Mercieca, B. M., & McDonald, J. (2021). Sustaining Communities of Practice with Early Career Teachers: Supporting Early Career Teachers in Australian and International Primary and Secondary Schools, and Educational Social Learning Spaces
November 30, 2022
Mercieca, B. M., & McDonald, J. (2021). Sustaining Communities of Practice with Early Career Teachers: Supporting Early Career Teachers in Australian and International Primary and Secondary Schools, and Educational Social Learning Spaces. Springer Singapore. (XXII, 173 pages, £96.30, E-Book: USD $109.00, ISBN 978-981-33-6353-3) https://doi.org/10.1007/978-981-33-6354-0
It is time to move towards evidence-based programmes that empower professional growth, advocate for teacher retention, and inspire future leaders through online learning communities. Sustaining Communities of Practice with Early Career Teachers contains evidence-based information for in-service and early career teachers, experienced teachers looking into mentorship, and school leaders analyzing options for a professional development (PD) programme for their staff. Mercieca and McDonald explore the evolution of Communities of Practice (CoP) from its inception in 1991 by Lave and Wenger. The authors describe the importance of a Value Creation Framework (VCF) to aid in evaluating the effectiveness of COPs and they explain how the VCF can be used to evaluate the step-by-step process that allows participants to identify strategic and immediate values for creating a collaborative community.
Building on previous work by Wenger-Trayner, the authors describe the important work of CoPs. Throughout this book, the authors include research, examples, detailed tables, and recommendations on how to implement effective programmes in both an online and local school environment. Mercieca and McDonald describe how to create and maintain a collaborative learning network that provides professional and social support throughout an educator’s career.
Moving beyond the constraints of time and location associated with in-person seminars, this book provides insight into the benefits of utilizing online social media platforms for professional learning networks. The authors base this work on the theories of Wegner-Trayner’s (2020) Social Learning Spaces. Through the use of Facebook® and Twitter®, teachers have been able to create subject-specific learning communities. Many educators prefer this form of social networking where they can pose questions within a community forum and receive instant feedback from fellow educators across the country or around the world. I was impressed with the critical guidelines provided on how to create and maintain a social learning network and how to overcome the challenges of being a social media facilitator.
Mercieca and McDonald discuss their research on supporting early career teachers (ECT) through professional development. They identify that support from mentors positively influences ECTs on their professional journey. Additionally, ECTs that participate in professional development engage in active learning and pedagogical skills that develop a greater sense of agency. Through professional development and collaboration with mentors, ECTs can increase their confidence level and skillset to advance into leadership roles. Especially within rural schools, this professional advancement from early-career teacher to teacher-leader, to mentor can increase the retention of educators and encourage professional growth.
In chapter three, the authors explain the important role a principal plays in creating and maintaining an education-based CoP. Mercieca and McDonald explore how the principals have become the primary mentor in providing PD to their staff. The principal can empower teachers to commit to a collective agenda by creating an environment of open dialogue where educators are engaged, inspired, and respected. The authors encourage principals to distribute leadership responsibilities across many levels. For example, a mid-level teacher can lead a Professional Learning Team. This teacher can nominate an area of focus to strategize a clear vision for collaboration and to integrate a strong pedagogy of improved student learning. This team-building experience can provide agency to the teachers and a growth skillset to the team leader. When principals encourage community participation through PD, teachers’ sense of isolation often felt in a single classroom is greatly reduced.
The authors effectively ground their recommendations in theory and research. In each chapter, they provide detailed descriptions of the methodology used, the results of their findings, and the references used throughout their studies. The authors’ experience and understanding of the subject are evident in their recommendations.
Sustaining Communities of Practice with Early Career Teachers is a book that focuses on providing professional development to teachers within their first five years in the classroom. Still, it holds a wealth of ideas that would benefit teachers and school leaders at any experience level. The authors identify strategies that engage educators through collaboration however also acknowledge the challenges and need for further research. The authors motivate the reader to take control of their professional growth in a manner that benefits the entire school. They provide practical opportunities by utilizing social media platforms as viable learning communities and address the need to challenge existing ways of providing PD to educators. They clearly articulate how and why it is important to use online tools and recommend that professional learning attained through social networking outlets be formally recognized.
Review by: Janeal Grosinger, November 2022, Boise State University – EdD student
