My Community of Practice

I trained as a teacher after I had a family, and graduated in 2003. Prior to this I had worked in retail followed by enjoying time as a ‘stay at home Mum’. I have taught predominantly in years 1-4, in several different schools in Rotorua. This year I have taken a huge leap and started at a new school. This has provided a challenge and I have had to move out of my comfort zone. I have gone from a large urban school to a small rural school. I have taken on the role of team leader, and other responsibilities. As Wenger (2000) notes, I am a newcomer and an apprentice. I am wanting to learn. My MindLab experience helped me to decide and take the ‘plunge’.

Reflective Practice

This is my reflective journalling of ‘Applied Practice in Context’ online. I have always been encouraged to reflect and actively encourage others to do so. As Findlay, (2009) mentions “done well and effectively, reflective practice can be an enormously powerful tool to examine and transform practice”. There are different models that serve as useful reminders. From Rolfe’s minimalist cycle of ‘What? So What? Now What?’ (as cited in Dawson, 2012) to the New Zealand Curriculum's ‘Teaching as Inquiry.’ (MOE, 2009) 

Communities of Practice

Wenger explains “communities of practice” as “groups of people who share a concern or a passion or about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott & Snyder, 2002, p.4). My over-arching community of practice is teaching. However there are other sub communities. Wenger (2000) describes “Participating in communities of practice is essential to our learning.” (p.229)

What is the purpose and function of your practice?
What ways do you contribute to your community of practice?

The purpose and function of my practice is varied across my communities of practice. As is how I contribute to them. Wenger talks about what is ‘doable’ and that communities should follow the “elements: events, leadership, connectivity, membership, projects, and artifacts”. (Wenger, 2000 p.230) Some of the communities I belong to and have described, have these elements woven through them.

Teacher of New Entrants

Primarily in my daily setting it is to teach five year olds and develop attributes of lifelong learning. The skills required include academic, social and emotional. I have to develop relationships with learners in my care and their whanau. I build a foundation for learning as this is the start of their school journey. I liaise with early childhood educators in our supporting centres. I run a transition programme readying children for school. 

Junior Team Leader

I lead the team on issues relating to our 21st century learners. We discuss programmes, events, policies, and best practice. I question and share ideas I have seen/learnt during my experience. I encourage reflection and purpose.

Member of Management Team

I am a proactive member and question and suggest ideas that will benefit the learners of our school based on my experience. I am the voice of my team and convey/discuss their suggestions. I lead a curriculum area, and analyse data, resources and programmes pertaining to this.

Member of The MindLab November 2015 Rotorua Co-hort

I attend classes and complete assignments. I participate in on-line forums. I collaborate with a study group and have robust discussions. I ask and receive mentoring and guidance from my wonderful study buddies about my role as a team leader.

What are the core values that underpin my profession?

Evaluate your practice with regard to these values.

The core values that underpin my teaching come from our school philosophy ‘Together'. When used as an acronym it translates to our values of Team, Organised, Growth, Environment, Thinking, Hauora, Excellence, and Respect. I like to model these aspects both inside and outside the classroom. I value being an active team member in different settings. I like some organisation and structure in my life, the classroom, the team and school. I believe in best practice and keeping up to date with current pedagogy and thinking which assists growth. It is important to nurture physical and emotional environments so stability is maintained. Everyone has the ability to think - sometimes it requires modelling and time. Hauora is vital, and finding a balance in the educational world is a necessary juggle. Striving for excellence rings true and needs to be a focus in our fast paced and often disposable world. The notion of respect is sometimes overlooked. Everyone deserves it, however it has to be earned and reciprocated. 

Karen

References:

Dawson,P. (2012) Reflective Practice. Retrieved from https://app.themindlab.com/media/23104/view


Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdffer-52.pdf


Ministry of Education (2009) Teaching as Inquiry. Retrieved from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry

Wenger, E.(2000).Communities of practice and social learning systems.Organization,7(2), 225-246

Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press