BERA Conference September 2004 School Improvement Symposium Networked Learning Communities

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BERA Conference September 2004 School Improvement Symposium Networked Learning Communities. Chair: David Jackson, Strategic Director, Networked Learning Group, National College for School Leadership (NCSL) Discussant: Philippa Cordingley, Director, CUREE.
BERA Conference September 2004School Improvement SymposiumNetworked Learning CommunitiesChair: David Jackson, Strategic Director, Networked Learning Group, National College for School Leadership (NCSL)Discussant: Philippa Cordingley, Director, CUREEWhat do Networked Learning Communities (NLCs) look like in Practice?Chris Kubiak, Networked Learning Group, NCSLStephen Case, Networked Learning Group, NCSLBERA School Improvement Symposium 2004Introduction to NLCs
  • Response to ‘outside-in’ school improvement initiatives
  • Disseminates good practice
  • Enhances the professional development of teachers
  • Enquiry-based school improvement
  • Develops local, context-specific practices and solutions
  • Sustained and inclusive opportunities for school-to-school collaboration
  • NLC Programme overview
  • 137 networks
  • 1535 schools
  • Mean 447 pupils
  • Mean 24 FTE teachers (13 Primary, 56 Secondary)
  • Mean NLC size = 11 schools (fewest = 6, largest = 37)
  • Number of Schoolsper NLCNorthSouth26%Midlands 40%34%Regional Distribution of NLCsUrban-Rural DistributionNumbers of Networks Crossing LEA BoundariesPre-Existing form of the Network before entering NLC: at programme levelPhase of NLCNumbers of Networks that have Schools involved in DfES National InitiativesType of School –% DistributionFree School Meal EntitlementGCSE A*: 2000 - 2003The Annual Review
  • Qualitative reporting templates
  • Traffic lights
  • Achievements
  • Red lights and new starts
  • Quantitative secondary data analysis
  • Pre-existing status
  • Phase of education
  • Network size
  • Mixed Models
  • Research question more important than method
  • Quantitative / deductive and Qualitative / inductive
  • Stages of data collection, analysis and inference
  • Adds complexity to design
  • More accurately reflects research cycle
  • Annual Review ProcessResults
  • Phase (achievements, priorities)
  • Level of programme (within school, S2S, network-wide, N2N)
  • Learning activities (research, INSET, communication, collaboration)
  • Network building (strategic, structural, meetings, resourcing)
  • Who (pupils, teachers, heads, leaders, facilitators, LSAs, family)
  • Network Stated Focus for LearningCurriculum Context with Associated Learning GoalsThe Research Programme
  • Pragmatic, fit-for-purpose research strategy
  • Multi-method, team approach
  • Quantitative – meets needs of policy makers and funders
  • Qualitative – insights/understandings into complex processes
  • Understanding ‘what works’ in networked learning
  • Impact on different types of NLC
  • Utilise practitioner innovation and ownership of programme
  • Facilitating Leadership Development for Learning NetworksMichelle Anderson, Networked Learning Group, NCSLNiki Thomas, Bosham Primary School, Seconded Headteacher ResearcherBERA School Improvement Symposium 2004Facilitating leadership for learning networks“Everyone has a role to facilitate the network” (Co-leader)Network Leader’s Perspectives on the growth of Networked Learning CommunitiesChris Kubiak, Networked Learning Group, NCSLJoan Bertram,Folville Junior School, Headteacher ResearcherBERA School Improvement Symposium 2004A network-o-grammeVibing out the NLCA more metaphorical network-o-grammeNetwork growth as the growth of social capital
  • Structural: networks of teachers
  • Cultural: trust, norms of mutual obligation
  • Cognitive: shared understandings and vocabulary
  • An architecture for the growth of social capitalEnabling network growthNLCs as governed entities:(but ultimately ungovernable?)Activity profiles differ at different phases of the network lifecycleEmergingEarly daysEstablishedCollaborative Enquiry in Networked Learning CommunitiesJane McGregor, Darren Homes, Julie TemperleyBERA School Improvement Symposium 2004Publicly available knowledge from theory and researchThe knowledge that we bring to the tableNew knowledge created by collaborative practiceCollaborative enquiry interacts with three fields of knowledgeNetworked Learning StrategiesPlanned by NetworksFrequency of New Activities reported in Year 1 Annual Review 04 (Cohort 1a only)Collaborative Enquiry in NLCs
  • Collaborative enquiry is designed to involve a group of school or network members, collaborating and investigating together in order to learn more about an aspect of the school/community/network environment in order to enhance the learning and experience of young people. It is intended to move beyond the people undertaking the enquiry to involve the wider community within and between schools. Collaborative enquiry contributes to adult learning in context.
  • (Jackson et al., Forthcoming)Characteristics of collaborative enquiry
  • taking the current school context as the starting point
  • problematising the day to day work ( not making assumptions about what is going on, but questioning what is taken for granted)
  • building out from what has gone before and what is already known
  • engaging in a process of investigation that is rigorous and disciplined in relation to purpose
  • ensuring that data gathering and analysis are understood by all involved to be an essential part of the process
  • the process of knowledge creation
  • representing findings in such a way that they can be accessed by other teachers.
  • Typical enquiry activities(Kubiak et al., In preparation)Pupil Involvement in NLC enquiry
  • pupil perception questionnaires and surveys
  • feedback on teaching and learning
  • pupil intervisitations and ‘learning walks’
  • pupils as co-researchers
  • Students as Researchers
  • Some future possibilities for ‘networked’ enquiry.
  • Iterative research between groups of researchers within a network
  • Enhanced capacity for long term development of enquiry in schools
  • Moving from projects to a culture of enquiry
  • A national network of practitioners able to support enquiry
  • Related Search
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