Eastern Learning Network in 2017
The Eastern Learning Network (ELN) is made up of schools and colleges who work together to grow their pedagogical knowledge and skills and leadership practice to improve learning and teaching. Adult learning theory and collaborative inquiry underpin the members’ ongoing learning.
The underlying philosophy of the ELN’s collaborative professional learning is one of emerging practice. The teachers and leaders reflect together and in partnership with the facilitators on the directions that they intentionally want to prioritise for their professional learning and for improved teaching and leading practice in their schools.
The ELN continues to offer schools twice-termly breakfast workshops throughout the year to explore leadership practice. In addition, as a flow through from the leadership workshops, schools across the network who identify similar professional learning priorities have the option for the facilitators to work with them in smaller self-identified and fluid groups.
The Principals Advisory Panel spearheads the partnership between the facilitators and member schools. Resulting from regular dialogue and survey feedback the professional learning focus areas for 2017 are:
• Leading change and shifting mindsets
• Growing coaching skills and practice
• Sharing leadership inquiries
• Collaborative teacher inquiry
A team of researchers from Auckland University of Technology and Osprey Consulting continue with a longitudinal research study into teacher collaborative inquiry practice in the ELN to provide members with feedback to further inform their collaborative practice. Through publication of the research the ELN practice is shared globally.
A bank of online resources including workshop material and videos of presentations supports the professional learning. The ELN online forum gives the ability for collaboration within the online community of ELN members.
The Principals Advisory Panel spearheads the partnership
"Without the ELN and the accountability involved we wouldn’t be where we are. It drives the collaborative teacher inquiry process."
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