The emergence of collaborative structures and networks within education has been driven by a number of factors including the complex nature of the issues facing education, changes to educational governance structures and an increased emphasis on education systems that are ‘self-improving’ and ‘school-led’. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools, with small numbers of teachers learning on behalf of others. One formalisation of such cultures are Professional Learning Networks (PLNs), defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of improving outcomes for children (Brown and Poortman, 2018). Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In particular, participation in learning networks does not automatically improve teaching practice or student outcomes. A key question therefore is how the impact of PLNs can be maximized. To address this, this paper will explore research findings that shed light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, he will examine a case study of the New Forest Research Learning Network, a specific type of PLN focusing on teacher research use. Comprising some 38 teaching staff and impacting on more than 200 pupils, the New Forest Research Learning Network serves a relatively deprived area of Hampshire, England; yet its pupils are relatively successful. To construct the case, Social Network surveys and analysis, as well as semi-structured interviews were employed. Using data from these methods, the author will illustrate how they allowed him to better understand the ways in which school leaders were successfully creating meaningful two-way links between the Network and their schools and the benefits to students that resulted.

Brown, C. and Poortman, C. (2018) Networks for Learning (London, Routledge).