Running head: COMMUNITY OF PRACTICE EXAMPLES

Community of Practice Examples

Avery Huang

Arizona State University

COMMUNITY OF PRACTICE EXAMPLES 1

Community of Practice Examples

The AZ STEM Community of Practices consists of 55 school communities (SciTech

Institute, n.d.). According to SciTech Institue (n.d.), Its mission is to empower practitioners to

learn from each other and transform Arizona's workforce of the future in science, technology,

engineering and mathematics. As Babb (2017) mentioned in her video, each participating school

has a community of practice that shares resources, communicate successes, and provide a place

for partnering together. They hold kickoff events for participants to discuss topics of interest and

gain new knowledge with the school-based team. Example of topics of interest includes digital

ways to share ideas and challenges of a STEM culture, a central location for high-quality stem

resources, information about STEM school models, quickly accessible partnerships, and

organization to support the school's goals (Babb, 2017).

The Arizona Developmental Disabilities Planning Council (n.d.) established a Community

of Practice on Cultural and Linguistic Competence in Developmental Disabilities, also called

CoP-CLCDD. The goal of the Arizona CoP-CLCDD is to reform the developmental disability

system to make it linguistically and culturally competent with a vision of embracing, respecting,

and understanding individuals with developmental disabilities (Arizona Board of Regents, n.d.).

Their current advocacy work includes creating self-advocacy workshops for Spanish-speaking

adults in Yuma and Phoenix, compiling helpful tips for creating a cultural broker on building

relationships with leaders and trusted individuals, and conducting a survey to find out what they

can do to help service providers and caseworkers know more about available disability services

for refugees with identified disabilities (ADDPC, n.d.).

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Building Early Childhood Foundations (BECF) aims to support new early childhood

educators, whose educational experiences are less than five years, about the importance of

overall child development, including developing appropriate practices (McKiernan, n.d.). This

CoP holds a monthly meeting for these teachers to interact with other educators on the second

Saturday of the month in South Pima. During the meeting, these teachers can actively share their

ideas on teaching to help them lay a solid foundation in early childhood theory and practice.

According to McKiernan (n.d.), their current advocacy efforts also include coaching sessions in

teachers' classrooms and interaction activities covered with various topics. The reference

material for these topics is Powerful Interactions. How to Connect with Children to extend their

learning, by Dombro, Jablon, and Stetson; and Developmentally Appropriate Practice. by

Copple, and Bredekamp.

SIGNATURE ASSIGNMENT LITERATURE REVIEW 3

Reference

ADDPC. (n.d.). Diversity and Inclusion. Retrieved from

https://addpc.az.gov/diversity-and-inclusion

Arizona Board of Regents. (n.d.). AZ Community of Practice on Cultural and Linguistic

Competence in Developmental Disabilities | Sonoran UCEDD. Retrieved from

https://sonoranucedd.fcm.arizona.edu/AZ-CoP-CLCDD

Babb, C. (2017, July 29). Arizona STEM Community of Practice [Video file]. Retrieved from

https://www.youtube.com/watch?v=rrrxB5uJBJ4&t=82s&ab_channel=ChrisBabb

McKiernan, M. (n.d.). Building Early Childhood Foundations – United Way of Tucson &

Southern Arizona. Retrieved from

https://www.getcf.org/building-early-childhood-foundations/

SciTech Institute. (n.d.). Community of Practice,. Retrieved from

https://scitechinstitute.org/programs/community-of-practice/