Another systemic CoP is our Core Class Co-construction meeting, provides opportunities to share experiences and knowledge about the core classes the teachers teach. The CCCPs are facilitated by the Head of Houses or a Deputy Principal. They produce a common document which is shared among the participating teachers.

Advent of BYOD and its inter-linking pedagogical implications are discussed in the workshops which mostly happen during the Teacher Only Days. These are functional, informative and many innovative ideas are discussed and shared among the teachers. Here, I am tempted to treat the Parent teacher interviews and Students’ Academic Achievement meetings’ venue/occasion as another CoP . But its special nature makes the occasion debatable and may not qualify as a functional CoP. So far the discussions were on communities which are mostly internal.

One of the external CoP, a very important one to a Maths teacher, is Saturday Morning Mathematics mini Conferences. These are get-together/ experience sharing venue for Mathematics professionals in Auckland. It will be worthwhile to mention, the New Zealand Association of Mathematics Teachers, to me is of course an important CoP.

Last but not the least, who can deny the role of Mindlab participating teachers as remarkable CoP, a truly learning community of professionals.

What do you think about this? "A youth gang may have developed all sorts of ways of dealing with their domain: surviving on the street and maintaining some kind of identity they can live with. They value their collective competence and learn from each other, even though few people outside the group may value or even recognise their expertise." Would you consider or at least perceive this as a viable CoP?

Wenger, E. (2000). Communities of Practice and Social Learning Systems. Organization, 7(2), http://doi.org/10.1177/135050840072002