The emergence of professional learning networks in Spain

2019 ◽  
Vol 4 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Cecilia Azorín
Keyword(s):  
School Improvement ◽  
Professional Learning ◽  
School Environment ◽  
Spanish Literature ◽  
Current Status ◽  
Learning Networks ◽  
Content Type ◽  
Local Character ◽  
Educational Paradigm ◽  
School Classification

Purpose The purpose of this paper is to construct a policy map of professional learning networks (PLNs) in Spain. It includes initiatives prompted in Spanish schools in which social, political, cultural and educational elements are integrated. At the same time, it analyses which organization promotes each of the networks, the objectives pursued and the scope of the network in the territory in which it is created. Design/methodology/approach The methodology followed is essentially descriptive and incorporates the first experiences with school networks which have been disseminated in the Spanish literature. It stimulates reflection on the role networks are expected to play in relation to local developments in this specific school system. Findings The cases described (Castellon, Catalonia, Malaga and Seville) suggest a way forward for practitioners to advance toward an educational paradigm based on greater collaboration. This includes a partnership approach among professionals within and across classrooms, schools, communities, districts and education systems. In particular, the results place the focus of the network on the prevalence of the following school classification, included schools (community networks linking to the territory), extended schools (socio-educational networks), equity schools (equity fostering networks) and partnership schools (school-to-school support networks), whose objectives and scopes are reviewed. Research limitations/implications With the Spanish context in mind, it is essential to recognize that more empirical evidence is still needed to make a significant contribution toward building knowledge in this research line. Indeed, sustainability seems to be an important point to consider in a short-term world where quick-fix solutions are required. However, PLNs need time to know how beneficial they really are, for example, in terms of student outcomes and school improvement. Practical implications The argument developed assumes networks as a mirror wherein the present and future of education takes place. In this sense, the scientific and educational communities have both a challenge and an opportunity to rethink the potential of networking and collaboration in education. The article tries to be attractive to a specialized reader or one simply interested in the problem of networks in education and the reality of PLNs in Spain. Social implications The network society demands a network school environment where communities are part of a local character strategy. Originality/value This document offers an interesting view on networks that not only focus on education but on social and welfare issues and it aims to target education from a broader perspective; so resulting in opening schools to the community, which is not a widely covered topic in education research. In summary, the paper can be considered as a pioneer study in the Spanish context, which contains valuable information about PLNs, their origin and current status in this part of the world.

Looking for learning in teacher learning networks in Kenya

2019 ◽  
Vol 4 (2) ◽  
pp. 124-146 ◽  
Author(s):  
Stephen Anderson ◽  
Caroline Manion ◽  
Mary Drinkwater ◽  
Rupen Chande ◽  
Wesley Galt
Keyword(s):  
School Improvement ◽  
Teacher Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Low Income ◽  
Network Activity ◽  
Learning Networks ◽  
Content Type ◽  
Positive Effects ◽  
Student Misbehavior

Purpose The purpose of this paper is to review the findings from a study of teacher professional learning networks in Kenya. Specific areas of focus included network participation, network activities, network leadership, and professional impact on network members and their schools. Design/methodology/approach The research was grounded in the literature on education networks and teacher learning. The research employed a qualitative design and was implemented from September 2015–March 2017, including three two-week field trips to Kenya. Data included network records, 83 personal interviews, 4 focus group interviews, 19 observations of network meetings, and classroom observation of network and non-network teachers in 12 schools. Findings Network participation had positive effects on teachers’ sense of professionalism and commitment to teaching and on their attitudes toward ongoing professional learning and improvement in student learning. Teachers also highlighted network benefits for learning to use new teaching strategies and materials, responding to student misbehavior and misunderstanding, and lesson preparation. Research limitations/implications Research constraints did not permit longitudinal investigation of network activities and outcomes. Practical implications The paper identifies challenges and potential focuses for strengthening the learning potential of network activities, network leadership, and the links between network activity and school improvement. Originality/value Prior research has investigated education networks mostly in North American and similar high income settings. This paper highlights the benefits and challenges for networks as a strategy for continuous teacher development in a low income low resource capacity context.

scholarly journals Leadership Styles of Principals and Teachers of Nigerian Unity Schools: Using School Environment as a Tool For School Achievement

2016 ◽  
Vol 4 (4) ◽  
pp. 98
Author(s):  
Khalil Yusuf Uthman ◽  
Yahya Bn Don ◽  
Abd Latif Kasim
Keyword(s):  
Transformational Leadership ◽  
School Improvement ◽  
Professional Learning ◽  
School Environment ◽  
School Achievement ◽  
School Level ◽  
Learning Collaborative ◽  
The North ◽  
Wide Range ◽  
Teachers And Students

Collaborative, non-traditional leadership practices have attracted little attention in research about sustainable school achievement in Nigerian unity schools.  The involvement of teachers in the administration of schools is well justified and arise from the need to boost school environment for the sake of attaining school achievement. The absence of teachers in the administration of unity schools impedes the proper attainment of school achievement. The purpose of this research is to reports on the outcomes of transformational leadership efforts in Nigerian unity schools aimed at enhancing the use of teachers in the administrative set-up.  This study was carried out in seven selected unity schools all located in the north-eastern part of Nigeria. The study used  Multifactor questionnaire 5x, School level environment questionnaire (SLEQ) and School Improvement questionnaire (SIQ) with 5 Likert-scale that involved the use of 800 questionnaires which were sent in which 790 were returned and 760 found valid for data analysis. Participants were drawn from a wide range of disciplines across the sampled schools. The establishment and operation of these school relied on a transformational leadership methodology by principals that facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. This research used the quantitative approach.  The study found out that transformational leadership approach is effective in overcoming problems associated with lack of involvement of teachers in the building of a fruitful environment capable of bringing a good school achievement through cultivating the habit of a transformational leader, the principals of unity schools enabled teachers and other stake holders to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change (school achievement). This paper demonstrates that the transformational leadership model for a high school achievement reported here is effective in building capacity for both teachers and students via involvement of teachers in building the environment. The model is flexible enough for a variety of institutional settings, and hence, recommends the use of teachers in secondary school’s administration.

School culture and leadership of professional learning communities

2015 ◽  
Vol 29 (5) ◽  
pp. 682-694 ◽  
Author(s):  
Daniel Carpenter
Keyword(s):  
School Culture ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Shared Leadership ◽  
Content Type ◽  
Policies And Procedures

Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

An overview of quantitative instruments and measures for impact in coproduction

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephen MacGregor
Keyword(s):  
Professional Learning ◽  
Measurement Properties ◽  
Learning Networks ◽  
Impact Measurement ◽  
Content Type ◽  
Fields Of Study ◽  
Starting Point ◽  
Measurement Tools ◽  
Practical Implications ◽  
Do So

PurposeThe purpose of this paper is to examine the quantitative measurement tools used in fields of study related to coproduction, as an approach to mobilizing knowledge, in order to inform the measurement of impact.Design/methodology/approachAn overview methodology was used to synthesize the findings from prior instrument reviews, focusing on the contexts in which measurement tools have been used, the main constructs and content themes of the tools, and the extent to which the tools display promising psychometric and pragmatic qualities.FindingsEight identified reviews described 441 instruments and measures designed to capture various aspects of knowledge being mobilized among diverse research stakeholders, with 291 (66%) exhibiting relevance for impact measurement.Research limitations/implicationsFuture studies that measure aspects of coproduction need to engage more openly and critically with psychometric and pragmatic considerations when designing, implementing and reporting on measurement tools.Practical implicationsTwenty-seven tools with strong measurement properties for evidencing impact in coproduction were identified, offering a starting point for scholars and practitioners engaging in partnered approaches to research, such as in professional learning networks.Originality/valueCurrent quantitative approaches to measuring the impacts of coproduction are failing to do so in ways that are meaningful, consistent, rigorous, reproducible and equitable. This paper provides a first step to addressing this issue by exploring promising measurement tools from fields of study with theoretical similarities to coproduction.

Navigating the leadership tensions in creating collective responsibility

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deidre Le Fevre ◽  
Frauke Meyer ◽  
Linda Bendikson
Keyword(s):  
School Improvement ◽  
Teacher Perceptions ◽  
Professional Learning ◽  
Achievement Goals ◽  
Collective Responsibility ◽  
Leadership Practice ◽  
Content Type ◽  
Qualitative Case Studies ◽  
Staff Members ◽  
Teachers Beliefs

PurposeThe purpose of this research is to use a collective responsibility theoretical lens to examine the work of three school principals as they focussed on school-wide goal-setting processes to achieve valued student achievement goals. The tensions principals face in creating collective responsibility are examined so that these might be intentionally navigated.Design/methodology/approachQualitative case studies of three New Zealand schools include data from interviews with principals, middle leaders and teachers. An inductive and deductive thematic analysis approach was employed.FindingsPrincipals face four key tensions: (1) whether to promote self or centrally directed and voluntary or mandatory professional learning; (2) how to balance a top-down versus a middle-up process for accountability; (3) ways to integrate both educator and student voice and (4) the complexity of both challenging teachers' beliefs and providing support. These challenges seemed inherent in the work of developing collective responsibility and leaders tended to move along response continuum.Research limitations/implicationsThis research highlights the importance of being intentional and transparent with staff members about both the nature of these tensions and their navigation, and opens up further questions in relation to leader, and teacher perceptions of tensions in creating collective responsibility for achieving school-improvement goals.Practical implicationsAn understanding of the tensions that need to be navigated can help leaders and other educators to take effective action, scrutinize the reasoning behind decisions, and understand the inherent challenges faced.Originality/valueLeadership tensions in creating collective responsibility are explored and implications for leadership practice and learning considered.

scholarly journals External mentoring for new teachers: mentor learning for a change agenda

2017 ◽  
Vol 6 (3) ◽  
pp. 178-195 ◽  
Author(s):  
Caroline Daly ◽  
Emmajane Milton
Keyword(s):  
School Improvement ◽  
Professional Learning ◽  
New Teachers ◽  
Early Career ◽  
First Year ◽  
Early Career Teachers ◽  
Learning And Development ◽  
High Stakes ◽  
Content Type ◽  
Career Teachers

Purpose The purpose of this paper is to report on a qualitative study of the learning and development of 70 external mentors during the first year of their deployment to support early career teachers’ professional learning as part of a national initiative aimed at school improvement in Wales. Design/methodology/approach The study adopted a narrative methodology that elicited accounts of external mentors’ learning experiences that were captured as textual data and analysed using an inductive approach to identify: first, the manifest themes that appeared at declarative level, and second, the latent (sub-textual) themes of external mentor learning and development. Findings Four key themes emerged that indicate the complexity of transition to the role of external mentor in high-stakes contexts. From these, eight theoretically-informed principles were derived which support mentors to embrace uncertainty as essential to their learning and development, and to harness the potential they bring as boundary-crossers to support the development of new teachers. Research limitations/implications The study investigated the first year of a three-year programme and worked with one form of qualitative data collection. The research results may lack generalisability and a longitudinal study is necessary to further explore the validity of the findings. Practical implications The eight principles provide a foundation for mentor development programmes that can support ambitious goals for mentoring early career teachers. Originality/value The study addresses the under-researched area of the learning and development of external mentors at a national scale.

Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pierre Tulowitzki
Keyword(s):  
Knowledge Transfer ◽  
Blended Learning ◽  
Professional Learning ◽  
Further Education ◽  
Learning Networks ◽  
Learning Program ◽  
Study Program ◽  
Content Type ◽  
The Creation ◽  
Levers And Barriers

PurposeThis article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions guiding the research were: (1) What levers and barriers to establishing viable networks are identified by its members? (2) What – if any – indications of knowledge transfer within the networks can be identified?Design/methodology/approachThe networking aspect of the study program was analyzed using semi-structured interviews with its recent participants and graduates (n = 22), with the objective of gaining insights into elements that supported the creation and maintenance of a global, student-centered network and community in the program. Additionally, a document analysis of the master theses of all participants since the start of the program (n = 96) was undertaken to look for indications of knowledge transfers from one cultural and/or geographical setting to another.FindingsBlending online exchanges with face-to-face exchanges was seen as helpful in establishing a sustainable network. Additionally, having a low-barrier communication platform where it was socially acceptable to not only communicate about professional but also informal matters was described by virtually all participants as a promoting exchange and cohesion. Furthermore, about a fifth of all analyzed master theses contained indications of knowledge transfer, with instances of incorporating models or concepts from other contexts being the most prominent occurrence.Originality/valueThe findings offer insights into establishing sustainable blended-learning networks. They elaborate on key elements that supported and hindered the creation and viability of such networks. Furthermore, they highlight the importance of formal but also informal spaces for exchange.

scholarly journals The sensory school: working with teachers, parents and pupils to create good sensory conditions

2019 ◽  
Vol 5 (2) ◽  
pp. 131-140 ◽  
Author(s):  
Nicola Martin ◽  
Damian Elgin Maclean Milton ◽  
Joanna Krupa ◽  
Sally Brett ◽  
Kim Bulman ◽  
...  
Keyword(s):  
School Improvement ◽  
School Environment ◽  
Research Team ◽  
Good Practice ◽  
Content Type ◽  
Team Members ◽  
School Improvement Planning ◽  
Collaborative Community ◽  
Autistic People

Purpose An alliance of schools and researchers formed a collaborative community of practice in order to understand and improve the sensory school environment for pupils on the autistic spectrum, and incorporate the findings into school improvement planning. The paper aims to discuss this issue. Design/methodology/approach Representatives of special and mainstream schools in South London and a team of researchers formed the project team, including an autistic researcher. The researchers and a named staff member from each of the schools met regularly over the course of 18 months in order to work on an iterative process to improve the sensory experience pupils had of the school environment. Each school completed sensory audits and observations, and was visited by members of the research team. Parents were involved via meetings with the research team and two conferences were organised to share findings. Findings Useful outcomes included: developing and sharing of good practice between schools; opportunities for parents of autistic pupils to discuss their concerns, particularly with someone with insider perspective; and exploration of creative ways to achieve pupil involvement and the idea that good autism practice has the potential to benefit all pupils. A resource pack was produced for the schools to access. Plans are in place to revisit the initiative in 12 months’ time in order to ascertain whether there have been long-term benefits. Originality/value Projects building communities of practice involving autistic people as core team members are rare, yet feedback from those involved in the project showed this to be a key aspect of shared learning.

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