Taking a distributed perspective on leading professional learning networks

Abellán, Cecilia María Azorín; Harris, Alma; Jones, Michelle

doi:10.1080/13632434.2019.1647418

Cited by 108 publications

(102 citation statements)

References 71 publications

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“…Forging stronger links with parent/community groups to support families, young people and children is now a necessity to deal with the many issues that COVID19 has generated particularly for vulnerable, marginalised, or isolated young people. (7) Distributed leadership has become the default leadership response in this current crisis requiring more school leaders, at all levels, to connect, share, learn and network their way through issues (Azorín, Harris, and Jones 2020). Through absolute necessity, rather than by design, effective school leadership is now connected, collaborative, creative and responsive.…”

Section: School Leadershipmentioning

confidence: 99%

COVID 19 – school leadership in disruptive times

Harris

Jones

2020

School Leadership & Management

Self Cite

375

257

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Section: School Leadershipmentioning

confidence: 99%

COVID 19 – school leadership in disruptive times

Harris

Jones

2020

School Leadership & Management

Self Cite

375

257

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“…Thus ideas such as parental and student voice in education have moved from a relatively peripheral position to the centre of discussions about how a transformed educational landscape can ensure that teaching and learning remain maximally effective [29]. At the heart of many of these discussions is an 4 Discussion: educational networks and Covid-19 appreciation that the dialogue initiated cannot remain at single school level and must take place across networks and systems that encompass areas, regions and potentially nations [27,30].…”

Section: Methodsmentioning

confidence: 99%

Educational networks: a key driving force for school development in a time of crisis and change

et al. 2021

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This paper examines the rise of networking in education, paying particular attention to the recent recognition of their importance during the unprecedented challenges that have emerged for schools during the COVID-19 period. The paper begins with an overview of the development of network theory, exploring how the concept has been adopted across a series of disciplines as a mode of organisational and personal development. It is evidentiated that networks are goal driven, rely on good communication, are challenging and seek to provide a way for school communities to uncover and transmit the knowledge that helps them ensure effective teaching and learning. The paper subsequently examines how networking has been adapted for educational settings and has become increasingly seen as a potential answer to many of the challenges facing rapidly changing social and educational contexts. Most notably, networking has a significant impact in the field of organisational leadership. The understanding of leadership as a mode that sees power and authority distributed among school communities as a whole has at its heart an awareness of the necessity to network, communicate and dialogue within schools and, perhaps as importantly, between schools. The paper concludes with a brief introduction to the emerging discourse surrounding the potential of networks to re-imaging educational provision in a Covid-19 context.

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“…Looking towards 2021, it is now clear that on-line, professional enquiry is likely to be the modus operandi for the foreseeable future. Despite the demands of working, learning, and socialising on-line, progress has been made and a new brand of distributed leadership and professional learning is emerging defined by networks, on screen relationships and virtual connectivity (Azorín, Harris, and Jones 2020). The challenge now is to ensure that professional enquiry, within a digital environment, is as effective as it can be by utilising models of enquiry that can facilitate and secure a positive impact on learners.…”

Section: Codamentioning

confidence: 99%