There are three characteristics of a Community of Practice, the first is the domain - where there is an identity defines by a shares domain of interest. The second is the community - members who engage in joint activities and discussions, help each other, share information. This requires members to build relationships where they can learn from each other. The third characteristic is the practice - practitioners who develop a shared repertoire of resources, a shared practice. (Wenger, 2015)
What are the challenges that you face in your practice? How would you or your community of practice address them?
My school is a decile 2, our daily struggle is getting the whanau into the classroom and engaged in our school community. Many parents are non- english speaking and they find it hard to communicate with teachers. Many have negative experiences of school themselves and don't value education as a priority for their children. My community of practice discuss this regularly and we continue to try to engage with the wider school community as much as possible. The biggest challenge I have faced is getting the parents to attend student conferences. In the three years that I have been at this school, we have increased our community events dramatically to try to make this connection and lessen the divide between school and home. We have had many parents information evenings where food and babysitting is offered. We show the parents what we do in the curriculum areas and the resources we use. Last year we introduced a Hui night for the Maori whanau to attend and share their ancestral knowledge of the area the school is in. We had a Fono where the Pasific Island families came and discussed the Pasifika culture within our school. We have a Community BBQ at the start of each year, this year we are having an umu, helped by our Pasifika families. During staff meetings and team meetings we often discuss ways of getting a particular family involved at the school. Discussions with the school nurse and the school social worker help us keep aware of any problems some families may be facing so we are able to show compassion and empathy where needed. I have recently started leading the Walking School Bus in the morning, this is a great opportunity to greet parents and whanau as I walk through the neigbourhood picking up students. Past pupils wave out on their way to Intermediate and High School, I find this very gratifying. We are continuously addressing this challenge and the ways in which we can counteract it.
What are the current issues in your community? How would you or your community of practice address them?
Being a decile 2 school, many of our families face financial issues. This in turn affects their abilty to contribute to school fees or trip costs. Some families struggle to put food on the table, many have more than one family in a single house so some children are sharing a bed with siblings, or sleeping on a mattress in the lounge. As a result of this many students are hungry, sometimes cold and always tired. Its hard to learn when your tummy is rumbling or you haven't had enough sleep. As a school we have tried to address this problem by introducing Breakfast Club every morning. Students can come between 8-8:30am and get toast, weetbix, baked beans and hot chocolate. Initially there were small numbers but when we took away the registration, students started piling in. Its a matter of pride for some families. A group of parent volunteer help to run this programme and it has had huge benefits in the classroom, especially in winter.
Many students are without lunch so we have introduced the Eat My Lunch programme. Through discussions with other teachers and the school social worker, families who have been struggling have been identified and were sent a letter asking if we could give their children lunch through this programme. Again, initially pride was a factor but now on average 40 students are fed every day by this with extra for the odd child who hasn't bought their lunch that day.
I have a Kai basket in my room which contains museli bars, packets of nuts and fruit. Students can ask for extra food if they don't have enough in their lunch box or I can give it our at my discretion if I know a student is too shy to ask.
KidsCan is an amazing organisation which supplies raincoats and shoes to students that we nominate in need. My community of practice helps identify these students and make allowances for these families in need in regard to paying for school trips and other school fees. Money shouldn't create a divide between school and home.
What are the core values that underpin your profession? Evaluate your practice with regard to these values.
Respect is the main value that underpins my profession. This is the core value of our school also. We push the respect code within our classroom and in the playground. This is discussed within my community of practice including the whanau. I have to practice what I preach and show respect for every student, colleague, family member and the school environment.
Constant Learning is essential to growth. There is strength in learning and I am committed to learning with and teaching my students to being lifelong learners. Every experience we create we learn from.
Mutual responsibility We are in a profession where we are committed to supporting one another's welfare and development. Through collaboration and mutual responsibility we can achieve success. I encourage my students to take on the responsibility to self manage and set goals.
Integrity is the quality of being honest and having strong moral principles, this is the underpinning theme to our Inquiry this year and I believe it to be a core value that everyone should aim to achieve. To have integrity within yourself and your profession helps us to make good decisions and have good relationships with the school, and wider school community.
References
Wenger-trayner.com. (2015). Introduction to communities of practice | Wenger-Trayner. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/
Wenger-trayner.com. (2015). Introduction to communities of practice | Wenger-Trayner. Retrieved from http://wenger-trayner.com/introduction-to-communities-of-practice/
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