Understanding the role of school leaders in maximizing the impact of Professional Learning Networks: a case study from England

Professional learning networks (PLN) of teachers and others (such as university researchers) collaborating outside of their everyday community of practice, are considered to be an effective way to foster school improvement. At... [ view full abstract ]

Professional learning networks (PLN) of teachers and others (such as university researchers) collaborating outside of their everyday community of practice, are considered to be an effective way to foster school improvement. At the same time, to generate change, PLNs require effective support from school leaders. Such support should be directed at ensuring PLN participants can engage in network learning activity; also that this activity can be meaningfully mobilised within participant's schools. What is less well understood however are the actions school leaders might engage in to provide this support. To address this knowledge gap, this paper presents a case study of how senior leaders attempted to maximise the effectiveness of participating in PLNs for one learning network: 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, as well as impact data and policy documents, are used to ascertain the types of leadership practices employed and their nature (i.e. transformative or instructional). Also presented is an initial assessment of the perceived efficacy of these practices and suggestions for the type of leadership activity that appear to maximise the effectiveness of schools engaging in professional learning networks more generally.