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 those participating in PLNs can engage in network learning
activities; 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 book 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, have
been used to ascertain the types of leadership practices employed and
their nature (i.e. whether geared towards prioritising, formalising or
mobilising the work of the PLN). Also presented is an assessment of the
perceived effectiveness 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.