Abstract
The purpose was to understand two teachers’ experiences of implementing the teaching personal and social responsibility model over the span of one academic year due to their development and participation within a community of practice. A case study approach was utilized to gather and analyze qualitative data; three themes were developed. The teachers were marginalized by school personnel and received little recognition for their efforts. Student success was reported, but students were not ready to learn components of the model. Model implementation improved over time. Support from their community of practice allowed for reassurance, overcoming frustration, routine development, and value of the model. Without the community of practice, teachers indicated high potential for burnout of model use due to exhaustion associated with marginalization. The teaching personal and social responsibility model is well suited for a community of practice based on its call for continuous reflection and gradual empowerment.
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