Child pages
  • Expectations of Communities of Practice Facilitators



Expectations of Communities of Practice Facilitators

This document covers the expectations of community of practice facilitators in depth, including the vision, goals, objectives, responsibilities, and support covered. For more resources, check out Facilitator Resources.

Quick Navigation


Vision of a Facilitator

Facilitators will develop the knowledge, skills and disposition to work as school/district change agents. Facilitators will support district and school leaders, teachers and ancillary staff toward improved outcomes for all students, inclusive of academic, social-emotional and school culture- climate improvements. 

What are our goals and objectives for CoP facilitators?

Facilitators will:

  • Support site educators to feel empowered and believe change is possible
  • Create a collaborative environment that shares the belief that the CoP process is valuable
  • Implement a systematic process to articulate a collective problem of practice for each school and identify appropriate interventions
  • Model how individual educators may utilize the CoP process in their own settings
  • Inform an expanded view of the inquiry process (how to collect, analyze, and use data and information)
  • Build capacity within the district to engage in continuous improvement
  • Support districts to leverage existing work that they are engaged in; dovetail to the CoP
  • Actively seek support for CoPs as needed or identified by the facilitator or the CoP 

What are the specific responsibilities of the CoP facilitators?

Facilitators will:

  • Facilitate the building of relationships and norms for their Communities of Practice 
  • Lead schools in the CoP through the process of articulating their problem of practice 
  • Communicate the components of the Plan Do Study Act Cycle 
  • Customize materials and instruments for CoP convenings (e.g. agendas, objectives) 
  • Facilitate difficult conversations about assumptions we may have about subgroups of students that negatively impact our
  • Ability to close the achievement gap 
  • Ensure the CoP have addressed and identified roles and responsibilities 
  • Schedule and plan for CoP check-ins for the three PDSA cycles 
  • Assist in building communal knowledge around a problem of practice 
  • Participate in CORE facilitated check-ins with other facilitators 
  • Communicate with district and CORE leaders on a regular and ongoing basis 
  • Support schools in documentation of the CoP work by collecting evidence of the following:
    1. Elements of each part of the PDSA cycle
    2. Effect on student performance/achievement 
    3. Effect on instructional practices
    4. School Site Council updates 

What are our objectives in supporting facilitators?

CORE will:

  • Engage in a variety of professional learning experiences to enable effective facilitation of CoPs 
  • Build relationships for peer support and shared learning within and across school partners and districts.
  • Support district staff in addressing subgroup performance and gaps. 
  • Introduce, develop and reference a toolkit of structures and protocols to facilitate the creation of collaborative adult learning communities.
  • Build the capacity of districts and the CORE collaborative as a whole to accelerate reform. 
  • Develop a library of professional literature for building knowledge and resources for collaboration, reflection and shared learning.



Download Resource as a PDF

Related Materials

Communities of Practice Program Requirements and Guidelines

This document covers the all the requirements, guidelines, vision, support, and background in depth for the Communities of Practice Program. For more resources, check out our Resources page.

This page has no comments.