Preface
Acknowledgments
About the Authors
1. Why Networks? Why Now?
It’s About Learning
Networks: A Powerful Organizational Tool
Time for Reflection
2. How Networked Learning Communities Work
What Are Networked Learning Communities?
How NLCs Work: The Theory of Action
Using NLCs to Focus Local PLCs
The Anatomy of a NLC: A Refined Theory of Action
Time for Reflection
3. Establishing a Clear and Defensible Focus
Focus Foremost
Evidence-Based Focus
From a School Focus to a Network Focus
Time for Reflection
4. Collaborative Inquiry to Challenge Thinking and Practice
The Importance of Relationships
From Inquiry to an Inquiry Habit of Mind
From Relationships to Deep Collaboration
Getting to Powerful Collaborative Inquiry
Time for Reflection
5. Leadership in Networked Professional Learning Communities
Roles of Formal Leaders
Roles of Informal Leaders
Time for Reflection
6. From Student Learning to Teacher Learning
Towards Focused Collaborative Inquiry
Collaborative Inquiry for Teacher Leaders
Within-School Focused Professional Learning: Collaborative Inquiry
for Teachers
Time for Reflection
7. Using the Network to Support Professional Learning for
Leaders
Collaborative Inquiry and Focused Learning for Leaders
Using Critical Friends to Promote Inquiry and Focus Efforts
From Collaborative Inquiry to Instructional Leadership Actions
Time for Reflection
8. Sustaining Networked Learning Communities
Sustaining Collective Understanding
Sustaining Professional Learning
Sustaining and Broadening Leadership
Sustaining Powerful Networked Learning Communities
Time for Reflection
References
Index
Steven Katz is the director of Aporia Consulting Ltd. and a faculty
member in the Applied Psychology and Human Development at the
Ontario Institute for Studies in Education of the University of
Toronto (OISE, UT), where he teaches in the Child Study and
Education graduate program. He is the recipient of the OISE, UT-
wide award for teaching excellence. Steven has a PhD in human
development and applied psychology, with specialization in applied
cognitive science. His areas of expertise include cognition and
learning, teacher education, networked learning communities,
leading professional learning, and evidence-informed decision
making for school improvement. He has received the Governor
General’s Medal for excellence in his field and has been involved
in research and evaluation, professional development, and
consulting with a host of educational organizations around the
world. He is the author of several best-selling books, including
Leading Schools in a Data-Rich World, Building and Connecting
Learning Communities, Intentional Interruption, and The
Intelligent, Responsive Leader.
Lorna M. Earl is a director of Aporia Consulting Ltd. and a
retired associate professor from the Department of Theory and
Policy Studies at the Ontario Institute for Studies in Education of
the University of Toronto. She was the first director of assessment
for the Ontario Education Quality and Accountability Office, and
she as been a researcher and research director in school districts
for over 20 years.
Throughout her career, Earl has concentrated her efforts on policy
and program evaluations as a vehicle to enhance learning for pupils
and for organizations. She has done extensive work in the areas of
literacy and the middle years, but has concentrated her efforts on
issues related to evaluation of large-scale reform and assessment
(large-scale and classroom) in many venues around the world. She
has worked extensively in schools and school boards, and has been
involved in consultation, research, and staff development with
teachers′ organizations, ministries of education, school districts,
and charitable foundations. Earl holds a doctorate in epidemiology
and biostatistics, as well as degrees in education and
psychology.
Sonia Ben Jaafar is a research associate at Aporia Consulting Ltd.
She works internationally to support policy and program development
and implementation through applied research and evaluation. Her
areas of expertise include assessment, accountability, educational
reform, policy and program development, and comparative
studies.
Ben Jaafar graduated from the Ontario Institute for Studies in
Education of the University of Toronto with a PhD in theory and
policy studies. She also holds an MA in curriculum, teaching, and
learning; a BEd specialized in science education; and a BSc in
biochemistry.
"Taking your school from great to greater—to get there, this
compelling book gives you tools to use with staff for reflecting
on and refining your professional practices. It provides you
and your team with effective options for taking learners to the
next level of improvement."
*Lynn A. Kaszynski, Principal*
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