In this paper we show how practices of professional learning and practices of leading can be understood as related in ecologies of practices. We will present findings from an international empirical research project which directs us to the connectivity between professional learning and leading practices that emerged as 'adventitious', 'opportune' and 'unexpected' outcomes of long-term professional learning. We will show how practices (like professional learning) which exist in real situations shape other practices (like teaching and leading) when each creates enabling and constraining conditions for the others; they are mutually sustaining when together they form an ecology of practices existing in a dynamic ecological balance. Results build on established literature describing professional learning which customarily describes the characteristics, conditions and outcomes of effective professional development programs. Specifically, our findings add a new dimension to the descriptions of the influences and accomplishments of professional learning, that being the development of teacher leading capacities.
Edwards-Groves, C., & Ronnerman, K. (2013). Generating Leading Practices through Professional Learning. Professional Development in Education, 39(1), 122-140. https://doi.org/10.1080/19415257.2012.724439