Networking – opportunities for sharing practice and creating professional learning communities


 ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

One of the things that inspires me in the national workshops I’ve been facilitating is how much educators enjoy getting together and engaging in professional conversations about the work they do. Most educators enjoy sharing practice ideas and working together to critically reflect on the situations they come across each day.

What if you had these opportunities more regularly, building local learning communities where you come together as professionals and talk about what you do and reflect on issues and trends together? Professional learning communities can connect people who might not otherwise have the opportunity to interact, enabling them to explore new possibilities, solve challenging problems, and create new, mutually beneficial partnerships. These communities stimulate learning by serving as a vehicle for authentic communication, mentoring, coaching, and self-reflection.

Opportunities to network in this way can come from conference attendance, workshops and professional development opportunities. You could also join an online community, such as the ACECQA and Early Childhood Australia Facebook pages and blogs or establish your own sharing platform. KidsMatter offer some useful thoughts about keeping safe within an online community. There is a range of learning and networking communities already established, some examples are listed below.

Under National Quality Standard Quality Area 7, Standard 7.1, leaders in the service are encouraged to develop professional learning communities. This is also reflected in the Early Years Learning Framework and the Framework for School Age Care principle of ongoing learning.

A professional learning community within a service has a shared vision for service operation in which everyone makes a contribution and is encouraged to collectively reflect on, with the view of improving, practice. A professional learning community in the wider sense enables sharing multiple perspectives from a range of services, providing a vehicle on which to engage in critical reflection on and about practice.

KidsMatter, in their Being collaborative learning communities article, share nine essentials for leading a collaborative learning community. While this article focuses on individual services, many of the principles can be used to establish networking opportunities within your wider early education community. You could do this by asking:

  • What are the benefits of a professional learning community?
  • What does a professional learning community look/feel/sound like in our community?
  • How can we build our collaborative learning community?
  • How might we involve all services within our community?

There is a range of established networks, including the following:

Gowrie NSW Networking Hub
Gowrie Victoria
Community Early Learning Australia
PSC ACT
Child Australia NT
Workforce Council QLD
Gowrie Tasmania
Child Australia WA

Further reading and resources
Child Care Staff: Learning and growing through professional development

Useful email subscriptions for early childhood services could include:

ECA Web Watch
Australian Early Development Census
Australian Policy Online
Australian Research Alliance for Children and Youth

The journey towards critical reflection

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Educators reflect on their actions every day. Reflection is the thinking educators do as they are working with a child, while also observing the environment and planning what they will do next.

Donald Schon, internationally recognised author of The Reflective Practitioner , believes we engage in two types of reflection – reflection in action and reflection on action. Educators reflect while practicing, in action, making decisions about extending children’s learning, about the routines they are engaged in and the What next? for their program. Thinking on our feet and making decisions is part of an educator’s daily practice.

Our daily reflections in action deepen when we become more purposeful in our engagement – Schon’s reflection on action. An educator may think about something that has happened; think about why it happened; and what they might do differently next time. Reflecting on action takes time; it’s purposeful and can be an internal process or shared within teams.

Critical reflection takes Schon’s model a step further. Critical reflection involves exploring multiple perspectives, making clear the links between theory and practice, and making purposeful changes to practice to improve children’s outcomes. Over time, with practice, critical reflection becomes a continuous process where educators embed talking about theory in practice and practicing theory in their work. Sonya Shoptaugh, an expert on early childhood education and creativity, believes that;

To enter into a style of teaching which is based on questioning what we’re doing and why, on listening to children, on thinking about how theory is translated into practice and how practice informs theory, is to enter into a way of working where professional development takes place day after day.

The Early Years Learning Framework (p. 13) and Framework for School Age Care (pp. 11-12) have a set of reflective questions to guide educators and identify ‘ongoing learning and reflective practice’ as a key principle underpinning practice. Both frameworks explain that ‘critical reflection involves closely examining all aspects of events and experiences from different perspectives’.

Here are some resources to support educators as they further develop their critical reflection skills.

Further reading and resources

Belonging, Being and Becoming, The Early Years Learning Framework for Australia
My Time Our Place, Framework for School Age Care in Australia
Victorian Early Years Learning and Development Framework
National Quality Standard, reflecting on practice
Critical Reflection, Paper by Melinda Miller, Lecturer at Queensland University of Technology
National Quality Standard, Professional Learning Program: Self-assessment, reflective practice and quality improvement processes

References
Curtis, D. and Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. St Paul, MN: Redleaf Press