Livia Roessler
University of Innsbruck
Livia Roessler is a contract researcher at the University of Innsbruck at the Institute for Teacher Education and School Research. Her main skills are in educational innovation and change with a particular focus on educational leadership, school improvement and region school development. In current projects (Modellregion Bildung Zillertal), she researches success factors for a comprehensive school as well as studding supportive role structures for school improvement in rural areas. She also works for the National Center for Learning Schools, where her main interests lie in school research and educational system reforms. Furthermore, she is a member of the German-speaking Innovative Learning Environment Network (ILE).
Professional Learning Networks (PLNs) of teachers (cf. Brown & Poortman 2017) committed to and capable of creating deep and broad teaching and learning represents a promising approach to achieving continuous school improvement. The goal of the presented project is to explore the role of PLN facilitators in maximizing the benefits of professional learning benefits for teacher development and school improvement.
The educational demands of the 21st century require high quality, continuous professional learning and development to ensure that all teachers are able to meet the demands of diverse student populations. What’s more, teacher learning both from each other and from others (such as university researchers) is considered an effective way to support practitioners in rethinking their own practice and improving their teaching. In this context, PLNs of teachers committed to and capable of creating deep and broad teaching and learning (cf. Fullan et al. 2017) represents a promising approach to achieving ongoing school improvement.
Research so far has shown that a number of supporting conditions need to be in place before PLNs can be successful. In particular, is the vital but under researched role of leadership of learning networks themselves. This project will examine the role of PLN leaders (referred to here as network facilitators) in supporting two PLNs, one based in Austria and one based in England. The questions to be addressed by this research project are:
- What role do network facilitators play in maximizing the impact of Professional Learning Networks?
- How might this situation be improved?
- What lessons can be learned by other network facilitators to maximise the impact of their networks?
To address these research questions, a comparative qualitative study was conducted. Project outcomes will comprise the development of two detailed case studies and a literature review. Together these will illustrate specific leadership practices that appear effective in supporting the participation of teachers in PLNs. They will also illustrate current practices and where improvements might be made to these.
Brown, C. D., & Poortman, C. (2017). Networks for learning: Effective collaboration for teacher, school and system improvement. New York, London: Routledge.
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep Learning: Engage the World Change the World. Thousand Oaks: Corwin Press.
