03355nam a2200445Ii 4500 9781787697751 UtOrBLW 20251029120703.0 m o d cr un||||||||| 190118s2019 enk ob 001 0 eng d 9781787697751 (e-book) UtOrBLW eng rda UtOrBLW LB1731 .B76 2019 JNK bicssc EDU032000 bisacsh 37.07 Brown, Chris, active 2019, author. 59978 Formalise, prioritise and mobilise : how school leaders secure the benefits of professional learning networks / by Chris Brown (University of Portsmouth, UK), and Jane Flood (Netley Marsh C of E Infant School, UK). Bingley, U.K. : Emerald Publishing Limited, 2019. ©2019 1 online resource (xvi, 115 pages). text txt rdacontent computer c rdamedia online resource cr rdacarrier Emerald professional learning networks series Includes bibliographical references and index. Prelims -- 1. The emergence of professional learning networks -- 2. Researching the new forest RLN --3. What actually happened across RLN schools? -- 4. Exploring the actions of individual schools -- 5. Discussion -- References -- Index. Professional learning networks (PLN) of teachers and others (such as university researchers) collaborating outside of their everyday community of practiceare 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. Teachers In-service training. 59979 Professional learning communities. 58398 Educational leadership. Education Leadership. bisacsh Organization & management of education. bicssc 57653 Flood, Jane, author. 59980 9781787697782 https://www.emerald.com/insight/publication/doi/10.1108/9781787697751 51623 51623