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Book part
Publication date: 26 September 2022

Sian May and Kevin House

This chapter argues we should not regard school-to-school collaboration as simply a mechanism for outcome-driven improvement but rather consider the establishment of teacher…

Abstract

This chapter argues we should not regard school-to-school collaboration as simply a mechanism for outcome-driven improvement but rather consider the establishment of teacher relationships as the necessary priority when building highly effective collaborative networks. By revisiting the research of Sandra Kruse, Amanda Datnow and Andy Hargreaves, we develop an additional tool to Hood’s matrix of regulation and cohesion in an effort to position collaborative networks in the context of international private fee-paying schools. The tool visualizes the collaborative network development as a relationship continuum in which time is the necessary driver of a network’s success. The 12 Asian private international schools in the case study were given collaborative framework guidance drawn from multiple sources. Subsequently, the enablers and hindrances reported by the collaboration leads highlight the need for trust and teacher agency development to be prioritized by leadership. Finally, on sharing some lessons learned from the case study, we close by arguing the value of collaboration lies in opening the door to allow for agenetic cultures that build reflexive practitioners.

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Keywords

Book part
Publication date: 26 September 2022

Joanne Neary, Christopher Chapman, Stuart Hall and Kevin Lowden

This chapter explores the Scottish government policy drive for school improvement through processes such as distributed leadership, empowerment and cross-school collaboration to…

Abstract

This chapter explores the Scottish government policy drive for school improvement through processes such as distributed leadership, empowerment and cross-school collaboration to school settings. Compared to other nations, this shift towards collaboration has been relatively slow, but reflects the history of Scottish education, one where there is a reduced emphasis on individualist/competitive cultures and instead focuses on social justice and equity. This chapter discusses two programmes of work that were developed to foster school-to-school collaboration in the Scottish education system. In doing so, we comment on the conflict between national priority setting and the translation of this agenda at the local level by different local authorities.

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Keywords

Content available
Book part
Publication date: 26 September 2022

Abstract

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Book part
Publication date: 26 September 2022

Carol Campbell

This chapter provides an overview of approaches to collaboration in Ontario and then focuses in particular on the experiences of the Norway–Canada (NORCAN) programme involving…

Abstract

This chapter provides an overview of approaches to collaboration in Ontario and then focuses in particular on the experiences of the Norway–Canada (NORCAN) programme involving nine schools across Alberta and Ontario (Canada) and Norway from 2014 to 2018. NORCAN was established through collaboration by the teachers’ unions in Alberta (Alberta Teachers’ Association), Norway (Utdanningsforbundet), and Ontario (Ontario Teachers’ Federation) and the Ontario Ministry of Education. A central guiding question was co-developed to inform the work of NORCAN: ‘How can an international network of schools and educators committed to mindful leadership help to identify obstacles to students’ mathematics learning and develop strategies for attaining success?’ With funding support, school teams involving school leaders, teachers, and students had opportunities to collaborate at NORCAN-facilitated events, school visits in each jurisdiction, through an online platform, and ongoing communication. The following important features of NORCAN are identified: the development of collaborative structures, processes, relationships, and trust; student voice, agency, and leadership; professional learning and agency; and sharing knowledge and de-privatizing practices. Four lessons for policy and practice are proposed: 1. school-to-school collaboration benefits from adequate resources of time, funding and a support infrastructure; 2. the intentional cultivation of mutually respectful and trusting relationships is essential; 3. bringing together educators and students as co-learners is powerful and beneficial; and 4. mobilizing knowledge and de-privatizing practices needs to be central to the purpose and operation of collaboration.

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Keywords

Content available
Book part
Publication date: 26 September 2022

Abstract

Details

School-to-School Collaboration: Learning Across International Contexts
Type: Book
ISBN: 978-1-80043-669-5

Open Access
Article
Publication date: 5 April 2019

Chris Brown

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for…

Abstract

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

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Article
Publication date: 5 January 2024

Chris Brown, Ruth Luzmore, Richard O’Donovan, Grace Ji and Susmita Patnaik

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in…

Abstract

Purpose

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

Design/methodology/approach

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

Findings

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

Originality/value

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 7 December 2021

Elisabetta Ghedin

This chapter aims to investigate how a range of emerging trends within the international community can be used to build a connective educational ecosystem based on an inclusive…

Abstract

This chapter aims to investigate how a range of emerging trends within the international community can be used to build a connective educational ecosystem based on an inclusive and universal process (Biggeri et al., 2017; Ziegler, 2017). The starting question is: how multidisciplinary teams in Italy could take action toward inclusive education?

Partnering is becoming a central system organization strategy for schools to adopt for successful innovative teams with creative educational ideas (Kelly et al., 2002), and here it is declined in the Italian context in which inclusive education was officially embraced in 1977 as a national policy (D'Alessio, 2011). National legislation (104/92 Law) made explicit the mandate that students with disabilities receive their education (to the maximum extent possible) with nondisabled peers in the general education classroom using appropriate supplemental aids and services in the least-restrictive environment (Anastasiou et al., 2015; Canevaro & de Anna, 2010).

It is crucial to encourage new forms of practice which require collaboration capabilities (Hattie, 2015; Vangrieken et al., 2015) between multidisciplinary teams that comprised general teachers, special education teachers, health professionals, school psychologists, school leaders, and the students' family (Meirink et al., 2010). These resources could be distributed across inclusive ecosystems to support all students by enabling them to prosper in an increasingly diversified and complex environment in which creativity, ability to innovate, entrepreneurship, and a commitment to continuous learning are joint and connective (EU, 2008). This creates a state of positive multiagency collaboration that promotes the well-being of students and the system.

Details

Instructional Collaboration in International Inclusive Education Contexts
Type: Book
ISBN: 978-1-83982-999-4

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Abstract

Details

Accelerating Change in Schools: Leading Rapid, Successful, and Complex Change Initiatives
Type: Book
ISBN: 978-1-78635-502-7

Article
Publication date: 11 January 2016

Santiago Rincón-Gallardo and Michael Fullan

The purpose of this paper is to advance clarity and precision around effective action in networks, understood as collaboration that: first, deepens the learning and engagement of…

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Abstract

Purpose

The purpose of this paper is to advance clarity and precision around effective action in networks, understood as collaboration that: first, deepens the learning and engagement of students and adults; second, enhances the professional capital of teachers and leaders; and third, becomes a positive force of whole system improvement. It distills eight essential features of effective networks by fleshing out key lessons from existing research and from emerging education network developments in the English-speaking world and Latin America. It then discusses three shifts required for a new partnership between networks and central leadership to turn networks into forces of educational system renewal.

Design/methodology/approach

Two sources of evidence were identified and reviewed: first, literature reviews and studies aimed at identifying characteristics of effective networks in education; and second, network case studies and R & D initiatives that used networks as their improvement strategy and had demonstrated positive impact on student outcomes or on one or more professional capital variables often associated with improved student outcomes. To distill the eight essential features of effective networks and three required shifts in the relationship between networks and central leadership, the authors engaged in an iterative process of thematic analysis (Boyatzis, 1998) deliberately searching for key characteristics and processes describing effective collaboration. The list was revised for completeness and parsimony.

Findings

The eight essential features of effective networks identified are: first, focussing on ambitious student learning outcomes linked to effective pedagogy; second, developing strong relationships of trust and internal accountability; third, continuously improving practice and systems through cycles of collaborative inquiry; fourth, using deliberate leadership and skilled facilitation within flat power structures; fifth, frequently interacting and learning inwards; sixth, connecting outwards to learn from others; seventh, forming new partnership among students, teachers, families, and communities; and eighth, securing adequate resources to sustain the work. The three required shifts in the relationship between networks and central leadership are: first, from supply driven to demand driven; second, from compliance oriented to learning oriented; and third, from bureaucracy to movement.

Research limitations/implications

The key limitation derives from the scarce available evidence to date causally – or even co-relationally – connecting network activities with improved student learning. This paper summarizes what is known to date about effective collaboration in networks and advance a theory of action that causally links network activities with improved student outcomes and enhanced professional capital. This theory of action, summarized in eight essential features, simultaneously offers key hypotheses for social network theory in education and actionable guidelines to develop effective networks.

Practical implications

The eight essential features of effective networks and the three required shifts in the relationship between networks and central leadership presented here were intentionally framed as action oriented. They offer a clear and actionable set of guidelines to develop effective networks.

Social implications

The power of networks as vehicles to dramatically improve schools and entire educational systems is yet to be realized. This paper offers guidelines to enhance the effectiveness of networks, and thus contributes to the realization of the yet unfulfilled promise of networks.

Originality/value

This work adds originality and value in three ways: first, it draws from both existing studies on effective networks and successful and promising education networks; second, its findings apply to multiple configurations of networks, across multiple contexts – existing publications place their focus on specific network configurations or a specific network case or initiative; third, it looks at effective collaboration in networks from the dual perspective of local problem solving and whole system improvement.

Details

Journal of Professional Capital and Community, vol. 1 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

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