Communities of Practice - building a professional identity

"Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."  Etienne Wenger-Trayner

As a social human being with diverse interests, I am a member of several communities of practice.  

In my learning life I am one of 150 participants in Le Grand Continental - a local-population sourced dance performance to open the NZ Festival programme.  The group is all ages, all levels of experience, all types of physical ability, all cultures, all religions, all [insert personal attribute here].  The one thing that has brought us together and drives us to learn the choreography (a 4-6 hour commitment each week since Nov '15) is our enjoyment of dance and music.  Unexpected bonds have been formed.  Offers of feedback and support abound.  Reflective discussion about connecting music with movement can be heard.  Through all these dynamic interactions there are continuous 'light bulb' learning moments so powerful that you can see, hear and feel them - which feeds the momentum of the group.

In my teaching life I am part of a community of mathematical inquiry.  The community was formed last year with three primary schools in Porirua East and mathematical mentors from Massey University, Auckland.  The aim of developing the community of mathematical inquiry is to deliver maths in a highly culturally responsive way to accelerate maths engagement and achievement for our students.

All three schools are in close proximity and have 80%+ Pasifika students.  The framework we use for maths delivery incorporates the Pasifika principles (respect, service, leadership, spirituality, belonging, family, love, inclusion and reciprocity).  As a community we come together for professional development days.  Within our schools we have sub-community and critical buddy sessions.  Students are part of the community.  They participate in maths lessons, reflect on their own and each other's learning, as well as providing feedback to teachers and the mentor team.  This year the community is welcoming three more local schools.

One of the issues the community is currently working on is how to collaborate amongst schools between professional development sessions.  This would enable sharing of day-to-day practices and learnings.  I have set up a Google site for teachers to post questions / lesson plans / breakthroughs.  However without regular contributions from community members there is no dialogue.  Some teachers have Twitter feeds.  Perhaps the shorter format will prove more appealing.

If I draw on my dance community experience, starting with the passionate (or able) core, we can begin with a gesture that will become a movement.