What do an astronaut, a professor, a financial planner and a middle school math teacher have in common? We are all part of a Community of Practice (CoP).

At its core, a Community of Practice is a group of people who share a passion or interest in a topic and regularly interact to learn and improve individual and group goals. They are designed to identify challenges, share best practices and cultivate expertise around shared goals.

As a public school teacher in Colorado and a member of the National Board for Professional Teaching Standards—a nationwide Community of Practice for educators—I have found firsthand just how powerful a tool it can be to enhance the educational experience for students in classrooms, support educators in their schools and drive improvements for districts and states.

An extensive body of research has found that students taught by National Board Certified Teachers learn more, equal to an additional one to two months of instruction. The positive impact is even greater for high-need students. Meanwhile, National Board Certified Teachers earn higher pay in 29 states and remain in the profession at much higher rates.

I’m excited to share how the National Board — my community of practice —has made a positive difference for me and my students.

Building Trusting Relationships

The foundation of a community approach is in building trusting relationships and sharing expertise among members. As a former member of the National Assessment Governing Board and a current board member of the National Board for Professional Teaching Standards, I have engaged in enlightening discussions with individuals from various backgrounds, including governors, principals, state representatives and business leaders.

These interactions have inspired me to explore innovative strategies and encouraged me to try new blended learning techniques in my classroom to amplify student engagement. Establishing trust with colleagues is critical for addressing common challenges. During discussions on navigating national testing amid the pandemic, open communication allowed us to update assessment frameworks to ensure they remained relevant and effective. Recently, my community tackled the important question of how to guarantee that every student, regardless of their background, has an accomplished teacher available to them every day. Such profound questions can only be tackled when members trust one another and are committed to learning together.

Solution-oriented approaches

Communities of Practice thrive on solution-oriented discussions that emerge from regular meetings and small group interactions. These consistent dialogues allow members to voice their concerns and collaboratively address challenges. My local community has been focused on accelerating learning and ensuring all students make adequate progress on grade-level objectives. Through our discussions, we have shared best practices and strategies that are yielding success across classrooms. These vital conversations have influenced course offerings in our school and opened doors for students who might have previously been on a remedial path. By leveraging our regular meetings and individual expertise, we have identified problems and developed effective solutions.

Seeking expert advice

An essential aspect of this approach is enlisting the help of experts. As we assess the needs of our community, challenges will naturally arise. While teachers are adept at critical thinking and problem-solving, we are not equipped to tackle every issue. In a recent breakout session with a communications expert, I was reminded of the importance of advocating for our students, colleagues and schools on top of teaching my curriculum. We must work to create safe and supportive classrooms that foster positive learning experiences, enabling students to discover and pursue their passions. This empowered me with the confidence and skills necessary to advocate for my students.

Transforming educators

Educators often find themselves isolated in their classrooms, commonly referred to as “silos of knowledge.” This metaphor reminds me of my grandparents’ farm in rural Colorado, where they stored grain in silos. While impressive, grain left in a silo eventually becomes useless. Similarly, educators must not remain confined within their classrooms; we must step outside and make an impact beyond our four walls. A Community of Practice, like being part of the community of National Board Certified Teachers, can help educators foster significant learning and positive change in their professional journey and community.

Communities of Practice are essential for educators like me looking to enhance their teaching and make a lasting impact on their students and communities. By building trust, seeking solutions and collaborating with experts, we can break free from isolation and create a robust network of support that drives educational excellence for all.

Mark Miller is a National Board Certified math teacher and math department chair at Cheyenne Mountain Junior High in Colorado Springs. He was a former eighth-grade representative on the National Assessment Governing Board and is on the board of directors of the National Board for Professional Teaching Standards.