uLead 2018

Schools are quite literally awash with professional learning and so called ‘improvement’ stimulus. Professional bodies, publishers, consultants, research institutes, bureaucrats, policy makers, social media and collegiate networks – but to name a few – inundate schools with material that more often than not has simply no impact on the quality of learning inside the classrooms. Irrespective of quality, these propositions are quiet simply unable to influence the cognitive maps, beliefs and understandings of educators to the extent necessary to effectively improve outcomes for students by design. This presentation explores the characteristics of highly effective networked learning models. Drawn from both research and the experience of the Science of Learning Research Centre Network of Schools (SoLNoS). The SoLNoS is learning partnership made up of 13 schools that are working closely with researchers from the University of Melbourne in the translation of Learning Science research and the design and enactment of school-based improvement strategy.