Communities of Practice

see Etienne Wenger, http://www.ewenger.com/theory/

A bit of an overview

A community of practice is a group of people who are engaged in “a process of collective learning in a shared domain of human endeavor.” (Wenger, 2002)

Members of the community:

• have an identity that is defined by their shared domain of interest
• share a long term commitment to their domain of interest
• have competence that distinguishes them from other people
• value the collective competence they have and learn from each other
• engage in shared activities and discussions
• build relationships that enable them to learn from and help each other
• develop a shared repertoire of resources

Members of the community:

• recognize that knowledge is a critical asset that needs to be acquired and managed strategically
• assume collective responsibility for managing the knowledge they need, recognizing that they are in the best position to do this
• create a link between learning and performance
• connect across formal structures such as grade and subject area
• organize educational experiences that ground school learning and practice
• seek ways to focus on and improve learning through reflection on practice
• engage in peer to peer learning
• acknowledge and build on the collective expertise of the community
• seek outside expertise when it is needed to advance the learning of the community

The school, therefore:

• consists of a “constellation” of communities of practice
• has its knowledge and practice needs moved forward by the specific aspects of competence for which each community of practice takes responsibility
• invites the sharing of knowledge and practice between communities of practice

For further information, see Cultivating Communities of Practice: A Guide to Managing Knowledge – Seven Principles for Cultivating Communities of Practice  http://hbswk.hbs.edu/archive/2855.html

Comments about Communities of Practice

• “…learning is an issue of sustaining the interconnected communities of practice through which an organization knows what it knows and thus becomes effective and valuable as an organization.”  (Wenger, 1988)
• “…learning is occurring in practice – whether we recognize it or not.”  (Galucci, 2003)
• “Communities of practice…create, expand, and exchange knowledge about their practice, as well as develop individual capabilities.” (Wenger, McDermott & Snyder, 2002)
• “Schools that acknowledge and encourage vision setting, ongoing professional learning and collaboration among teachers will enhance the probability that communities of practice exist as strong sites of professional growth.   Schools that are organized in ways that encourage these activities enhance the probability that communities of practice will flourish.” (Galucci, 2003)
• “…a number of activities that local groups of teachers might usefully engage in such as shared curriculum development, setting high standards for student work, and collective assessments of learning.”  (Darling-Hammond, 1996)
• “Boundary crossings are opportunities for new learning for communities of teaching practice.” (Wenger, 1998)
• “Classroom teachers might travel to curriculum committees that include members from various school sites.  Returning to their home-school community of practice, these travelers bring new ideas.” Galucci, 2003)
• “Teacher leaders working from within communities of practice might also be the travelers or boundary crossers who bring new knowledge back to their community of practice.  Support and encouragement of ‘teachers as reformers’ or ‘teachers as curriculum developers’ take on added importance… Teachers who are empowered to participate in reform-minded activities might infuse their community of practice with such spirit and activity (especially if they are given support in terms of time and learning experiences.)  (Galucci, 2003)  

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November 2008