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...."Maybe reflective practices offer us a way of trying to make sense of the uncertainty in our workplaces and the courage to work competently and ethically at the edge of order and chaos...." (Ghaye, 2000, p7).
Many years of working in varied office based professions led to the certainty that I did not want to be in an office for the rest of my working life. After having two children and spending their formative years at home, I finally took the plunge into teacher training. That is where my adventure into the education sector began….
When thinking about my ‘Community of practice’ with reference to Wenger’s (2000) definition, the broader community I belong to is the teaching profession as a whole, and my immediate teaching colleagues at Westbrook School in a more specific sense. We share a professional and collegial relationship where we share and collaborate on a regular basis. Jurasaite-Harbison & Rex (2010) state this can be over a coffee in the staffroom or other informal exchanges.
Being a Senior Teacher, I am part of the Senior Leadership Team within our school. I am a member of the Literacy and ICT professional learning groups (PLGs) within the school. My passion for digital technologies has led me to join Mindlab and Connected Rotorua respectively. My involvement in these communities covers Wenger’s (2000) Modes of Belonging of engagement, imagination and alignment, and a nice balance of all three exists for me.
What is the purpose and function of your practice?
The purpose and function of my practice is to facilitate learning that ensures my students achieve their potential, whilst creating a relationship with them that establishes an environment of safety and self-worth. James Comer (1995) puts it well: “No significant learning takes place without a significant relationship”. I have always believed this to be the most important part of my practice.
In what ways do you contribute to the community of your practice?
I contribute by meeting teachers at a team and/or school level, regularly to discuss how to best serve our learners and their individual needs. As part of the ICT PLG, I assist in helping to run staff meetings and workshops to better enable our staff to achieve their goals in this regard. My role as a leader within the school enables me to help this community to continue to develop.
What are the core values that underpin your profession? Evaluate your practice with regard to these values.
The core values underpinning the profession of teaching vary according to whom you ask. The Practicing Teacher Criteria list the professional values expected of a New Zealand registered teacher.
Our school core values are Respect, Responsibility, Excellence, Initiative and Whanaungatanga. For us, this is what we call the ‘Westbrook Way’, and the students are encouraged to consciously think about these values on a daily basis. Part of my practice involves spending time each day talking about these values and what they look, feel and sound like in action.
For me, the biggest value is human worth and the belief that everyone deserves to be treated as a being of inherent potential and worth. The relationship I build with my students and their whanau (and theirs with me) is paramount. If a child is happy, feels safe and knows that what they have to say is valued, then learning can take place. Our class is an inclusive environment where diversity is celebrated, well-being is valued and taking risks in learning is encouraged and supported.
Having respect for yourself, those around you, and for your environment is part of being a successful member of all communities. Part of my practice involves reflecting on how I can help my students to improve their self-esteem and build the confidence they need to be in a position to respect themselves. Modelling this for the students is important, and giving respect before expecting it to be returned is part of my practice. Yes, they have to respect the role of the teacher, but to show true respect means they have to have received it first to enable them to recognise it.
Reference List
Comer, J. (1995). Lecture given at Education Service Center, Region IV. Houston, TX.
Education Council of New Zealand, retrieved from
Ghaye, T., Lillyman, S., & Gillespie, D. (Eds.). (2000). Empowerment through reflection: The narratives of healthcare professionals. Quay Books.
Jurasaite-Harbison, E., & Rex, L. (2010). School Cultures as Contexts for Informal Teacher Learning. Teaching and Teacher Education,26(2), 267-277.
Wenger, E. (2000). Communities of practice and social learning systems.Organization, 7(2), 225-246.
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