How Rural Educators Improve Professional Capital in a Blended Professional Learning Network

Abstract

Rural schools have typically been strong on community but weak on professional learning. Their small size and geographical isolation have meant that much of the recent reform movement focused on professional learning communities has passed them by. But there is no reason why rural educators cannot participate in professional learning networks (PLNs) and benefit from heightened levels of collegiality that can be experienced across schools. However, intentional design for deeper collaborative work and face-to-face connection is necessary for PLN members to reap the benefits from increased professional capital and teacher leadership opportunities. This chapter describes the work of the Northwest Rural Innovation and Student Engagement (NW RISE) network in the United States. NW RISE brings together rural educators in gatherings that take place every six months, helps them to form “job-alike” groups focused on academic subject matter or cross-contextual themes, and provides support for shared curriculum design. This chapter describes how rural educators have seized upon the resources in NW RISE to promote student engagement and to develop their professional capacity across the network’s schools.

Citation

Kim, M.J. and Martin, K. (2020), "How Rural Educators Improve Professional Capital in a Blended Professional Learning Network", Schnellert, L. (Ed.) Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities (Emerald Professional Learning Networks Series), Emerald Publishing Limited, Leeds, pp. 107-139. https://doi.org/10.1108/978-1-78769-891-820201012