Dr. Sonia Ben Jaafar
EduEval
 Mobilizing professional knowledge is critical
 Knowledge management is embedded in
social processes
 Collaboration as ...
1. Network Learning Communities
2. Strategic focus
3. Collaborative inquiry
4. Role of Leadership
5. Accountability & join...
 Organizational arrangement of education
professionals
 Continuous and purposeful learning
 Goal: To improve profession...
 Promise
 Change in teaching practice
 Sustainable
 Change in school culture
 Change in professional communication
 ...
 Few cases of sustained success
 Many cases of failed attempts
 Reasons
◦ Hard to cultivate necessary social processes ...
 Research in UK & Canada
 Dimensions of Successful NLCs
1. Strategic focus
2. Relationships for collaborative inquiry
3....
1. Strategic Focus
 Aligned with
school vision
 Evidence-based
 Shared across
schools
E.g., Are ESL
students are
bringi...
1. Strategic Focus
 Aligned with
school vision
 Evidence-based
 Shared across
schools
E.g., Is boys reading
comprehensi...
 Professional relationships are important
 Trust as a foundation
 Move from superficial sharing to joint work
Storytell...
 Simple intense collaboration is not enough
 Deep collaboration
◦ Make own knowledge explicit & accessible
◦ Invite crit...
 NLCs scaffold educators through focused
collaborative inquiry
Uninformed
Professional
Judgment
Informed
Professional
Jud...
Uninformed
Professional
Judgment
Informed
Professional
Judgment
Learning from Student
artefacts – Process
 Organizational arrangement
 Navigates usual boundaries to create connections
 Creates the situation for collaborative ...
 Network patterns highlight distributed
leadership
 Cultivates ownership
 Allows for localized sustained improvement
 ...
 Critical to NLC at school & network levels
 Encouraging and motivating others
◦ Open dialogue about teacher learning
◦ ...
 Providing support for building capacity
◦ Individual capacity
knowledge and skills for content work
◦ Relational capacit...
 Focused on curriculum, teaching, and
learning
 Highlights instructional leadership
 Requires capacity
 Create high ex...
 Monitoring & Evaluation
◦ Using systematic data collection and analysis
 Evidence-informed decisions at the school
and ...
 Shared Focus: Improving boys’ reading
comprehension & maintaining girls’ high
scores
 Informal leaders: Literacy Leads
 Strategy: Student
artefact structured
sharing process
 Monitor
 Teacher participation
 Teacher
implementation
 Boys’...
1. How to Start a Learning Network in Your
School
2. How to Learn and Share Using Student
Artefacts
Networked Learning Communities: School Improvement for Educational Leaders
Networked Learning Communities: School Improvement for Educational Leaders
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Networked Learning Communities: School Improvement for Educational Leaders

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Networks and professional learning communities of teachers, principals, schools, and even districts have become a common method in education for trying to sustain change in practice. Although there are many positive characteristics that are attributed to networks, there is limited direct investigation of how networks operate and how they can be purposefully and strategically constructed for school improvement and effectiveness.

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Networked Learning Communities: School Improvement for Educational Leaders

  1. 1. Dr. Sonia Ben Jaafar EduEval
  2. 2.  Mobilizing professional knowledge is critical  Knowledge management is embedded in social processes  Collaboration as an organizational goal  Strategies to promote these social processes  Network learning communities
  3. 3. 1. Network Learning Communities 2. Strategic focus 3. Collaborative inquiry 4. Role of Leadership 5. Accountability & joint decision making
  4. 4.  Organizational arrangement of education professionals  Continuous and purposeful learning  Goal: To improve professional effectiveness ◦ Better professional practice ◦ Increased student learning ◦ Increased student achievement  Many names ◦ Communities of continuous inquiry and improvement ◦ Professional Learning Community ◦ Network learning community
  5. 5.  Promise  Change in teaching practice  Sustainable  Change in school culture  Change in professional communication  Better results from schools
  6. 6.  Few cases of sustained success  Many cases of failed attempts  Reasons ◦ Hard to cultivate necessary social processes within an organization ◦ Efforts not focused ◦ Lack of understanding of social processes and organization ◦ Lack of leadership support
  7. 7.  Research in UK & Canada  Dimensions of Successful NLCs 1. Strategic focus 2. Relationships for collaborative inquiry 3. Informal & formal leadership 4. Sustaining collective understanding
  8. 8. 1. Strategic Focus  Aligned with school vision  Evidence-based  Shared across schools E.g., Are ESL students are bringing down the school average for mathematics achievement?
  9. 9. 1. Strategic Focus  Aligned with school vision  Evidence-based  Shared across schools E.g., Is boys reading comprehension lower than girls’ reading comprehension in all our schools?
  10. 10.  Professional relationships are important  Trust as a foundation  Move from superficial sharing to joint work Storytelling Helping each other Sharing Joint work Collaborative Inquiry
  11. 11.  Simple intense collaboration is not enough  Deep collaboration ◦ Make own knowledge explicit & accessible ◦ Invite critique & challenge ◦ Ready for evidence on beliefs & practices ◦ Learn from others  Hard work  Not normal part of school culture
  12. 12.  NLCs scaffold educators through focused collaborative inquiry Uninformed Professional Judgment Informed Professional Judgment
  13. 13. Uninformed Professional Judgment Informed Professional Judgment Learning from Student artefacts – Process
  14. 14.  Organizational arrangement  Navigates usual boundaries to create connections  Creates the situation for collaborative inquiry  Addresses logistics for network  Fosters school culture for educator professional growth
  15. 15.  Network patterns highlight distributed leadership  Cultivates ownership  Allows for localized sustained improvement  Fosters professional growth  Formal leaders ◦ People with positions of authority  Informal leaders ◦ People without positions of authority
  16. 16.  Critical to NLC at school & network levels  Encouraging and motivating others ◦ Open dialogue about teacher learning ◦ Creating conditions for job-embedded learning  Setting & monitoring agenda ◦ Keeping the staff efforts aligned to the focus  Sharing leadership ◦ Empowering others
  17. 17.  Providing support for building capacity ◦ Individual capacity knowledge and skills for content work ◦ Relational capacity learning how to share and interact ◦ Organizational capacity learning how to create shared learning space
  18. 18.  Focused on curriculum, teaching, and learning  Highlights instructional leadership  Requires capacity  Create high expectations based on vision  Model appropriate behaviour & motivate individuals  Involved in building collaborative processes  Share information with formal leaders
  19. 19.  Monitoring & Evaluation ◦ Using systematic data collection and analysis  Evidence-informed decisions at the school and network levels  Good decision ◦ Made based on data ◦ Made together  Responsibility of formal and Informal leadership  Inclusive process
  20. 20.  Shared Focus: Improving boys’ reading comprehension & maintaining girls’ high scores  Informal leaders: Literacy Leads
  21. 21.  Strategy: Student artefact structured sharing process  Monitor  Teacher participation  Teacher implementation  Boys’ reading comprehension  Girls’ reading comprehension
  22. 22. 1. How to Start a Learning Network in Your School 2. How to Learn and Share Using Student Artefacts

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