Kiaora, my name is Francesca and I have been teaching year 7 and 8's at Rangiora Borough School since 2013.
What is a 'Community of Practice'?
According to Wenger, belonging 'communities of practice' (CoP), comes naturally to humans. CoP's help us to learn socially, and understand what we need to do to be competent in our profession. By interacting with our colleagues in a CoP, it helps us to define the competence required to to our jobs effectively (Wenger, 2000).
"Since the beginning of history, human beings have formed communities that share cultural practices reflecting their collective learning.....Participating in these 'communities of practice' is essential to our learning. It is at the very core of what makes us human beings capable of meaningful knowledge." (Wenger, 2000, p. 229).
Everyone participates in a range of CoP, depending on their collective interests, passions, skills, professions, just to name a few.
“Groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” (Wenger et al., 2002, p. 4).
Who is in my CoP?
My CoP related to my profession are my colleagues at RBS, teachers/staff at other schools, colleagues participating in The Mind Lab postgraduate course, Te Wānanga of Aotearoa, Christchurch College of Education, and more recently, Twitter.
What is the purpose and function of my practice?
Education! Improving outcomes for all students. Especially promoting the use of 21st Century Learning Design skills, such as collaboration, knowledge construction, self-regulation, real-world problem-solving and innovation, the use of ICT for learning, and skilled communication. Also promoting the correct use of Te Reo Māori, and supporting student teachers in the development of their practice.
In what ways do you contribute to the community of your practice?
Reading, responding, asking questions, sharing information, reflecting on my own practice, face-to-face discussions, online discussions, giving feedback, and evaluating. It was through Twitter where I stumbled upon NZ ReadAloud (https://newzealandreadaloud.wordpress.com/), giving my students an opportunity to learn about a shared novel not just from me, but from other students in schools around New Zealand. The newest contribution to my community of practice is to regularly reflect on this blog about my teaching journey. Watch this space!
What are the core values that underpin my profession?
Core Values
Transformative Teaching
Students are not just 'blank slates' who come to school to learn in only one specific way. They have the ability to learn, when there are high expectations held for them. Learners learn in different ways to each other so their programmes should be individualised where possible. Students come with prior knowledge, therefore this knowledge needs to be built upon. Students need to be involved in decision making processes. In my teaching practice, the learner is the centre of my thinking. I provide opportunities for students to have the 'power to act'. I help them to develop the skills to become and continue to be self-regulated learners. I believe students need to experience the ability to learn 'anywhere' . I also recognise that ‘no learner is an island’, and that the links and connections between all of us is essential to learning in the 21st century.
Kaupapa Maori and Te Noho Kotahitanga
Tino Rangatiratanga: The Principle of Self Determination
The skills required by the students as they participate in my learning programmes that are associated to this principle are persistence, managing self, participating and contributing. These are the expertise required for self-determination and independence.
Whanau: The Principle of Extended Family Structure
I encourage family involvement by the parents being invited to be linked to ClassDojo. Each learner also has the opportunity to showcase their learning through their blogs. The whānau are invited to share any feedback they may have about their child’s learning.
Ata: The Principle of Growing Respectful Relationships
Learners have the opportunity to learn in pairs or small groups. Working in a team requires respect, energy, the ability to manage behaviour, and elbow grease. Students are encouraged to get involved, share, and interact positively with others.
Ngakau Mahaki: Respect
This is a core value of Rangiora Borough School. Our learners are expected to show respect for themselves, be considerate of each other, and to cherish and appreciate the environment. Students are encouraged to show tolerance towards cultural diversity.
Mahi Kotahitanga: Co-operation
Students may work together and help each other as they go about completing their tasks and projects. Students are encouraged to join in, put forward their ideas, communicate, and collaborate with others in a positive way. References
- 21 CLR Learning Activity Rubrics. Retrieved from ITL research Innovative Teaching and Learning. http://www.itlresearch.com/itl-leap21
- Core Education Blog (n.d.) Retrived from Keys to Transformation - Core Education http://www.core-ed.org/thought-leadership/blog/keys-transformation
- Te Noho Kotahitanga (n.d.) Retreived from www.livingcurriculum.wikispaces.com
- Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization May 2000 7: 225-246
- Wenger, E., Mcdermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.
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