C. Brown
Conquering the Professional Learning Network labyrinth: what is required from the networked school leader if schools are to benefit from engaging in Professional Learning Networks
Brown, C.; Flood, J.
Authors
J. Flood
Abstract
Increasingly, policymakers, school and school system leaders are turning to Professional Learning Networks (PLNs) as a means to achieve bottom-up educational improvement at scale (Brown and Poortman, 2018). Likening the leadership challenges of establishing PLNs to conquering a labyrinth, this paper draws on extant literature to explore one key factor thought vital to the success of PLNs: the role of school leaders in creating a two-way link between PLNs and schools. Drawing on Bauman’s [2012. Liquid Modernity. Cambridge: Polity Press] notion of liquid modernity to ground the emergence of education networks within wider trends affecting society, this theoretical paper provides a conceptual exploration of the role of school leaders in maximising the benefits of networked ways of working for their school. Settling on three vital network leadership functions of formalising, prioritising and mobilising PLN engagement, the paper concludes by establishing some of the key areas school leaders need to consider if they are to successfully negotiate the PLN maze. Also detailed are the suggested ‘lessons’ school and system leaders should heed to maximise the impact of PLNs for all schools involved.
Citation
Brown, C., & Flood, J. (2020). Conquering the Professional Learning Network labyrinth: what is required from the networked school leader if schools are to benefit from engaging in Professional Learning Networks. School Leadership and Management, 40(2-3), 128 -145. https://doi.org/10.1080/13632434.2020.1731684
Journal Article Type | Article |
---|---|
Acceptance Date | Feb 13, 2020 |
Online Publication Date | Feb 28, 2020 |
Publication Date | 2020 |
Deposit Date | Feb 14, 2020 |
Publicly Available Date | Aug 28, 2021 |
Journal | School Leadership and Management |
Print ISSN | 1363-2434 |
Electronic ISSN | 1364-2626 |
Publisher | Taylor and Francis Group |
Peer Reviewed | Peer Reviewed |
Volume | 40 |
Issue | 2-3 |
Pages | 128 -145 |
DOI | https://doi.org/10.1080/13632434.2020.1731684 |
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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in School leadership and management on 28 February 2020 available online: http://www.tandfonline.com/10.1080/13632434.2020.1731684
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