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School Clusters-Networked PLCs

System reform often requires a network of schools to enhance organizational collaboration.This magnifies the effect of change and enhances the likelihood that a project will take root

 

Read from PLCs to PLNs

 

Networks of schools are especially useful in resource deficient communities because they utilize a wider range of resources and expertise, provide greater opportunities for both self-reflection and collective reflection, and fosters more challenging and interactive forms of professional learning.

 

A network or cluster of schools is a group of organisations working together to solve problems or issues of mutual concern that are too large for any one organisation to handle on its own (Mandell, 1999). Applied to schools, the idea of networks suggests that schools working together in a collaborative effort would be more effective in enhancing organisational capacity and improving student learning than individual schools working on their own (Wohlstetter & Smith, 2000).

 

A school cluster is an example of a network. These have traditionally been encouraged in developing countries.

 

School clusters are groupings of schools within the same geographical location, for economic, pedagogic, administrative and political purposes

 

These are the characteristics of network across schools

From our work so far it would seem that there are six characteristics that might be said to be distinguishing features of effective networked learning groups:

  1. they are comprised of members drawn from different participant schools;

  2. they are focused upon network purposes and learning aspirations;

  3. they do not arise accidentally, but are strategically designed, populated and facilitated;

  4. they operate outside the formal organisational and role structures of the participant schools - they are status-free zones;

  5. they are not meetings - they exhibit the characteristics of best learning design, drawing upon the learning model outlined earlier, and using powerful processes and tools to scaffold learning;

  6. in pursuing their own learning, they are also learning on behalf of the wider network.



 

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