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Professional Learning Networks to Sustain Literacy Interventions: Leaders' Theories of Action
Mon, April 8, 8:00 to 9:30am, Metro Toronto Convention Centre, Floor: 800 Level, Room 801AAbstract
Objectives
Sustaining an intervention after it ends is a complex-problem solving task of institutionalizing the intervention within the constraints of school structures and resources. This study is a qualitative case study of the theories of action that led school leaders to utilize professional learning networks (PLNs) and related professional learning communities as a key strategy for sustainability after the end of a literacy intervention. The literacy intervention significantly improved literacy achievement (Lai, McNaughton & Hsiao, 2011).
Perspective, methods and data sources
Participants were 14 school leaders from 7 schools. Primary data sources used to create the theory of action were interviews with leaders from each school, and document analysis of school and PLN plans. To test whether leaders’ theories were espoused, emerging analysis were corroborated by follow up interviews and document analysis of the intervention. Robinson & Lai’s (2006) theory of action analysis framework used to both frame the study and the analysis.
Results and conclusions
School leaders held strong beliefs about the efficacy of PLNs as vehicles for knowledge generation and improvement of practice, based in part on their successful use during the intervention to improve achievement. What enabled them to act on their beliefs was a) an established PLN structure created prior to the intervention but refined during it which was designed to function as part of school’s core business, and b) support from external experts (time and expertise) as participants in the network.
Scientific or scholarly significance
This study highlights the importance of establishing during an intervention the rationale for the PLN with key leaders and a PLN structure that can work post intervention.