In 2013, the Ed Fund interviewed 180+ teachers and teacher networks at 15 schools to ascertain the role teacher networks play in developing teacher expertise, how netowrks are valued by teachers, and how networks impact professional persistence.
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What's Next?
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Districts- Allocate sufficient time, resources, and network-specific space for teacher networks to operate.
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Schools- Recieve support in developing opportunities to generate social capital through networks.
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Teachers- Build social capital within schools to map resources to needs.
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Ed Fund- Contiune to incubate, advise, and grow support for teacher networks.
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Our Findings
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Formal, in-school networks serve one or more of the following functions:
- School-level systems and practices (e.g., PBIS, technology, practice)
- Grade-level activities (e.g., lesson planning)
- Classroom-level activities (e.g., RtII)
- Community-level happenings (e.g., social events or gatherings)
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Informal and out-of-school networks act as supplementary (in schools lacking formal in-school networks) or complementary (in schools with strong formal in-school networks).
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In schools lacking formal networks, teachers must pursue informal and out-of-school
networks to supplement needs.
In schools with strong formal structures, informal and out-of-school networks can enhance school and classroom goals and enable additional professional growth and innovation.
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Teachers value networks that:
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- Build knowledge/ expertise
- Strengthen relationships
- Practice resource and sharing
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*The majority of sampled schools have scant structured time and resources to support teacher networks.*
OUR RESEARCH
