Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits of Professional Learning Networks

Professional learning networks (PLNs) of teachers and others are an effective way to foster school improvement, but require effective support from school leaders. This book presents a case study of how senior leaders attempted to maximize the effectiveness of participating in PLNs for the New Forest Research Learning Network (RLN), a specific type of PLN designed to facilitate research-informed change at scale. In-depth semi-structured interviews with RLN participants, impact data, and policy documents were used to ascertain the types of leadership practices employed and their nature. An assessment of the perceived effectiveness of these practices and suggestions for the type of leadership activity that appears to maximize the effectiveness of schools engaging in professional learning networks more generally is also presented.

Format: Paperback / softback
Length: 136 pages
Publication date: 04 January 2019
Publisher: Emerald Publishing Limited

Professional learning networks (PLNs) are considered highly effective in fostering school improvement. These networks bring together teachers and other professionals, such as university researchers, from outside their usual community of practice. By collaborating, PLNs can generate meaningful change and promote professional growth. However, for PLNs to be truly impactful, effective support from school leaders is crucial.

To provide this support, school leaders need to ensure that PLN participants can engage in network learning activities and effectively mobilize these activities within their schools. What is less well understood is the specific actions school leaders can take to facilitate this support.

To address this knowledge gap, this book presents a case study of how senior leaders attempted to maximize the effectiveness of participating in PLNs for one learning network: the New Forest Research Learning Network (RLN). The RLN is a specific type of PLN designed to facilitate research-informed change at scale. In-depth semi-structured interviews with RLN participants, as well as impact data and policy documents, were used to ascertain the types of leadership practices employed and their nature.

The findings revealed that school leaders employed a range of leadership practices to support the RLN. These practices included prioritizing the work of the PLN, formalizing the PLN's structure and processes, and mobilizing the work of the PLN within participants' schools.

An assessment of the perceived effectiveness of these practices was conducted, and suggestions for the type of leadership activity that appears to maximize the effectiveness of schools engaging in professional learning networks more generally were provided.

In conclusion, PLNs are powerful tools for fostering school improvement, but their impact can be maximized through effective support from school leaders. By prioritizing the work of the PLN, formalizing its structure and processes, and mobilizing its work within participants' schools, school leaders can help ensure that PLNs are successful in generating change and promoting professional growth.

Weight: 154g
Dimension: 199 x 135 x 9 (mm)
ISBN-13: 9781787697782