Principals and the professional learning community: learning to mobilize knowledge

Abstract

Access to this document was granted through an Emerald subscription provided by emerald-srm:226685 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to use the Objective Knowledge Growth Framework (OKGF) in the development and maintenance of the Canadian Principal Learning Network (CPLN) to advance principals' knowledge and skills in the area of decision making. First, the paper presents the inception of the CPLN, to assist principals in making decisions and resolving common problems. Second, the evolution of the CPLN web site is presented and recount the challenges faced and collaborative solved by principals. Finally, the paper describes the OKGF based on the critical rationalism of Karl Popper and how principals, engaging and interacting in an online learning community (CPLN) informed their decision-making process. Design/methodology/approach -The paper mindfully assembled an international team of researchers with administration experience, curriculum knowledge and pedagogy, and whose research interests lay in educational leadership, education administration, change theory, educational policy and professional learning. Also in addition, principals who were current graduate students, and new researchers also joined the research team. Findings -The CPLN web site using OKGF, is a step forward in providing principals with a structure and a venue to be reflective and collaborative. However, getting them to interact with each other in a collaborative, reflective online learning community was not an easy feat at the beginning (Lieberman and Miller

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“…The results of this study amplify numerous findings from other studies, namely that professional learning for principals yields positive results when they engage in common and "like" learning experiences (Honig & Rainey, 2014) in a collaborative space (Chitpin, 2014) that supports an action orientation to solve the thorny issues of practice (Somprach et al, 2014). Our study illustrates that it was strategic professional development that created a clear roadmap to support a performance culture.…”

“…• The development of networks (Shakeshaft, Becker, Mann, Reardon, & Robinson, 2013) to mobilize knowledge with peer support (Chitpin, 2014) that reflects the "everyday fragmented world of schools" (Shakeshaft et al, 2013, p. 5); • The context specific nature of the school and the system (Zepeda et al, 2013); • Purposeful structures to be reflective in a collaborative space (Chitpin, 2014) to promote the "social construction of professional practice" (Browne- Ferrigno & Muth, 2004, p. 471); and, • Promote an action orientation to address the need to continually change practice (Somprach, Popoonsak, & Ngang, 2014).…”

The Influence of Distributed Leadership on Professional Learning Community among Secondary School Leaders in The State of Johore/ Pengaruh Kepimpinan Distributif Terhadap Komuniti Pembelajaran Profesional Dalam Kalangan Pemimpin Sekolah Menengah Di Negeri Johor

“…Dari segi pengaruh membuat keputusan bersama terhadap kepimpinan bersama dan menyokong pula, Hodson dan Hudson (2011) berpendapat bahawa, penting bagi pengetua untuk bersama-sama terlibat dalam proses membuat keputusan, terutamanya keputusan penting bagi mencapai hasil yang sejajar dengan kehendak organisasi. Chitpin (2014) juga bersetuju dengan Hodson dan Hodson (2011) dan mendapati pengetua terlibat secara langsung bersama guru lain dalam proses membuat sesuatu keputusan itu, pengetua membuat refleksi, membincangkan, menguji, mengamalkan dan belajar di dalam sebuah komuniti profesional.…”

Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

“…Focusing on a problem of practice requires decision-making processes to examine a real-time case to effectively move forward with a leadership action across organizational contexts for various purposes, even outside of teaching and learning (Chitpin, 2014). Hamann and Trainin (2018) note that establishing a system of inquiry into a problem of practice is essential to developing scholarpractitioners; also, factors found to impact LSE (Hannah et al, 2008;Hannah et al, 2009).…”