%0 Book Section %1 CLEE_2_3 %A Woolis, Susan Restler Diana D. %A Thayer, Yvonne %B Communities of Practice: Creating Learning Environments for Educators %C Charlotte, NC %D 2008 %E Kimble, Chris %E Hildreth, Paul %I Information Age Publishing %K Collaboration Collaborative_Technology Distributed_Leadership Educational_Leadership Educational_Reform Knowledge_Ecology Leadership Networked_Communities Networks Secondary_Schools Story_Telling Virtual_Communities %P 45--66 %T Education Leadership for a Networked World %U http://www.chris-kimble.com/CLEE/Book_2/Chapters/Chapter_3.html %V 2 %X This chapter describes an education leadership model based on Virtual Communities of Practice (vCoPs) which is amplified using cases from the authors' professional practice. In this context, education leaders are those leading systems, institutions or programs. The model is explained, how it works, what it accomplishes, and why it represents a sea change. It is argued that leaders with the skill to harness networks of virtual communities of practice will be the only ones capable of carrying out a reform agenda. vCoPs are both method and medium, requiring a correlating set of new leadership competencies, defined in three broad areas: Vision, Networks and Knowledge Ecology. The chapter concludes with five reasons why education leaders should invest in Virtual Communities of Practice: Time, Human Capital, Leader and Organization Development, Policy and Practice, and Outcomes. %& 3

@incollection{CLEE_2_3, abstract = {This chapter describes an education leadership model based on Virtual Communities of Practice (vCoPs) which is amplified using cases from the authors' professional practice. In this context, education leaders are those leading systems, institutions or programs. The model is explained, how it works, what it accomplishes, and why it represents a sea change. It is argued that leaders with the skill to harness networks of virtual communities of practice will be the only ones capable of carrying out a reform agenda. vCoPs are both method and medium, requiring a correlating set of new leadership competencies, defined in three broad areas: Vision, Networks and Knowledge Ecology. The chapter concludes with five reasons why education leaders should invest in Virtual Communities of Practice: Time, Human Capital, Leader and Organization Development, Policy and Practice, and Outcomes.}, added-at = {2008-04-12T22:06:45.000+0200}, address = {Charlotte, NC}, author = {Woolis, Susan Restler Diana D. and Thayer, Yvonne}, biburl = {https://www.bibsonomy.org/bibtex/28e2b8c46383af04f649f08a7d85a672a/xckuk}, booktitle = {Communities of Practice: Creating Learning Environments for Educators}, chapter = 3, description = {CLEE}, editor = {Kimble, Chris and Hildreth, Paul}, interhash = {018b132306869ac9cbc43cdb61152205}, intrahash = {8e2b8c46383af04f649f08a7d85a672a}, keywords = {Collaboration Collaborative_Technology Distributed_Leadership Educational_Leadership Educational_Reform Knowledge_Ecology Leadership Networked_Communities Networks Secondary_Schools Story_Telling Virtual_Communities}, pages = {45--66}, publisher = {Information Age Publishing}, timestamp = {2008-04-12T22:06:46.000+0200}, title = {Education Leadership for a Networked World}, url = {http://www.chris-kimble.com/CLEE/Book_2/Chapters/Chapter_3.html}, volume = 2, year = 2008 }