IF and AFTER censorship problems arise (and before a formal complaint procedure is initiated), here are some approaches and considerations: Be sure to inform your principal of any complaint, and how you plan to handle it. Urge your principal to read or view the material objected to. Afterwards, share with him/her your reasons for using the material with children. Also, try to get a school board member and a local minister, rabbi, or priest to read or look at the material. If a parent complains about material, insisting on an immediate discussion about it, defer such a discussion; make an appointment with him/her for a later time. At the same time, assure the parent that you have a concern for the child's interest. Neither you nor the parent should be in the position of discussing material without careful consideration beforehand of the factors that are to be discussed. Do not defend materials on the spur of the moment. Apart from being unfair to all concerned, and particularly to children, it is your professional duty to present your views thoughtfully and with consideration. Reread or review the material in question, even though you may already be familiar with it. Identify its strengths. Put down in writing why you believe it is proper and useful in your teaching program. Collect reviews of the material from such publications as Language Arts, English Journal, Bulletin of the Center for Children's Books, Horn Book, School Library Journal, and other professional publications. There may be three to five parents, other than the complaining parents, who may be particularly supportive of your teaching objectives. Request that they read or view the material being questioned and invite their written reactions, addressed to you and your principal
Jason Marconi on 06 Sep 13By: Eitenne C. Wenger and William M. Snyder Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard business review, 78(1), 139-146. The first article I started with was a Harvard Business review entry regarding communities of practice within organizations. While my other articles focused on the education world and describe actions within the social environment, this article took a different approach in explaining the inner workings CofP's play in the office. The fundamental meaning communities of practice represent go unchanged, but it is interesting that this article puts a table and explanation for the differences other office groups represent, such as an informal network, project team, and formal work group. This distinction allows for other varied communities of practice to be represented. Such as the education field and social psychology. Wenger and Snyder then take the article one step further by explaining the uses of CoPs for management and how to facilitate their growth for strong company cultures.
Daniel Oldham on 07 Sep 13This article is great that CoPs and PLNs (PLEs) build upon one another to drive a foundational strategy. The primary group might only be a few people but will continue to build to the point that the entire organization is involved. I also think it is important to discuss how this is utilized not only in education but also in business (or other fields). Great pick Jason!
Forrest Doud on 08 Sep 13I liked some of the real world examples for benefits of CoP's. The story of the technician who came up with the pneumatic tube idea that was ulitmately adopted because of support from his fellow technicians was really cool to hear.
