Introduction
In reflecting on – the role of networks in supporting school improvement – it is important to remember that the construct has a distinguished provenance in education. Over the years there has been much international interest in the role of networks in supporting school improvement.[i] But unfortunately, there are also various misconceptions of the network concept, particularly in terms of how policy can affect practice. Although networks bring together those with like-minded interests, they are more than just opportunities to share ‘good practice’. The following definition of networks emerged from my early analysis of effective networks for the OECD[ii] :
Networks are purposeful social entities characterised by a commitment to quality, rigour, and a focus on outcomes. They are also an effective means of supporting innovation in times of change. In education, networks promote the dissemination of good practice, enhance the professional development of teachers, support capacity building in schools, mediate between centralised and decentralised structures, and assist in the process of re-structuring and re-culturing educational organisations and systems.
In looking to the future of networks in professional learning and school improvement, this definition still holds much validity. Its implications will be discussed in more detail as the article progresses. In doing so and in developing the argument of the article, we will:
- Review the international evidence on successful systemic educational reform in terms of policies for autonomy and networking.
- Situate the discussion of Networks in their contemporary context in England.
- Discuss the role of networking in Multi Academy Trusts (MATs).
- Propose criteria for effective networking for school improvement, including implications for professional development
The Global Evidence on Autonomy and Networking