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.
What's Next?
Districts- Allocate sufficient time, resources, and network-specific space for teacher networks to operate.
Schools- Recieve support in developing opportunities to generate social capital through networks.
Teachers- Build social capital within schools to map resources to needs.
Ed Fund- Contiune to incubate, advise, and grow support for teacher networks.
Our Findings
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)
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).
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.
Teachers value networks that:
- Build knowledge/ expertise
- Strengthen relationships
- Practice resource and sharing
*The majority of sampled schools have scant structured time and resources to support teacher networks.*
OUR RESEARCH
