REFLECTING IN COMMUNITIES OF PRACTICE

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1 REFLECTING IN COMMUNITIES OF PRACTICE MARGIE CARTER, DEB CURTIS WENDY CIVIDANES, & DEBBIE LEBO HARVEST RESOURCES ASSOCIATES

2 IN AN ERA OF STANDARDIZATION AND PRESCRIPTION, HARVEST RESOURCES STAND S FOR CREATIVE AND CRITICAL THINKING We believe: Teachers and children deserve to be emotionally and intellectually engaged with each other in learning. Teachers deserve the time and resources to actively engage in ideas and reflective practices that bring theory to life and real life to theory. Collaboration and diverse perspectives are central to education for democracy. As teachers become thoughtful, competent decision makers, they take leadership to transform and advance the profession.

3 A Thinking Lens for Reflection and Inquiry Know yourself Examine the physical/social/emotional environment Find the details of a competent child that engage your heart and mind Seek the child s point of view Collaborate with others to expand perspectives Consider opportunities and Possibilities for action THINKING LENS is registered in the U.S. Patent and Trademark Office as a trademark/service mark of Harvest Resources Associates, LLC

4 A REFLECTIVE MODEL Consistent, Focused Study of Real-Life Experiences with Children Reflective Protocol Communities of Practice Facilitators/Critical Friends/Pedagogical Leadership Structured Time and Support

5 COMMUNITIES OF PRACTICE More than small group discussions: Agreements and accountability to support group learning processes Shared focus of interest Commitment to improving one s own work practice by learning alongside others over time Might be one part of a larger Professional Learning Community : An organization with a shared value for professional learning

6 Administrator / Supervisor Innovator/Pedagogical Leader Driven by regulations, quality standards, government and school readiness agendas. Grows PD efforts from requirements, checklists, mandated outcomes. Approaches staff training with workshops, focused on mandated topics, or how to complete paper work to meet standards and stay in compliance. Allocates resources of time, money, and personnel with a scarcity or what can we get by with mentality. Driven by a vision with core values, clear philosophy and pedagogical approach. Grows PD efforts from an organizational culture that aligns with values and supports reflective teaching with pedagogical leadership. Approaches training as professional development (PD) that can occur each day as teachers reflect on their observations, conversations, and documentation. Allocates resources with systems and structures to support reflecting teaching with professional development day after day in the classroom.

7 EVERY TEACHER DESERVES A PEDAGOGICAL LEADER Pedagogical leaders study and guide the teaching and learning process in their program. They keep everyone focused on the remarkable children in their midst and how teachers can learn from them when they carefully observe, listen, and study their documentation together. These leaders question, provoke and support possibilities for children and teachers to engage in relationships and investigations that bring joy and new learning for both of them. Pedagogical leaders challenge teachers to see themselves as researchers in the teaching and learning process and challenge our field to go beyond current definitions of quality. Margie Carter and Deb Curtis Harvest Resources Associates

8 Observe children working in each area of your environment. Where in the environment do the children work calmly, with focus for long periods of time? How is this area arranged? What kinds of materials are in the area? What specifically do children do with the materials? How do the children talk about the materials as they work? What kinds of interactions do the children have with each other in each area? What role do the adults play in this area?

9 Reflective Questions to consider after studying observations: How does the order and organization of the environment seem to impact the children s focus and attention? How might the environment be arranged to create a sense of calm, magic, wonder and reflect the natural world? What materials offer children open ended opportunities to explore, invent and create using their own ideas and imagination.

10 Teachers learn about the new area A Reflective Process for Change Children learn about the new area Teachers document children s work to study and show back to them. Teachers reflect on change process and their new thinking and understandings.

11 Resource with examples of the cycle of reflection pedagogical leaders can use Reflecting in Communities of Practice Authors Deb Curtis, Debbie Lebo, Wendy Cividanes, Margie Carter Redleaf Press(2013)