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Early Intervention and Schools Community of Practice �Sub-Learning Communities��

Background

Community of Practice (CoP) members are occupational therapy practitioners within schools and Early Intervention

    • 234 Members 

� Purpose of Membership

    • Stay up to date with research for best practice
    • Opportunity to converse/network with colleagues
    • Discuss and organize for advocacy

� Past LEND projects focused on assessing member needs 

    • One need identified was opportunities to connect within smaller groups on specific topics

Methods

Purpose: Facilitate meaningful engagement for CoP members within a specific topic

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Amy Satterthwaite and Mackenzie Jaekel

Outcomes: Member Engagement (participation)

Member Feedback

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Key Findings

  • If you share a graph or chart, explain the primary takeaways.
  • If you use verbiage, avoid large paragraphs. Use bullet points to present findings.

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Member Quotes

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“I learned the importance of creating connections through SEL opportunities with our students” 

�“OT and SEL are so connected and [OTs] should have a bigger role in SEL implementation, this group helped me think about how to do that”

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Members expressed importance of discussing cultural humility

19 members on SEL sub-learning community listserv, 5 attended live event

14 members on global OT sub-learning community listserv, 2 attended event

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Members were able to reflect on their practice and apply knowledge gained from sub-learning communities 

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Recommendations and Implications

  • Members want sub-learning communities as a space to network, advocate, and learn 
  • Members want to interact both synchronously and asynchronously in sub-learning groups
  • Members value additional resources and suggestions for professional development regarding topics of interest��Barriers and limitations 
  • Zoom fatigue, professional burnout, lack of external incentives 

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Next Steps �Continue building rapport with members and sub-learning community

  • Continue offering events, resources, and policy discussions within sub-learning communities both synchronously and asynchronously

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