Utilizing the Teaching Personal and Social Responsibility Model as a Community of Practice

• In Event: Social Emotional Learning and Models-Based Practice

Abstract

The Teaching Personal and Social Responsibility model is challenging to implement initially. Communities of practice have been suggested as a counterstrategy. The purpose of this study was to understand educator perceptions regarding the implementation of the model through the use of a community of practice. Qualitative data in the form of interviews, professional development discussions, critical incidents, and journals were gathered from Kara (female) and Tony (male) for one academic year within an elementary setting. Following data analysis, three themes were developed around marginalization, student engagement, and implementation progress. The community of practice served as the thread throughout, resulting in reduced burnout, improved model enactment, and commitment to future application. This approach has the potential to enhance practice and progress.

Authors

• Victoria Shiver, University of New Mexico
  Presenting Author

• Kelly L. Simonton, University of Wyoming
  Non-Presenting Author

• Angela Simonton, University of Wyoming
  Non-Presenting Author

• Ali Alshuraymi, University of New Mexico
  Non-Presenting Author