Drawing on several different literatures (see blog post here), we developed six features of a local learning landscape. These features were used as a framework for our research and to structure the findings in the published report.
The research focuses on specific geographic localities – City, Town and Shire – but recognises that these do not have any intrinsic coherence unless the professionals who work there choose to imbue it.
Many Linked Systems
Each local landscape is composed of multiple organisations and networks – such as schools, MATs, the Maths Hub and so on – which might link together more or less tightly and in more or less formal ways.
Individuals engage in formal and informal learning, both within their schools and through local and non-local networks as well as via formal courses and provision.
Practices, Tools and Routines
Where professionals share practices (including theories and language), tools and routines, this can facilitate individual and collective learning.
Some individuals operate beyond their immediate organisation or context, helping to move knowledge and expertise around the locality.
Relevant leaders come together periodically to identify and tackle shared issues, taking time to explore underlying causes and to shape collaborative action.