O S E P Office of Special Education Programs Communities of Practice ~ An Overview for Projects Serving Students with Deaf-Blindness This presentation was originally developed by Deb Price-Ellingstad, RTP/OSEP; it has been edited and extended for this teleconference by Dick Zeller and others. NTAC Webinar, Feb. 17, 2004, 10 AM PST

1 Communities of Practice... are groups of people who share expertise and passion about a topic and interact on an ongoing basis to further their learning in this domain. Community of practice members typically solve problems, discuss insights, and share information; communities also develop tools and frameworks that become part of the common knowledge of the community. Over time, these mutual interactions and relationships build up a shared body of knowledge and a sense of identity (E. Wenger).... are groups of people who share expertise and passion about a topic and interact on an ongoing basis to further their learning in this domain. Community of practice members typically solve problems, discuss insights, and share information; communities also develop tools and frameworks that become part of the common knowledge of the community. Over time, these mutual interactions and relationships build up a shared body of knowledge and a sense of identity (E. Wenger). 1

2 Characteristics Adapted from Business Adapted from Business Organic Organic Learning Model Learning Model Shared Facilitation by RRCs and Specialty TA Centers Shared Facilitation by RRCs and Specialty TA Centers Multiple Communication Strategies Multiple Communication Strategies 2

3 TA Communities of Practice OSEP Divisions (RTP/MSIP) Collaboration Based on Critical Performance Indicators Part C - Identification [MSRRC & NECTAC] Part C - Identification [MSRRC & NECTAC] Part C - Settings [SERRC & NECTAC] Part C - Settings [SERRC & NECTAC] LRE [MPRRC & NECTAC] LRE [MPRRC & NECTAC] Part B - LRE [NERRC & ACCESS] Part B - LRE [NERRC & ACCESS] Part B - Exiting [GLARRC & SETC] Part B - Exiting [GLARRC & SETC] Data – Part C & Part B [WRRC & WESTAT] Data – Part C & Part B [WRRC & WESTAT] 3

4 States face complex issues States face complex issues No TA & D Project has all the answers No TA & D Project has all the answers States are experts on their own contexts States are experts on their own contexts States can be resources to each other States can be resources to each other State and local $$$$$ > federal $ State and local $$$$$ > federal $ Peer learning can be powerful Peer learning can be powerful Why Communities of Practice as a TA Strategy? 4

5 Questions to Ask? What outcomes do we want to improve? What outcomes do we want to improve? What is in it for me? What is in it for me? What knowledge do we want to share? What knowledge do we want to share? What knowledge do we want to develop? What knowledge do we want to develop? Who are the key players? Who are the key players? Who has the energy and ability to lead? Who has the energy and ability to lead? Who is going to sponsor this community? Who is going to sponsor this community? 5

6 TACommunities Website

7 Where we are at this point… We are not going to evaluate you against a standard, because we dont have a standard. We are not going to evaluate you against a standard, because we dont have a standard. The answer: Communities of Practice. The question: How does OSEP use relatively small investments in TA&D and RTP to solve huge problems in the field? The answer: Communities of Practice. The question: How does OSEP use relatively small investments in TA&D and RTP to solve huge problems in the field? The web site is not the community of practice. The web site is a tool the communities may use. The web site is not the community of practice. The web site is a tool the communities may use. The six communities are active (varying levels) with web presence and conference calls typical features of the work. The six communities are active (varying levels) with web presence and conference calls typical features of the work. 7

8 Communities of Practice within Deaf-Blindness Assessment Process and Instruments Assessment Process and Instruments Paraprofessional/Interveners Paraprofessional/Interveners Personnel Development Personnel Development Cortical Visual Impairment Cortical Visual Impairment 8

9 Your Questions or Comments 9