With the impact of COVID-19 on classrooms around the world, how teachers engage in professional learning is continuing to evolve. While many existing online learning communities (OLCs) have grown rapidly during this period of change, others have been newly initiated. These nascent OLCs have arisen to meet the needs of educators as they navigate new and often unforeseen challenges. The purpose of this study was to examine an emergent OLC initiated by a school district using a social network lens to better understand who is participating in this group and the flow of resources through the patterns of connection within it. Educators within this OLC emphasized the fostering of a culture of community through interactions that sought to strengthen social bonds. The findings of this study indicate that if OLCs are to be harnessed fully to shape teacher practice, the establishment of strong social connections within the community may be an essential precondition to its development.

leadership, professional learning communities, school districts, social media, social network analysis