K–12 School and Instructional Leaders' Descriptions and Perceptions of Their Professional Learning Networks

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Abstract

In recent years, many educators have begun to leverage social media to develop professional learning networks (PLNs) that span beyond their schools and districts. There is, however, limited research about the impact of PLNs on school and instructional leaders. This paper reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 400 PK-12 school and instructional leaders. Results suggest that school and instructional leaders’ PLNs are diverse and multifaceted; impact leaders’ practices; help keep leaders’ abreast of trends and research; and offer possibilities for supporting their growth as learners, educators, leaders, and advocates for educators and the profession. We discuss implications for educator learning in the 21st century.

Authors

• Torrey Trust, University of Massachusetts - Amherst

• Jeffrey Paul Carpenter, Elon University

• Daniel G Krutka, University of North Texas