Yixing Yang

This study explores examines the role of expert educators in leading cross-school professional learning networks (PLNs) that are intentionally embedded within a professional development program designed to which cultivate future-ready and inclusive school leaders in Hong Kong. Drawing on a qualitative, open-ended questionnaire-based report from 26 expert educators, including 21 expert principals (EP) and 5 senior expert principals (SEP), the research examines their roles and the challenges they face in fostering cross-school collaboration. The study identified five interrelated leadership practices employed by the EPs and SEPs, including (1) fostering intense collaboration; (2) facilitating reflection; (3) developing a shared sense of purpose; (4) supporting cross-boundary learning; and (5) embodying reciprocal learning. The study contributes to the growing literature on leadership development grounded in PLNs. The findings argue the significance of experts and their independent leadership strategies to establish cross-school PLNs, pointing out that trust and embodying reciprocal learning reinforce their sustained engagement in cross-school PLNs. This study prompts further exploration of how leadership can establish and sustain cross-school PLNs for leadership development. The findings inform policymakers and educational leaders about how to develop meaningful learning across schools. Recommendations are offered to educational policymakers and school management bodies to prioritize the strengthening of professional networks for leadership development through active participation and expert guidance in the field.