Index

Citation (2020), "Index", Schnellert, L. (Ed.) Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Bingley, pp. 193-199. https://doi.org/10.1108/978-1-78769-891-820201010 Publisher: Emerald Publishing Limited Copyright © 2020 Leyton Schnellert, chapters their respective authors INDEX Note: Page numbers followed by “n” indicate notes. Administrators, 86 Authentic collaboration, 149 “Best practice” collaboration plan, 33 Blended PLN (see also Professional learning networks (PLNs)) findings, 120–130 literature review, 110–114 rural educators improving professional capital in, 108, 114 Boundary definition, 177 Boundedness, 171–172, 175–177, 182–184 Brokerage, 179 Brokering networks, 180 Catalytic affiliation, 51 Change, 50 Closed networks, 179–180 Co-regulated practice and learning conceptualizing teachers’, 77, 80 district-level PLN related to teachers’ engagement, 100–102 implications, 102–103 Laura’s engagement in cycles, 91–95, 97 Co-regulation, 78–79, 181–182 collaborative inquiry, 79–82 conditions supportive of, 87–88 nested cycles at three grain sizes, 90 Coaching, 61, 147–149, 159 Collaboration, 20, 22, 154–155 time, 59–60 Collaborative inquiry, 3, 79–82 Collaborative PD, 109 Collaborative professionalism, 20, 22–27, 149 exemplars, 38–40 four Bs, 25–26 multi-level networks for transformative change, 27–33 networking to bring transformative education to rural communities, 33–38 Collaborative relationships across schools, 83 Collective agency, 56, 66 Collective reflective processes, 58 Colombia, 19, 21 Escuela Nueva model, 21–22, 38 networking to bring transformative education to rural communities, 33–38 Community ties, strengthening, 127–129 Connectedness, 171–172, 178–180, 182–184 continuum, 180 Contrived collegiality, 23 Crystalline networks, 112 Data sources, 87 Decisional capital, 114–115 findings, 125–127 Deep collaboration, 154–155 Digital technologies, 172 Dinner Series, 61 Distributed agency within PLNs, 84–85 District-wide PLN, 29, 32 Drawing boundaries, 177 Education(al) in Canada, 82 change, 2, 3, 174 inequities, 18 transformation, 6 Equity, 4 Equity-oriented PLNs, 4–7 Escuela Nueva model, 8, 21–22, 33–37 Essential for Some Good for All project, 28 Events-based approach, 176–177 Evidence-based approach, 6 Exemplars of collaborative professionalism, 38–40 Fall and Spring literacy assessments, 87, 89 Fellowship Days, 146 Fine-tuned analysis of PLNs, 88–90 First Nation, Métis, and Inuit (FNMI), 20, 27 Five-strand approach to leadership development, 61–62 Focus, 153–154 Group learning, 159–161 Hub-and-spoke systems, 112 Human capital, 114 findings, 123–125 In-person gatherings, 117 Individual education plan (IEP), 118 Individual learning, 159–161 Induction programs, 143, 145 Innovation, 50 Inquiring Districts Network, 53, 69n1 assessing learning and creating place for student voice, 54–58 building reflexive capacity, 66–67 creating shared stories of success, 59–63 discussion, 63–66 learned lessons, 67–69 nested and overlapping networks of inquiry, 54 Inquiry, 67 inquiry-based approach, 6 inquiry-based networks, 4 inquiry-oriented educational change networks, 75 International educational research, 143 Isolation, 116 Job-alike groups, 117–120 Keewatin Patricia District School Board (KPDSB), 27–29 collaborative professionalism in, 32 elements leading to transformative outcomes, 32–33 in Ontario, Canada, 38 Leadership, 157–159 rural teacher, 129–130 Leading from the Middle project, 28 Leading the Learning, 61 Learning, 173–174 assessment, 54–58 loops, 150 Learning Alliance, 61 Learning through reading (LTR), 85, 88 Library materials, 86 LTRQ, 86–87, 89, 96 Mentor–coach (MC), 143, 146 Mentor–coach professional learning network (MC PLN), 143 context, 144–145 intent, design, and structure, 150–161 strengths and stretches, 152–161 WQSB TIP, 145–150 Mentoring, 61, 147–149 Mentoring and coaching fellowship (MCF), 146 Micro-centers, 8–9, 35–36 Multi-level networks for transformative change, 27–33 Mutuality, 171–172, 180–184 Network (see also Inquiring Districts Network; Professional learning networks (PLNs)), 178–179 closure, 178 thinking and methods, 175 Network of Inquiry and Indigenous Education (NOIIE), 51, 53, 55, 66, 69n1, 69n2 Networking to bring transformative education to rural communities, 33–38 and sharing, 61 “New School”, 21 Nodal systems, 112 Northwest Comprehensive Center (NWCC), 115 Northwest Rural Innovation and Student Engagement Network (NW RISE network), 7, 111–112, 115–117, 176 Online PLNs, 113 Ontario, Canada, 19 FNMI, 20 Indigenous populations in, 40 KPDSB in, 38 multi-level networks for transformative change, 27–33 professional collaboration, 23–24 Ontario Ministry of Education, 22 Organization for Economic Cooperation and Development (OECD), 109 Out-of-class cycles, 98–99 Performance-based assessment (PBA), 85, 87, 96 Positional approach, 176 Practice change, 9–10 Professional capital, 65, 114–115 findings, 121–127 Professional collaboration, 23–24 Professional development (PD), 2–5, 10, 108 ineffectiveness of traditional PD strategies, 111 Professional learning (PL), 146 Professional learning communities (PLCs), 21, 108–109 Professional learning networks (PLNs), 2–3, 19, 50, 63, 74–75, 82–83, 108–109, 112–114, 149–150, 172–173 co-regulation, 78–79 collaborative relationships across schools, 83 conditions supportive of self-and co-regulation, 87–88 contrived collegiality, 23 distributed agency within, 84–85 equity-oriented PLNs, 4–7 fine-tuned analysis, 88–90 promise of, 75–77 rural PLNs, 7–9 structures and conditions supporting teacher learning and practice change, 9–10 supports created within, 85–86 Professionalism, 127 Reading informational text, 84 Reciprocal ties, 180–181 Reciprocity (see Mutuality) Reflection, 64 reflection-in-action, 127 Reflective professional inquiry, 155–157 Reflective Record, 146 Reflexive capacity, 66–67 Relational approach, 175–176 Relational space in PLN research, 173–175 boundedness, 175–177 connectedness, 178–180 mutuality, 180–182 network thinking and methods, 175 Research, 74 Rural communities, 110 Rural education, 110–112 findings, 127–130 rural teacher leadership, 129–130 strengthening community ties, 127–129 Rural PLNs, 7–9 Rural schools, 110 Rural teachers, 108 leadership, 129–130 Safe spaces, 65–66 Scant funding, 110 Schools, 18, 20 improvement, 114 leaders, 3 rural, 110 Self-regulated practice and learning conceptualizing teachers’, 77, 80 district-level PLN related to teachers’ engagement, 100–102 implications, 102–103 Laura’s engagement in cycles, 91–95, 97 Self-regulation collaborative inquiry, 79–82 conditions supportive of, 87–88 models, 78 nested cycles, 90 Self-reinforcing learning loops, 159 Set focus, plan for change, undertake change, recharge and sustain (SPUR), 118 Shared stories of success, 59–63 Sharing, 8, 22, 29, 51, 61, 63–64, 180 Social capital, 115 findings, 121–123 Social network research, 179 theory, 171–172, 175 Spiral of Inquiry, 6, 8, 52–53, 56, 59–60, 66, 68 Structural holes, 179–180 Structured learning conversations, 155–156 Student voice, place creation for, 54–58 Teacher induction programs (TIP), 143 TIP mentor and coaching network, 180 TIP mentor–coaches PLN, 179 Teachers, 3, 86 advocacy group, 30 evaluation, 146 learning, 9–10 professional learning and practice, 82 Teaching, 174 Teaching fellows (TF), 145–146 Toolkit Series, 61 Transformative change, multi-level networks for, 27–33 Transformative education to rural communities, 33–38 Transformative Educational Leadership Program (TELP), 61 “Transitional North” classrooms, 29 UNESCO study, 37 Western Québec School Board (WQSB), 144–145, 177 TIP, 145–150 Within-class cycles, 99–100 Within-schools, 32 World Bank study, 36–37 Book Chapters Prelims 1. Exploring the Potential of Professional Learning Networks 2. Collaborative Professionalism Across Cultures and Contexts: Cases of Professional Learning Networks Enhancing Teaching and Learning in Canada and Colombia 3. Professional Learning Networks Among District Leaders: Advancing Collective Expertise and Leadership for Learning 4. Tracing Cycles of Teachers’ Self- and Co-Regulated Practice within a Professional Learning Network 5. How Rural Educators Improve Professional Capital in a Blended Professional Learning Network 6. Growing the Top: Examining a Mentor–Coach Professional Learning Network 7. Shifting Our Gaze: Relational Space in Professional Learning Network Research Index

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