Description
Networked learning communities: A powerful school improvement strategy for school leaders!
Drawing on their work with schools in North America and England, the authors demonstrate how linking professional learning communities across school or district boundaries creates networked learning communities (NLCs) that can share professional knowledge. Through a sample school narrative, the book illustrates how NLCs can significantly improve instruction, increase student performance, and promote deep and sustained change. This resource examines:
- Collaborative inquiry as a process that challenges teachers’ thinking, generates new learning, and fosters trusting relationships
- Formal and informal leadership roles in NLCs
- How NLCs support systematic data analysis and accountability
Table of Contents
Preface
Acknowledgments
About the Authors
1. Why Networks? Why Now?
It’s About Learning
Networks: A Powerful Organizational Tool
Time for Reflection
2. How Networked Learning Communities Work
What Are Networked Learning Communities?
How NLCs Work: The Theory of Action
Using NLCs to Focus Local PLCs
The Anatomy of a NLC: A Refined Theory of Action
Time for Reflection
3. Establishing a Clear and Defensible Focus
Focus Foremost
Evidence-Based Focus
From a School Focus to a Network Focus
Time for Reflection
4. Collaborative Inquiry to Challenge Thinking and Practice
The Importance of Relationships
From Inquiry to an Inquiry Habit of Mind
From Relationships to Deep Collaboration
Getting to Powerful Collaborative Inquiry
Time for Reflection
5. Leadership in Networked Professional Learning Communities
Roles of Formal Leaders
Roles of Informal Leaders
Time for Reflection
6. From Student Learning to Teacher Learning
Towards Focused Collaborative Inquiry
Collaborative Inquiry for Teacher Leaders
Within-School Focused Professional Learning: Collaborative Inquiry for Teachers
Time for Reflection
7. Using the Network to Support Professional Learning for Leaders
Collaborative Inquiry and Focused Learning for Leaders
Using Critical Friends to Promote Inquiry and Focus Efforts
From Collaborative Inquiry to Instructional Leadership Actions
Time for Reflection
8. Sustaining Networked Learning Communities
Sustaining Collective Understanding
Sustaining Professional Learning
Sustaining and Broadening Leadership
Sustaining Powerful Networked Learning Communities
Time for Reflection
References
Index
