The authors’ aim in this article is to use a critical approach to analyse the modernisation process of the pedagogic supervision system in Poland, looking at change not as critics but (co)authors. Their aim is not to exploit the strengths of critical sociology when applied to the processes of innovation, but to use these strengths reflexively to arrive at a better understanding of change, and of the reactions and the behaviour of all the participants in the process, including their own role in the system and its possible dangers. The authors believe that for a sociologist involved in the change process, the reflexive approach is crucial so as to comply with ethical requirements, and that it enables an active, needs-oriented involvement when making decisions about introducing change.