Networks and Reform in American Education

Abstract

Educational reform networks are becoming increasingly important as alternative forms of teacher and school development in this time of unprecedented reform of schools. These networks appear to be a way of engaging school-based educators in better directing their own learning; allowing them to sidestep the limitations of institutional roles, hierarchies, and geographic locations; and encouraging them to work with many different kinds of people. In a study of sixteen educational reform networks, we found that they shared organizational themes relating to: (1) purposes and direction; (2) building collaboration, consensus, and commitment; (3) activities and relationships as important building blocks; (4) leadership as cross-cultural brokering and facilitating; and (5) dealing with the funding problem. Regardless of their differences, the sixteen networks we studied appear to have in common agendas more often challenging than prescriptive; learning that is more indirect than direct; formats more collaborative than individualistic; work that is intentionally more integrated than fragmented; leadership more facilitative than directive; thinking that encourages more multiple perspectives; values that are both context-specific and generalized; and structures more movement-like than organization- like.