Establishing Communities of Practice as a Promising Structure for Continuous Quality Improvement Efforts
- Have you ever been a member of a highly-functioning, collaborative team?
- What were the signature qualities of such a team?
- How are states incorporating CoP and reflective practices as strategies through all levels of their systems to deepen the important work of improving programs and outcomes for children?
Today, an increasing number of experts from a variety of fields agree that highly-effective, collaborative teams are not only desirable; they are possible and essential to organizational success. This kind of peer-to-peer learning is not new to many educators who have experienced the power of working in community as members of critical friends groups (CFG) or professional learning communities (PLC). More recently, social learning theorist, Etienne Wenger has coined the term communities of practice as “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” (www.ewenger.com). This webinar series (Part 1 on February 28 and Part 2 on March 27) will provide participants with a conceptual overview of the concept of communities of practice, the tools available to structure their work, and some explicit examples of how the concept is being implemented in a variety of work contexts to support leaders and practitioners in early learning education. With this context in mind, we will explore the concept of communities of practice as a means to support and deepen the work of continuous quality improvement (CQI) in all levels (practitioner, program, QRIS implementer, professional development/technical assistance provider) and across program types.
Pedro R. Bermúdez provides professional development support for the Lastinger Center of the University of Florida and its local, state, and national partners. As part of his work, Mr. Bermúdez designs and facilitates a variety of professional development experiences focused on growing and sustaining communities of practice, leading for equity, and project-based learning. Pedro “Pete” Bermúdez is a National Facilitator of the National School Reform Faculty (NSRF) and consults for a variety of state and national organizations, including the W. K. Kellogg Learning Labs Network, Ford Next Generation Learning, Kamehameha Schools, and the North Carolina Partnership for Children Smart Start Initiative. He describes the core of his work as contributing to educational improvement and social equity by empowering all who work in education to work collaboratively in reflective, democratic communities to design and sustain powerful learning experiences for everyone.
Edited Recording, Presentation Only: http://cc.readytalk.com/play?id=avbfe7