Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice (Brown and Poortman, forthcoming; Wenger, 1998). The ultimate aim of PLNs is to improve outcomes for both educators and students. Given this definition, Professional Learning Networks are seen to encompass a huge range of network types, including professional development networks, research- or data use teams, multi-site lesson study teams, teacher design teams, and teacher education networks.

The importance of PLNs is increasingly apparent and now, more than ever, educational researchers, policy-makers and practitioners are focusing their attention on professional learning networks as a way to facilitate teacher, school/school system improvement. In addition, PLNs also feature as means to improving student outcomes through wider community engagement (for instance via PLNs that involve a range of social actors and stakeholders). This can be seem, for example, in the work of both Hargreaves (2010) and Stoll (2015) who argue that learning networks are fundamental to achieving effective school improvement. Similarly, recent work by Mumby & Fullan, (2016) suggests that learning networks situated at a cluster or district level will, moving forward, be the driving force for both local and system level change. The OECD (2016) meanwhile argues that, to be successful 21^st century learning organizations, schools must engage meaningfully with the wider learning networks in which they reside.

It is also clear that this extant focus on learning networks is merited. Evidence suggests that collaboration through learning networks can, for example, lead to improved teaching practice and increased student learning (Borko, 2004; Darling-Hammond, 2010; Vescio et al., 2008). Nonetheless, despite this acknowledged starting point, there are numerous challenges regarding the use of PLNs. For example: working in a learning network does not automatically improve practice: research shows that many factors need to be in place before networks can be successful. In addition, there are many learning network types to choose from, and it may not always be clear which are likely to be most effective in any given set of circumstances. Schools, communities and individuals also often find it difficult to determine beforehand the optimal relationship between their own goals, the goals of the network and the time and effort required to make the network successful. What’s more, a key factor for success is the individual motivation of the participating educators, as well as whether those involved have sufficient time and the opportunity to participate actively and meaningfully.

As a result, this symposium is designed to both explore some of the challenges associated with PLNs in more detail, as well as spotlight examples of how these challenges have been successfully negotiated. In particular the symposium brings together four case study papers which explore both issues and effective ways of working associated with connecting educators and non educators to achieve improved outcomes for teachers and learners. In doing so the symposium covers both European perspectives (with three cases from Switzerland, the Netherlands and England) and those from the USA (one case study). The discussant will engage with the four cases and provide a summative perspective on some of the key challenges and required ways of working associated with PLNs. A debate with the audience around such issues will also be facilitated.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain, Educational Researcher, 33(8), 3-15. doi: 10.3102/0013189X033008003 Brown, C. and Poortman, C. (forthcoming), (London, Routledge). Darling-Hammond, L. (2010) The flat world and education: How America's commitment to equity will determine our future, (New York: Teachers College Press). Munby, S. and Fullan, M. (2016) Inside-out and downside-up: How leading from the middle has the power to transform education systems, available at: http://www.michaelfullan.ca/wp-content/uploads/2016/02/Global-Dialogue-Thinkpiece.pdf, accessed on 6 July, 2016 OECD (2016) What makes a school a learning organization, available at: http://www.oecd.org/education/school/school-learning-organisation.pdf, accessed on 25 July, 2016. Stoll, L. (2015), Using evidence, learning and the role of professional learning communities, in Brown, C. (ed) Leading the use of research and evidence in schools, (London, IOE Press). Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning, Teaching and Teacher Education, 24, 1, 80-91. doi: 10.1016/j.tate.2007.01.004 Wenger, E. (1998) Communities of Practice, (Cambridge, Cambridge University Press).