Critical Friends Groups from Afar: Can Long Distance Relationships Work?

Abstract

Critical Friends Groups (CFGs) are intended to promote learning through feedback and critique in collaborative groups of trusted colleagues (Bambino, 2002; Costa & Kallick, 1993). Much of the literature on CFGs in education assumes school-based interactions that occur on a regular basis among dyads or groups of up to 12 that are aimed at improving instructional practice. While specific definitions, formats, and activities vary, CFGs tend to be data driven and discussions are structured systematically through the use of protocols (National School Reform Faculty, 2012). A key element of successful CFGs, emphasized repeatedly in the literature, is the establishment of trust among participants (Bambino, 2002; Costa & Kallick, 1993; Swaffield, 2005), which develops when members take the time to understand each other’s work contexts, problems and challenges, data presented, and when nonjudg-mental, supportive, and yet honest feedback and critique are offered; (Costa & Kallick, 1993; Swaffield, 2005).