Professional Learning Networks for Sustainable Literacy Achievement

• In Event: Networks for Learning: Effective Collaboration for Teacher, School, and System Improvement

Abstract

Despite the large investment into interventions to improve achievement outcomes for indigenous and ethnic minority students, very few interventions have been able to sustain achievement post-intervention (see Best Evidence Synthesis by Timperley, et al., 2007). One successful intervention showed that, schools serving indigenous and ethnic minority communities made ongoing improvements in achievement at the same rate as during the intervention. School leaders’ theories of action implicated analyzing data in professional learning networks (PLNs) as the means of sustaining achievement. Hence, this paper aims to describe the inter-and intra- school PLNs post-intervention.

Author

• Mei Kuin Lai, The University of Auckland