The challenges and potential of urban learning networks
This article seeks to examine professional learning networks, present and future, in challenging urban communities and draws upon practice in London and Birmingham as well as a small Multi-Academy Trust (MAT) in Telford, offering macro and micro perspectives. It is based on the work and legacy of the London Challenge and London Leadership Strategy as well as the Birmingham Education Partnership where the author has been in leadership positions, and also the experience as a Trustee of developing a professional learning network in a deprived part of North Telford since 2018.
Despite the challenges, urban learning networks do have more advantages in that they can develop a strong sense of place and identity to promote collective endeavour whether across an entire city or in distinct communities. (1). Creating a sense of place with purpose and partnerships is an ideal stimulus to develop dynamic, professional learning networks focused on improving learning for every school community. Another advantage is the geographical proximity of schools to facilitate joint practice development and peer review as well as school to school support. Of course, COVID 19 partly changed this dynamic but there is every reason to believe that ‘communities of practice’ can be restarted physically as well as virtually and indeed build back stronger taking advantage of enhanced digital learning accelerated through the pandemic.
Part of the sense of place in specifically urban communities are the common concerns and challenges urgently facing teachers and schools; for example working with a range of disadvantaged and vulnerable groups of children and young people and also working intensively with parents, families and the community ensuring stability and continuity. These challenges can be powerful motivators for change bringing networks together in a determination to succeed against the odds, and to demonstrate that deprivation need not be destiny.
Collaborative Values and Vision