The Leadership Link: A Hybrid Professional Learning Network for Learning and Teaching Leaders

2016 ◽  
pp. 329-346
Author(s):  
Trish McCluskey
Keyword(s):  
Professional Learning ◽  
Learning And Teaching ◽  
Learning Network ◽  
Professional Learning Network

Narrative-based evaluation demonstrates the value of a higher education professional learning network

2016 ◽  
Vol 50 ◽  
pp. 79-87 ◽  
Author(s):  
Coralie McCormack ◽  
Trudy Ambler ◽  
Brondalie Martin ◽  
Katrina Waite ◽  
Ann Wilson
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Learning Network ◽  
Education Professional ◽  
Professional Learning Network

scholarly journals An evaluation of a professional learning network for computer science teachers

2017 ◽  
Vol 27 (1) ◽  
pp. 30-53 ◽  
Author(s):  
Quintin Cutts ◽  
Judy Robertson ◽  
Peter Donaldson ◽  
Laurie O’Donnell
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Professional Learning ◽  
Learning Network ◽  
Professional Learning Network

scholarly journals Operating educational networks in Northern Ireland: the EQI shaped professional learning network

2021 ◽  
Vol 98 ◽  
pp. 01003
Author(s):  
Joe O’Hara ◽  
Patrick Shevlin ◽  
Martin Brown ◽  
Gerry McNamara
Keyword(s):  
Northern Ireland ◽  
School Improvement ◽  
Professional Learning ◽  
School Effectiveness ◽  
Positive Impact ◽  
Educational Practice ◽  
Policy And Practice ◽  
Learning Network ◽  
Professional Learning Network ◽  
The Impact

This paper reports on the operation of the DCU Shaped Professional Learning Network (DCU SPLN), an initiative of the Centre for Evaluation Quality and Inspection (EQI) at Dublin City University. The DCU SPLN was initially established in Belfast, Northern Ireland as part of the Erasmus+ Project, 'Polycentric inspections of networks of schools', the focus of which was to provide an assessment of the potential of polycentric inspection as a tool for improving school effectiveness and outcomes. The cluster has now grown to 140 schools organised in regional clusters throughout Northern Ireland. The paper provides examples of the impact of the network on policy and practice in Northern Ireland. Firstly, it has a Hearts and Minds driving force that is centered on the ethical use of first-hand evidence to drive school improvement and associated action research. Secondly, it is underpinned by the existence and support from external agencies, in this case, researchers at EQI. Thirdly, the professional development provided to schools by EQI and subsequent adjustments by participants and advisors had a direct ongoing positive impact on improving the actual quality of learning in individual schools. Finally, one of the key learning points was the gradual transfer of responsibility for professional learning provision from the EQI researchers to the leaders and teachers involved in the cluster. The paper concludes with drawing some general conclusions about the role of networks in educational practice.

Leading as boundary crossing: How teacher leaders lead across a professional learning network in Shanghai China

2021 ◽  
pp. 174114322110553
Author(s):  
Yan Zeng ◽  
Leslie NK Lo
Keyword(s):  
Teacher Leadership ◽  
Professional Learning ◽  
Teacher Leaders ◽  
Boundary Crossing ◽  
Leadership Strategies ◽  
Learning Program ◽  
Leadership Practice ◽  
Leader Identity ◽  
Learning Network ◽  
Professional Learning Network

This paper explores how teacher leaders enact leadership practice across a regional learning network, Master Teacher Studios, an officially initiated teacher learning program in Shanghai. It investigates the leadership strategies that are employed for cross-boundary endeavors in the network. The concepts of boundary and boundary crossing, as expounded by Wenger and others, are used to guide an examination of the process of teacher leadership enactment across a network, which is elucidated as interpreting the boundaries, selecting/designing boundary objects, and participating in communities of practice. The paper fosters an understanding of teacher leadership practice as boundary work in a network context, and delineates a process of teacher leadership enactment, as well as the importance of teacher leader identity in the process.

Harnessing the Power of Social Media to Support a Professional Learning Network During the COVID-19 Pandemic

2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Elissa Hall ◽  
Justin D. Kreuter ◽  
Teresa Sörö ◽  
Kristina Dzara ◽  
Holly C. Gooding
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Learning Network ◽  
Professional Learning Network
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