Beliefs
What did Barbara believe about how to be an effective critical friend?
“I find my discussions with Gillian very helpful in clarifying my beliefs about critical friendship. She’s pointed me to the work of Sue Swaffield, who draws a clear distinction between the roles of coach (a more directive than facilitative role), mentor (more an expert–novice relationship), and critical friend.”
[Critical friends are] … more process than task oriented; transformative rather than transactional; tend to be engaged for a longer period of time; operate within a clear set of values; and work with people who are open to fundamental change rather than simply seeking a solution to a specific problem.
Swaffield (2004), page 4
“I hope that in working as a critical friend I can become a collaborative co-constructor of knowledge, where I:
- bring a different, slightly distant perspective and knowledge base to the work situation;
- am a learner along with my colleague;
- work to develop an open, trusting relationship, providing both support and challenge and having high expectations of bringing about some kind of improvement;
- act as a motivator who cares about colleagues as people and who values and respects their work.”
What do you believe about how to be an effective critical friend?
What does the term “critical friend” mean to you? What does it look like when someone is being an effective critical friend? What happens as a result?
Whose ideas do you base your responses on?
How were your beliefs about being a critical friend evident in the practice situation you outlined earlier?
Engaging with the literature
Exploring Critical Friendship through Leadership for Learning by Sue Swaffield (2004) (Web link)
Critical friend (pages 127–129)
Critical Friends: A–Z Resources (Web link)
Reference
Swaffield, S. (2004). “Exploring Critical Friendship through Leadership for Learning ”. Paper presented at the 17th International Congress for School Effectiveness and Improvement (ICSEI), Rotterdam, 6–9 January.
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