplies multiple tools that cater to a diverse and complex population. This will be necessary when developing discussions and activities that enrich their knowledge of using a variety of technology with today’s learners.


 * Bourgeois, M., & Hunt, B. (2011). Teaching 2.0: teams keep teachers and students plugged into technology. JSD, 32(5), 34-37. Retrieved from []

Bourgeouis & Hunt's (2011) article explores the three elements a successful professional development plan on technology and how digital technologies should play a role in this program which was called the Digital Learning Collaborative. The three elements of the program are: 1) Learning takes time; 2) Learning is a social process; and 3) Learning technology should be embedded in sound instructional practices. This article provides a strong backdrop for the CFG as we explore the role wikis and related technologies should have in our instruction.


 * Costa, A., Kallick, B., (1993) Through the Lens of a Critical Friend. Educational Leadership Fall 1993 (p.49) Retrieved from: http://imet.csus.edu/imet11/507/CriticalFriends.pdf

This article highlighted the strength of Critical Friends in evaluating the effectiveness of teaching practices. The article used the analogy of being fitted for glasses where the ophthalmologist changes lenses or your teaching practices to increase effective teaching. This shows that a critical friend has the ability to give positive and important feedback that can increase a teacher’s effective delivery of content in the classroom.

Costa also highlighted the necessary steps to create a successful Critical Friends Group. First there must be a level of trust between members of the group, secondly members must listen well which means they must clarify ideas presented and take the time to fully understand what is being presented. Next they must offer judgments only upon request from the learner and always respond to the learner work with integrity while being an advocate for the success of the work. These key ground rules ensure an effective CFG that has the potential to increase teacher effectiveness and improve school’s performance across the board.


 * Cox, E. (2010). CriticalFriendsGroups : Learning Experiences for Teachers //School Library Monthly.// 27(1), 32-34.

// Critical //// Friends //// Groups //// : Learning Experiences for Teachers // discusses the importance of establishing a Critical Friends Group (CFG), which is a learning experience for teachers who demonstrate informed teaching through self-directed professional development. It elaborates how the commitment of educators to meet with the rest of the faculty to share progress and learning outcomes can improve student achievement. The important role of school librarians in students' development is also discussed. This article is important to the construction of this project, as it introduces the idea of community to the critical friends group. The focus on a variety of discipline interests and experience to the enhancement of knowledge is highlighted. It must be recognized that the viewpoints from a variety of individuals from within the education field is beneficial to building a more progressive and informational community. The article stresses the importance of such an organization in the field of education to support the needs of a changing society.


 * Curry, M. (2008). Critical friends groups: The possibilities. //Teachers College Record//, //110//(4), 733-774.

The findings demonstrate how the enactment of design choices holds particular consequences for the nature and quality of #|teacher learning and school improvement. Although CFGs enhanced teachers’ collegial relationships, their awareness of research-based practices and reforms, their school-wide knowledge, and their capacity to undertake instructional improvement, these professional communities offer an inevitably partial combination of supports for teacher professional development. This information will prove to be vital during the construction of this project by understanding how to build positive social relationships among the staff at Liberty Point Elementary School. Because this project is based on establishing an effective support system, the research will profoundly enlighten all participants on the most effective ways to interact within a critical friend’s community.


 * Easton, L. B. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 756-761. Retrieved from []

Easton (2008) argues that professional development is ineffective if it is not connected to the professional learning communities and locally-specific goals of organizations. This argument provides further research in the effectiveness of professional learning groups such as CFGs and their impact on individuals and groups as they select and implement professional development. Professional learning communities must have an openness so that members of the organization can explore ideas in a structured professional development program that enables them to become reflective practitioners.


 * Guskey, T.R., & Yoon, K.S. (2009). What works in professional development. Phi Delta Kappan, 90 (7) pp. 495-500. Retrieved from []

The article by Guskey & Yoon (2009) provide a synthesis and reflection on what works in professional development based on //Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement// completed in 2007. This study showed that most of educational studies do not increase student achievement as claimed based on the rigorous requirements of the What Works Clearinghouse. Professional development that impacts student achievement requires time, a systematic approach to what is being done, and it must focus on content or pedagogy (or both). CFGs provide this focused and long-term approach to having professional development impact instruction and student achievement.


 * Key, E., (2006) Do They Make a Difference: A Review of Research on the Impact of Critical Friends Groups. Pennsylvania State University Retrieved from: http://www.nsrfharmony.org/research.key.pdf

This article reviewed the research that evaluated the effectiveness of CFG in schools. Key noted that CFGs foster a culture of community and collaboration, enhance a sense of professionalism in teachers, and has the power to change a teacher’s thinking and practice. Another point is that CFGs also have the potential to impact student learning. Key also noted that there are also numerous factors that can support or hinder the development of an effective CFG. One inhibitor to an effective CFG is the school culture which includes pressure from the state to raise student scores and how discipline is handled by administrators. The implementation process is another factor that can decrease the effectiveness of CFGs. Overall if CFG are implemented in the proper environment with support from administration CFGs can have a positive effect on students’ performance in school.
 * Lehman, D. (2012) A Report from the Field: How does CFG coaches training impact Teachers’ practice and student success? National School Reform Faculty Connection Newsletter.(P. 2) Summer 2012 Retrieved from: []

This is an article by a CFG coach who conducted a survey during a professional learning community session with instructional leaders and coaches on the effectiveness of critical friends group in schools across Wisconsin. Critical Friends Group implemented the training to facilitate coaches to be prepared to lead rich discussion among teachers to glean effective practices that teachers can take back to their classroom. Another key point to Critical Friends Groups was the effectiveness of that training when used among teachers to create professional learning communities and with other students to create classrooms that are able to discuss lessons and share their opinion on topics in an optimum learning environment.

The #|survey also showed that 100% of all participants said that they would recommend CFG training to their colleague. When asked “What evidence do you have that the changes you made in your practice led to greater student success?” Many teachers responded that through their exit activities and class discussion educators were able to observe that learners were engaged, participated and enjoyed the lessons. Other teachers commented that through use of learned strategies from CFG learners had a deeper understanding and mastery of taught concepts. These ideas and practices implemented in teachers class were learned from other teachers and show the effectiveness of sharing ideas to create a effective learning experiences for all students.
 * Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community and school reform. Phi Delta Kappan, 85(3), 184-192. Retrieved from http://www.nsrfharmony.org/Warren_Little_et_al_2003.pdf

This article looks at the role that student work analysis plays on teachers and school reform efforts. It is an article that demonstrates how important student work is as a CFG. Since we are using wikis and related technologies in the classroom it is important to discuss the quality of the work that students create and collaborate on the wiki. This article articulates the role that student work plays in teachers as they reflect on the quality of their instruction and provides the support required in the CFG Student Work Protocol.


 * Matthews, R. (2007). Back on the road: Reflections on the power of Critical Friends Groups to improve school climate and student learning at an urban elementary school Retrieved from http://www.nsrfharmony.org/research.matthews.pdf

This is an article highlighting the strengths of Critical Friends Group in an urban school setting. Two elementary schools in a poverty stricken, low income area that also suffers from unemployment, high crime levels and poor housing struggled to maintain state mandated test scores. A grant from Lamplighter provided the initial drive for forming a learning community between these two schools to address teacher learning and to implement effective learning strategies to assist in improve students’ performance.

In this learning community each teacher was required to participate one a week and attend staff development four days a week. The community was also involved and restaurants provided locations for the Critical Friends Group to meet. One of the elementary school provided annual retreats where the staff could build a sense of community among each other and provide a forum for the continued sharing of ideas.

This system was discontinued due to the release of the principal at one of the elementary schools and scores dropped. After new administration saw the negative direction the schools were moving in and implemented the Critical Friends Group again scores begun to improve and both schools were able to maintain state scores. The data from these schools showed a drastic improvement of implementing CFG’s in school and boost a positive culture in the school.


 * Morton, S.,(2006). Friends School of Baltimore: Critical Friends Group in one Quaker School. National School Reform Faculty Research Forum. January 11, 2006

This article investigated the effective implementation of CFGs into a school system. Through trial and error Morton discovered key points to ensure the proper implementation of a CFG in schools. Morton discovered that CFG should be voluntary, administration support is key, meeting times should be convenient and on a regular basis, and finally CFGs need to be valued by the school as an important professional development tool. These key finding allow teachers to become more effective and students to have greater success in the class and on standardized test.
 * Nefstead, K. A. (2009). //Critical friends groups: A learning community//. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. ProQuest Dissertations and Theses. (Accession Order No. AAT 3359210).

//Critical Friends Groups: A Learning Community's Journey// is a case study that examines the impact of a program of teacher professional development called Critical Friends Groups (CFGs) at a coeducational, bilingual, K-12, private, international, day school. This case study applied a mixed-methods approach. It focused on the impact of CFGs on teachers' professional growth and classroom practices. The purpose of the research was to understand the development of a professional learning community through the implementation of CFGs. The study explored how this new form of staff development, the CFG, provided professional growth opportunities for the teachers involved during the 2008-2009 school year. It also explored how the professional growth of teachers affected their classroom practices. This exploration was accomplished through the use of multiple methods of data collection and analysis, consisting of formal and informal interviews, analysis of critical friends' group meetings transcripts, teacher reflection journals, participant observations, a survey, document collection, and a reflective journal maintained by the researcher.

The major assumption supported by this study is that teachers learn from one another through engaging in ongoing and site-based critical dialogue focused on classroom practices. This inquiry has implications for professional development programs, school leadership and teacher empowerment. The information obtained from this reading will be important during the creation of this project, as it explores the importance of a support system built by peers. This support system examines how personal perceptions affect engagement. This will be important in identifying educator’s motivation to use or not use technology. This will be the model for developing an atmosphere of acceptability to change.


 * Poehner, P. M. (2009//). Drafting a new chapter on critical friends groups: Exploring teacher learning from a Vygotskian perspective.// (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. AAT 3374533)

//Drafting a new chapter on Critical Friends Groups: Exploring teacher learning from a Vygotskian perspective// is a case study that looksat critical friends groups from a sociocultural perspective. Data was collected from two CFGs between March 2005 and March 2006. The study spanned two consecutive school years, both the numbers and to some degree the members of the groups changed. The information that was gleaned from this study is exploratory in nature as it presents an initial understanding of how Sociocultural Theory could benefit the current work on CFGs. The results identify that participation in authentic conversations as seen in protocol driven discussions, results in the articulation of teachers’ beliefs and goals impact classroom instruction. Additionally, it was discovered that teachers involved in CFGs were more reflective about the connections among curriculum, assessment, and pedagogy, which led to a shift from teacher-centered to student-centered instruction. Because teachers are more likely to change their method of instruction if students are not succeeding, felt more comfortable with the implementation of new methods and strategies, and were able to look at their classroom practice from a variety of perspectives, the development of a critical friends group would be ideal in encouraging all staff members at Liberty Point Elementary School to use a variety of technological devices to support the learning of their student population. The determination of how a variety of factors influence an individual’s willingness to participate and/or make change will be important during the construction of this project, as it focuses on diversity. This focus will highlight the self-reflective nature of both the educator and student. By recognizing this, an open-minded environment will be produced.

Anonymous//.// (2011). //Critical Friends Groups: Catalysts for School Change.// Retrieved from http://www.educationworld.com/a_admin/admin/admin136.shtml

//Critical Friends Groups: Catalysts for School Change//takes a close-up look at CFGs; what they are and what they hope to accomplish. The article includes comments from teachers who have found CFGs to be an invaluable professional development tool. Educators Deborah Bambino, Carol Nejman, and Faith Dunne use their personal experiences with CFGs to inform readers how the organization allowed them to grow professionally in the field of education. These changes allowed them to make modifications in the way they interacted with their colleagues and the way they taught their students. The emphasis on feedback was detrimental to this article, in relaying the message of collaboration; the heart of the CFG.

The article is very essential to the development of the project, as it focuses on collaboration and peer interaction. The establishment of a critical friends group is based on these elements. By understanding the views of educators who have been in effective CFGs, key qualities of an operative CFG will be necessary to develop an environment that is functional and provides multiple opportunities for exploration and dialogue. This is especially important to those educators who possess resistance to the group and use of technology.


 * Reid, D., (2006) Leaving the Dough: Growing Quality Teaching by Supporting CFG’s. Houston A+ Challenge. Retrieved From: http://www.nsrfharmony.org/research.reid.pdf

This article uses an analogy of baking to highlight the key features and steps necessary to implement an effective CFG. Some of the key components include collaboration, reflection, and a focus on student learning, without these key components in the analogy of baking a CFG would be tough and hard to swallow. Other factors that should be taken into consideration are teacher quality, parental involvement, specific goals for improvement and accountability.

The findings of this article suggest that CFG’s have the potential to transform professional development and improve student learning, when key components are introduced in the proper order. CFG’s are agents for advancing teacher learning and motivating students to increase test scores when CFGs’ are properly introduced into school. Just adding these components together and hoping for the best is an ineffective model and will not make positive or lasting changes.


 * Solomon and Schrum (2010). Web 2.0 how-to for educators (1st ed.). USA: ISTE. Retrieved from []

The book explains wikis and their uses in the classroom. This is important information as the CFG explores the role that wikis can play in the classroom. This along with the training modules will provide the background knowledge necessary to implement wikis in the classroom.

Thanh, L. & Nguyen, H. (2010). Critical Friends Group for EFL #|teacher professional development. // ELT Journal: English Language Teachers //. 64(2), 205-213.

// Critical //// Friends ////Group for EFL teacher professional development// discusses if critical friends groups work well with English as a foreign language teachers in an Asian context, where EFL teachers in particular do not seem to have the habit of working together. This study aimed to explore the experiences of a small group of Vietnamese EFL teachers during their participation in a CFG over one semester in a specific context in Vietnam. Through observations and interviews, this study offers insights into the participants’ experiences as well as the application of CFG as a model of EFL teacher professional development in Vietnam.

This article is important to the construction of this project, as it brings to the surface the idea of how various ethnic groups’ cultures may prohibit them from engaging in particular events, unlike other ethnic groups/cultures. When constructing anything, it is always important to understand the population that you will be serving. By understanding these diverse cultures, the organizer will be able to approach the activities with these individuals in mind. This is also important when thinking about selecting activities for students. Not only will this idea apply to diverse cultures, but also to a variety of grade and age level and also novice and experienced individuals.

The International Society for #|Technology in Education (ISTE) is where I find the most informative information regarding educational technology. The information obtained from this organization assist me in broadening my understanding about how technology is shaping and impacting the field of education. Through ISTE, I am able to dialogue with my peers through special interest groups, attend recommended professional development training, obtain publications, build a supportive network from educational technology interest individuals, and challenge the manner of which I think about and instruct using technology.


 * Quate, S. (2008). “Critical Friends Groups”. In Powerful Designs for Professional Learning. Easton, L. B., Ed. (2nd ed.). (pp. 95-102). Oxford, Ohio, USA: National Staff Development Council. Retrieved from []

This chapter by Quate (2008) explains CFGs and can be considered to be a foundational text in regards to the implementation of CFGs in education.It provides in-depth information regarding how to start up and maintain a CFG in a school. Since the purpose of this project was to utilize the CFGs this book becomes a sort of manual on how to use CFGs and provides the needed information for how to use the power of CFGs to explore how to use wikis successfully in the classroom.

References Anonymous//.// (2011). //Critical Friends Groups: Catalysts for School Change.// Retrieved from http://www.educationworld.com/a_admin/admin/admin136.shtml

Benschop, S. V. (2012). Building a collegial community: a lead teacher's experience with protocols. Connections Newsletter, 10(3), 6-7. Retrieved from http://www.nsrfharmony.org/connections/2012.SummerConnections.pdf

Bickford, Adam. (2005). //Analysis of 2004 MAP Results for eMINTS Students//. Evaluation Team Policy Brief, eMINTS National Center. Retrieved from http://www.emints.org/evaluation/reports/map2004.pdf

Bourgeois, M., & Hunt, B. (2011). Teaching 2.0: teams keep teachers and students plugged into technology. JSD, 32(5), 34-37. Retrieved from []

Butler, H., Krelle, A., Drew, S., Seal, I., Trafford, L., Hargreaves, J., Walter, R., & Bond, L. (2011). //The critical friend: Facilitating change and wellbeing in school communities//. Camberwell, Victoria, Australia: ACER Press.

Costa, A., Kallick, B., (1993) Through the Lens of a Critical Friend. Educational Leadership Fall 1993 (p.49) Retrieved from: http://imet.csus.edu/imet11/507/CriticalFriends.pdf

Cox, E. (2010). CriticalFriendsGroups : Learning Experiences for Teachers. //School Library Monthly.// 27(1), 32-34.

Curry, M. (2008). Critical friends groups: The possibilities. //Teachers College Record//, //110//(4), 733-774.

Easton, L. B. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 756-761. Retrieved from []

Key, E., (2006) Do They Make a Difference: A Review of Research on the Impact of Critical Friends Groups. Pennsylvania State University Retrieved from: http://www.nsrfharmony.org/research.key.pdf

Lehman, D. (2012) A Report from the Field: How does a CFG coach training impact Teachers’ practice and student success? National School Reform Faculty Connection Newsletter.(P. 2) Summer 2012 Retrieved from: http://www.nsrfharmony.org/connections/2012.SummerConnections.pdf

Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community and school reform. Phi Delta Kappan, 85(3), 184-192. Retrieved from http://www.nsrfharmony.org/Warren_Little_et_al_2003.pdf

Matthews, R. (2007). Back on the road: Reflections on the power of Critical Friends Groups to improve school climate and student learning at an urban elementary school Retrieved from http://www.nsrfharmony.org/research.matthews.pdf

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, MA: Cambridge University Press.

Morton, S.,(2006). Friends School of Baltimore: Critical Friends Group in one Quaker School. National School Reform Faculty Research Forum. January 11, 2006

Nefstead, K. A. (2009). //Critical friends groups: A learning community//. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. ProQuest Dissertations and Theses. (Accession Order No. AAT 3359210 ).

Poehner, P. M. (2009//). Drafting a new chapter on critical friends groups: Exploring teacher learning from a Vygotskian perspective.// (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. AAT 3374533 ).

Reid, D., (2006) Leaving the Dough: Growing Quality Teaching by Supporting CFG’s. Houston A+ Challenge. Retrieved From: http://www.nsrfharmony.org/research.reid.pdf

Solomon and Schrum (2010). Web 2.0 how-to for educators (1st ed.). USA: ISTE. Retrieved from []

Quate, S. (2008). “Critical Friends Groups”. In Powerful Designs for Professional Learning. Easton, L. B., Ed. (2nd ed.). (pp. 95-102). Oxford, Ohio, USA: National Staff Development Council. Retrieved from []

Thanh, L. & Nguyen, H. (2010). CriticalFriends Group for EFL #|teacher professional development. // ELT Journal: English Language Teachers //. 64(2), 205-213.