Communities of Practice

Wenger (2011) defines a community of practice “as a place where people share and reflect on their collective learning” and although doing this kanohi ki te kanohi has it's benefits, due to the evolution of technology I find myself as do many others using the online community to share and reflect. 

There are three characteristics that outline a community of practice:

The Domain: A common interest that provides value to each member. 

The Community: A group built on high trust where relationships are formed and therefore conversations are purposeful. This allows members to learn, develop and grow. 

The Practice:  A group of practitioners who have developed a shared repertoire of resources: experiences, stories, tools and ways of addressing recurring problems (Wenger, 2011).

As principal I see myself involved in many networks I would consider communities of practice. 

The first community of practice that comes to mind is that of the staff at the school I work at. The importance of having a high trust model and ensuring all have a voice that is being listened to creates an environment that brings about the desired goal of student achievement for the children being taught. This community most formally meets within staff meetings. In the role of principal it is important that I am involved and have a good pedagogical understanding of what is happening and more importantly why it is happening. “…Collaborative cultures in which teachers focus on improving their teaching practice, learn from each other, and are well led and supported by school principals result in better learning for students” (Fullan 2011, p.1) 


Within school I also work closely with my two deputy principals in a community of practice. This community created explicit protocols and relies heavily on difficult conversations being had for the betterment of the school. These conversations create reflection and although can be critical are always professional. “Relationships are the pathways to the intelligence of the system” (Wheatley 2007, p40). 

Im also part of the Christchurch Primary Principals' Association (CPPA). This group is made up of principals Christchurch and wide and provides collegial support for people working in the same role. I am relatively new to this group and after each hui developing a better understanding of the operational side and the benefit of the group.

My educational journey over the last 12 years up and down the country has led to many of my critical friends being located many kilometres away within New Zealand as well as overseas. Therefore we rely on using technology and various online platforms to converse, reflect and critically analyse. “Effective professional development cannot be adequately cultivated without the development of more substantial professional discourse and engagement of communities of practice” (Darling-Hammond & Ball, 1997 as cited in Ann Renninger & Shumar, 2004).

New Zealand schools are traditionally of a hierarchal nature and communities of practice as a principal are vitally important when established well to ensure you honestly reflect and contribute to your own and others development. 



Reference List

Ann Renninger, K., Shumar, W. (2004). Building Virtual Communities. Learning and Change in Cyberspace. 

Fullan, M. (2011). Learning is the Work. Unpublished paper. Retrieved from http://www.michaelfullan.ca/media/13435850710.html

Wenger, E. (2011). Communities of Practice: A Brief Introduction. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/11736?show=full  

Wheatley, M.J. (2007). Finding Our Way. Oakland, CA: Berrett-Koehler.