Case 6: Being a Critical Friend
Te Tū hei Hoa Arotake

The focus of this case is reflection on a problem of practice with a critical friend. In exploring the role of a critical friend, it also examines:

• the relationship between support and challenge within change for improvement;
• the links between beliefs and values and professional actions, that is, between espoused theory and theory-in-use.

Barbara Batchelor is a health education adviser based at the University of Canterbury. This case focuses on her inquiry into how to improve her practice as a critical friend for a resource teacher, Fran. She reflects on her practice with a longstanding colleague, Gillian Tasker, who is herself in role as a critical friend for Barbara.

Leading ISTE learning for this case

In this case (as in Cases 3 and 4), users are able to observe actual ISTE practice, in this instance an experienced facilitator, Gillian, acting as a critical friend to a colleague, Barbara. Although users view and analyse Gillian’s practice, they also think about Barbara’s learning, and it is Barbara’s inquiry that the case follows. You will need to make clear to your group this multilevel aspect of the case, in which Barbara inquires into her strengths as a critical friend by using a critical friend.

For the questions on the left-hand side of the Learning experience screen, you could discuss:

• Gillian’s in-depth questioning for clarification, her paraphrasing, and her challenging of Barbara’s assumptions;
• Barbara seeing that she provides answers for Fran, which she acknowledges is not what she believes she should be doing.

For the questions on the left-hand side of the Learning and impact screen, you could discuss:

• how Barbara has a deepened understanding of the role of a critical friend: she is able to articulate what a critical friend is and what she can do in the role. She is also able to identify the influences that have contributed to her learning: readings, Gillian’s modelling, and her learning community;
• how Barbara now understands she doesn’t need to wait to challenge, that it’s part of the relationship building. She also signals planned improvements in her practice: negotiating roles, deeper level questioning, making readings more relevant to others’ practice when working with others, and ensuring a deeper connection between personal theory and practice;
• the evidence that Barbara and Fran could collect, such as feedback from those observing or experiencing their practice, videos capturing their practice over time, and artefacts such as question sheets and student work. You could also discuss how they might go about analysing and interpreting this evidence.

How this case reflects the ISTE inquiry and knowledge-building cycle

Diagram text version

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