My community of practice - hmm, interesting question and it has certainly challenged me to do some reflective thinking (tick). Wenger's article, Communities of practice and social learning systems (2000), provides an excellent jumping off point from which to start.
The term 'community of practice' may be defined 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, cited in Mindlab Class Notes RCP Week 25). The more I read about and watched clips on this concept the more groups I realised I am actually part of, but first I need to give a little background about myself.
I am new to teaching and currently also completing my PRT 2 year as I work towards full registration (it's been a busy year...). Changing careers this late in life (I'm 48 now) has been totally challenging, terribly hard at times and ultimately very rewarding. I teach at my old school - If you'd told me that would happen when I was 15 I would have been very surprised to say the least.
I trained to teach in the areas of Social Studies, History and Religious Education and I'm currently teaching SOS and RE to year levels 8-12. I love the varied and multi-faceted nature of Social Studies and I'm enjoying the challenge of the senior RE topics I teach: The Reformation, World Religions and Christian Art and Architecture. Taking on new subjects and year levels this year has meant a lot of reading and prep as I try to stay at least one step ahead of my students.
I trained to teach in the areas of Social Studies, History and Religious Education and I'm currently teaching SOS and RE to year levels 8-12. I love the varied and multi-faceted nature of Social Studies and I'm enjoying the challenge of the senior RE topics I teach: The Reformation, World Religions and Christian Art and Architecture. Taking on new subjects and year levels this year has meant a lot of reading and prep as I try to stay at least one step ahead of my students.
My school has a fantastic sense of community and it is an integral part of the school culture. The sense of community among staff is high and there are many school-supported initiatives to promote the well-being of staff. A staff member (including senior management) leads a short reflection at meetings three mornings a week. The insight into another colleague's life/interests/passions/faith/humour is a real treat and there is frequently laughter and sometimes tears. This community of practice impacts all my relationships at the school.
So how do I belong, how am I a member? In each of these communities I engage (talking, planning, producing artifacts), utilise imagination to inform, orientate and reflect and I align and co-ordinate my perspectives with others.
These reflect the nature of the 'social learning systems' suggested by Wenger (2000) and that 'knowing is an act of participation' in such systems. We all experience our 'knowing' in our own way as our individual experience intersects with that knowledge.
Considering this quote (pg 227 - got chopped off) makes me think more deeply about the function and purpose of my practice and how I contribute to my communities. I bring my own unique set of experiences to any new learning or 'knowing' and my engagement within the communities impacts on other members as they in turn engage, align and reflect with the group. It made me feel more confidence in the role that I may play in some of my communities - as a new teacher I sometimes feel unsure of my decisions or initiatives but on reflection my contributions are a valuable and vital part of creating new learning within them.
I'm a really active contributor wherever possible. I really love researching and creating new resources aimed at extending and engaging all our learners. I've had positive feedback on this from many areas which is good affirmation to keep it up. Trying new techniques, group activities and strategies for teaching and behaviour are all ways I seek feedback on and feedback to others. As with any teacher I'm sure, we are constantly reviewing, reflecting and reacting to our day. The point of this blog will hopefully allow me to formalise that a little more and to use it to consider what next.
I have specialist ares of practice in my subject areas and I'm also the Faculty Lead Person (FLP) for the Social Sciences Faculty. This role means I attend weekly meetings aimed at improving the level and mastery of technology use within the school. This role combined with my Mindlab studies has made me more aware of the broader professional context of this community. The importance of harnessing the amazing tools we have available to us is a key focus for education as we move towards a new future. Ensuring student learning needs are met and key competencies developed remain at the core as professional seek to rise to the challenge of the new media.
Dawson, P (2012) Reflective Practice. Retrieved from https://www.youtube.com/watch?v=r1aYWbLj0U8
Ministry of Education (2009), NZ Curriculum. Retreived from: http://nzcurriculum.tki.org.nz/Key-competencies
Wenger, E. (2000).Communities of practice and social learning systems.Organization,7(2), 225-246
Hi Sarah,
ReplyDeleteI enjoyed reading your blog. I think you have done an amazing job, you have so many roles on you this year and PRT 2 on your plate as well. I enjoyed the parts in your blog where you talk about how you enjoy to contribute, it sounds like you work in a really positive environment where the culture is to share and support each other. I like the staff room briefing idea, where you mention individuals sharing things that are significant with others is a really positive action to take and I may suggest we do something similar at our school, rather than it just be school notices every day. I think this would really encourage a sense of belonging, which I think would further allow teachers to feel safe to try new initiatives and share ideas they have.
Thanks Alison. I try to be positive although haven't been feeling it lately. The reflection time is great, ours is based on the Catholic character of our school but allows freedom for any personal reflection. Mine was on my atrocious Year 8 report from the same school... it was good for a laugh. It really does add to the feeling of belonging among staff, you should try it!
DeleteI'm also new to teaching (in my second year), so it's interesting to see some reflection from a fellow BT! I like the sound of your morning reflections, perhaps I will suggest something similar at my school.
ReplyDeleteThanks Christy - it's hard to believe training college was only 18 months ago. I hope you are enjoying your new career? The morning reflections are great and always different. It's an inherent part of the culture of the school which is Catholic, although the prayer aspect isn't compulsory. It really is just an opportunity for reflection. Mine was on my own Year 8 report which was appalling! Sarah.
ReplyDeleteThanks Christy - it's hard to believe training college was only 18 months ago. I hope you are enjoying your new career? The morning reflections are great and always different. It's an inherent part of the culture of the school which is Catholic, although the prayer aspect isn't compulsory. It really is just an opportunity for reflection. Mine was on my own Year 8 report which was appalling! Sarah.
ReplyDeleteHi Sarah Thank you for sharing your blog. You are doing very well as a 2nd year educator and learner. I agree with Alison that you have many roles and you are only in your 2nd year. You have described yourself as an "active contributor" and I admire this about you. It comes across that you have a supportive learning community where you are encouraged to risk take and are able to share your learning with others. Cheers J
ReplyDeleteHi Sarah
ReplyDeleteCongratulations on working at such a supportive school. Having a positive place of work can make such a big difference. You sound like you are balancing all of the extras of being a beginning teacher as well as post grad studying well. As research supports reflection is really beneficial. I hope you manage to keep this up.
Hi Sarah
ReplyDeleteCongratulations on working at such a supportive school. Having a positive place of work can make such a big difference. You sound like you are balancing all of the extras of being a beginning teacher as well as post grad studying well. As research supports reflection is really beneficial. I hope you manage to keep this up.
As a PRT with experience outside of the school environment, you are a valuable resource for your school. You have a large community of practice which will help inform your teaching and help you develop further. It sounds like you will be well experiences with professional learning conversations with your community of practice, however if you fancied further reading, I found this helpful when I became a curriculum leader at my school, best of luck! Link: http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Leading-professional-learning/Conversations-that-matter
ReplyDelete