Communities of Practice: Sharing Results

Check-ins

Most communities of practice build in some kind of implementation check-ins during monthly online meetings. This can be as simple as a single slide asking participants to check if they are using a specific resource or strategy. This data is usually anonymous (so participants can feel comfortable answering honestly) and it provides a quick snapshot for informing planning of future webinars and alerting facilitators to possible barriers participants may be experiencing.

Online polls - The following examples were incorporated into monthly webinars to get a read on whether or not participants were using specific resources and strategies with their students.

This second set of examples was designed to track how many participating schools were implementing components of a peer buddy program.

Participant sharing - Depending on how the community of practice is structured, and the expertise and comfort level of participants, it may be effective to invite one or more participants to share a few slides and speak for a few minutes during a monthly webinar. They could provide a short update of how they are using a particular strategy or resource, and how this is shifting their instructional practice and their students’ learning. These kind of mid-year check-ins not only document results but serve as inspiration and motivation for other participants.

Web postings - When a community is focusing on specific strategies or resources in a webinar, it may be helpful to invite participants to post photos and short descriptions of how they are using the strategy or resource in their own context before the next scheduled webinar.

Reflections

A key aspect of professional growth is becoming a more reflective practitioner. To support this growth, participants need multiple and structured opportunities to reflect on shifts in practice.

Traveling Brainstorm

This is a useful technique for a larger group to explore several questions or reflect on a number of statements within one session.

1. Preparation. Write one question or statement at the top of single sheets of chart paper. Have colored markers available, a different color for each group. (Alternatively, this activity can be done online as a Google Doc.)
2. Organize participants into smaller groups of three to six people. Each group has a specific color of marker so it is clear where each groups’ list begins and ends
3. Review the basic ground rules for brainstorming.
   • Everyone contributes.
   • Read the ideas already listed.
   • Work within the time limit (e.g., five to ten minutes per sheet)
4. On a signal, one group member takes the chart of the next group. Establish a rotation pattern, such as clockwise around the room or numbering the tables. (Alternatively, the chart could remain at the table and the group members could move to the next table.)
5. Read the questions or statements aloud as you distribute one chart paper to each group.
6. At the signal, groups begin discussing the question or statement and then use their colored markers to record their reflections on the chart paper.
7. At the end of the designated time limit, sound the signal for finishing the discussion and recording ideas.
8. Each group then passes on their paper to the next group and begins work on the new sheet delivered to their group. One member quickly reads the previously recorded ideas aloud and members can add to or write comments on other groups’ ideas, as well as add their own ideas.
9. Wrap-up. Each groups posts their chart paper on the wall. Participants could review the ideas in a gallery walk, or one member from each group could provide a two-minute summary of the ideas from the last chart they worked on.

Top ten lists

A top ten list of what we learned can be a great starting point for reflecting and discussing shifts in practice and results for students. For example, the facilitator can compile evidence from webinars, online meetings, and participants’ discussions to create a list of one-line statements that summarize key the learning from the work of the community. Using a traveling brainstorming strategy, participants then work in small groups and discuss and add to each item on the list. The result will be an expanded description with authentic examples for each statement of learning.

More/less

Another strategy for reflecting on shifts in practice is for participants to consider what positive changes in practice would look like through the lens of “more/less”. This reflection strategy can be used at the beginning of a community to help participants articulate what improved practice would look like.

Identifying shifts

The final wrap-up day can be an opportunity for participants to reflect on and articulate shifts in practice they are observing, related to the focus of the community of practice. When teachers have the opportunity to participate in ongoing conversations about instructional practice throughout the life cycle of the community, they become more reflective practitioners and are more able to identify and describe their changing practice.

Artifacts

A community of practice can be a great opportunity to collect and share artifacts that provide tangible evidence of shifts in thinking and practice. Artifacts could include samples of student work, photos of students at work, samples of instructor-made materials, and collections of instructional materials. These artifacts can also serve as inspiration by showing what is possible when the right supports are in place.

Success stories

Collecting success stories throughout the lifespan of the community is a powerful strategy for developing, articulating and sharing new knowledge. Stories are an authentic way to illustrate what is possible, describe what cannot be easily codified, and engage others. Quotes, video clips, photos and work samples can help stories come alive and provide tangible evidence of changes in practice, increases in results, and enhanced understandings.

Individual stories

The final wrap up of the community is an opportunity for participants to share their unique success stories so they can all learn from each others’ experiences. Developing a story to share with the group also encourages participants to reflect more deeply on their own learning, identify what is working (and what isn’t) and make plans for how they will continue to change and add to their practice in the future.

To make time for sharing everyone’s stories, communities of 20 to 30 typically invite participants to prepare two to six slides for the face-to-face wrap up session, and speak to them for two to five minutes. It is helpful to have a basic framework, often in the form of three or four questions, for participants to use to structure their stories. Slides can include photos of students at work, examples of students’ work, quotes, summary statements and observations.

Video stories

Videos and their accompanying learning guides can become not only a convincing documentation of the results of a community of practice, but also a valuable professional learning resource for educators.

Summary reports

Creating a robust and convincing summary report requires multiple sources of data presented as an organized and engaging story. Summary reports are often how projects report to their sponsors. The main goal of a report should be to review the key goals of the community and describe results related to each goal. Ideally the report can also be shared with participants and other professional learning providers who might be considering similar kinds of professional learning projects.

Sections could include:

• Background
• Participants
• Goals and results
• Key components
• Legacy plans