ABSTRACT Leaders in education are often the sole person in their particular role in a school, and have thus frequently struggled with professional isolation. In recent years, social media tools such as Facebook and Twitter have created new opportunities for educators, including instructional leaders, to expand their professional learning networks (PLN) to include a wider array of people, spaces, and tools. This manuscript presents the findings of a qualitative study of 400 instructional leaders’ perceptions of their PLNs. Instructional leaders in our sample included principals, superintendents, librarians, and technology or curriculum specialists, coaches, and facilitators. Data were collected from a convenience sample via an anonymous online survey. Respondents described diverse, multifaceted networks composed of people, spaces, and tools. They reported that their PLNs supported their growth as learners, educators, and leaders. Participants asserted that their PLN activities positively impacted their learning and practice in a number of different ways. PLN impacts were described in terms of particular knowledge and skills, but also in relation to dispositions and community. We discuss our findings in relation to the extant literature. These findings have implications for defining the present and future of instructional leaders’ professional learning.

中文翻译：

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以学习为先：探索教学领导者的专业学习网络

摘要教育领导者通常是学校中担任特定职务的唯一人，因此经常因专业隔离而挣扎。近年来，诸如Facebook和Twitter之类的社交媒体工具为教育工作者（包括教学领导者）创造了新的机会，以扩大他们的专业学习网络（PLN），使其包含更多的人员，空间和工具。该手稿介绍了对400名教学领导者对其PLN的看法进行的定性研究的结果。我们样本中的教学领导者包括校长，总监，图书馆员，技术或课程专家，教练和协助者。通过匿名在线调查从便利性样本中收集数据。受访者描述了由人，空间和工具组成的多样化，多面的网络。他们报告说，他们的PLN支持他们作为学习者，教育者和领导者的成长。与会者称，他们的PLN活动以多种不同方式对他们的学习和实践产生了积极影响。PLN的影响是根据特定的知识和技能来描述的，而且还涉及到性格和社区。我们讨论有关现有文献的发现。这些发现对定义教学领导者的专业学习的现状和未来具有启示意义。我们讨论有关现有文献的发现。这些发现对定义教学领导者的专业学习的现状和未来具有启示意义。我们讨论有关现有文献的发现。这些发现对定义教学领导者的专业学习的现状和未来具有启示意义。