Week 25 - My Community of Practice

As we come to the last module of The Mind Lab’s postgraduate course, Applied Practice in Context I must admit that I am looking forward to the end of my postgraduate studies for a while. It has been enlightening, interesting, mind changing and at times a challenging process to undertake while working full time. As I reflect back to date, I can’t help but feel incredibly proud of what we have achieved along with the support of each other. We have all made sacrifices in our own personal time and that of our families to complete our studies.

It has been important to have had the support of many different people over the last six months. I have reflected on all the assignments, research that I have read, discussions had, face to face, and online with a variety of people, some I have only known for the duration of the course and others whom I have worked with for a long time. All from different professional learning groups. These are few that I have immediately thought of and is only a snapshot of my Community of Practice. Since completing this I can think of several more already.

I refer here to Wenger’s, Social definition of learning, “Learning so defined is an interplay between social competence and personal experience. It is a dynamic, two way relationship between people and the social learning systems in which we participate. It combines personal transformation with the evolution of social structures.” (Wenger, page 227)

As Wenger says, “Participating in these ‘communities of practice’ is essential to our learning. It is the very core of what makes us human beings capable of meaningful knowing.”  (Wenger, page 220)

I can’t help but agree when I reflect on what we as teachers/educators do on daily/weekly basis. Without belonging or participating within these learning and social communities it would be a very isolating and a lonely experience. I think back not so long ago when we operated within single cell classrooms and compare it to now, and how much I enjoy the collegial support, encouragement and comradeship of working within these innovative learning environments. It is important to note, that we as social beings like to belong and operate within our learning systems which are based upon Wenger’s, Modes of Belonging. Some points are summarised and bullet pointed from the text:

Engagement

• Doing things together
• Talking
• Helping
• Participating
• The ways we engage shape who we are

Imagination

• Sense of self
• An image of ourselves
• To reflect on our situation
• Explore possibilities

Alignment

• Ensure our local activities are aligned with other processes.
• Mutual process of coordinating perspectives and actions to realize higher goals
• Abiding by a moral code
• Discussion important decisions with those close to us

What is the purpose and function of my practice? AND

In what ways do I contribute to my community of practice?

In this ever-changing world in which we live I feel it is important as a teacher to encourage and inspire children to become lifelong learners, role models and good citizens in their communities. Therefore, I feel that it is very important to reinforce and model the skills for 21st century learning - collaboration, knowledge construction, self-regulation, real-world problem solving and innovation, the use of ICT for learning and skilled communication. I support children to constantly make connections to their world in which they and others live, locally, nationally and globally. Here I endeavour to contextualize and authenticate their learning. I work collaboratively by contributing to my team and school to celebrate the diversity of those around us. I promote and foster high expectations for all students to be good citizens who can contribute and are respectful and hardworking.

Key theories that underpin my practice are: Transformational and Pedagogical teaching theories and styles.

I have enjoyed researching and learning more about these two theories and styles in the Leadership & Collaborative Learning in Context module and I quote from Assignment 1 essay.

Transformational Leadership essentially is embedded in a leader’s ability to be able to inspire,

motivate, stimulate, encourage followers to achieve work beyond their own self­ interest to

pursue the larger goals of an organisation. (Robinson, Hohepa, & Lloyd, n.d., p. 85)

This quote applies to any educator whether you are a principal, team leader or classroom teacher, you are a leader with whom you work with.

Pedagogical leadership is about creating a teaching and learning environment where there is a focus on academic outcomes for students, clear outlines and teaching objectives are established. Academic and professional goals are set and monitored within teaching teams for the team and the individual teachers. Teachers support students to set their own goals to encourage ownership of their learning. Teacher expectations are raised not only for the outcomes of their students but for themselves as professionals. Feedback and feedforward is reflected on incorporating all parties, for example, leaders to teachers and teachers to students and vice versa. I have found student feedback about my teaching and instruction delivery very powerful for my own professional development. Ideally teams work collaboratively on professional development objectives, ideas and resources. I think a lot of us have been achieving these outcomes for a long time, it is nice to know that we are on the right track and are continually challenging ourselves to be the best that we can be for the benefit of the students we work with.

References:

21 CLR Learning Activity Rubrics. Retrieved from ITL research Innovative Teaching and Learning. http://www.itlresearch.com/itl-leap21

Robinson, V., Hohepa, M., & Lloyd, C. (n.d.). School Leadership and Student Outcomes:

Identifying What Works and Why Best Evidence Synthesis Iteration [BES]. Retrieved from

http://www.educationcounts.govt.nz/publications/series/2515/60169/60170

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