BackgroundTeachers often feel isolated within their classrooms, schools, districts, states (Meyers, Paul, Kirkland and Dana 2009) 1.
Teacher networks• Connect teachers in order to enhance
expertise, instruction, and classroom/ school environment
• Influence teacher expertise, teacher leadership, student achievement (Leana 2011; Baker-Doyle 2010; Anderson 2010, Daly et al 2010, Spillane & Louis 2002) 2
Project OverviewThe Philadelphia Education Fund supports teacher networks (e.g., Philadelphia Teacher Residency, Math + Science Coalition, Early Warning Systems, Philadelphia Postsecondary Success Program), and is interested in better understanding the landscape of teacher networks in Philadelphia and how networks serve to enhance teacher knowledge, retention, and perceived value. SDP Action Plan 2.0 Strategy 3, Goals D, E, & F focuses on supporting teacher development and collaboration.
Methods_______________________• 180+ interviews of teachers, support staff,
and educators across District and charter schools with follow-up survey around teacher networks
• Qualitative and social network (ego network) analysis of interview data, descriptive analysis of survey results
Results/Conclusions
On average, teachers identified 10 resources (people, groups, events) that they rely on: nearly half of these resources run through
formal structures/channels, half informal 20% of resources are found outside school just 8% of resources are engaged online
• Network value and teacher persistence tied to school networking environment
• Wide range of teacher networks (see Figures A and B) and network behavior statistically different between schools
• Teacher autonomy and shared leadership promotes productive networking practice
• Desired networking topics include: 1) using and analyzing student data, 2) classroom management3) technology in the classroom, 4) teaching content5) differentiated instruction, 6) student interventions and supports
Research to Practice Strategies• Networks as a strategy to build knowledge,
expertise, and professional support• Formal network time benefits school culture • District and partners can engage teachers in
taking ownership of networks• District and partners can help facilitate and
promote opportunities and content1 Meyers, E., Paul, P. A., Kirkland, D. E., & Dana, N. F. (Eds.). (2009). The power of
teacher networks. SAGE;.2Leana, C.R. (2011). The missing link in school reform. Stanford Social Innovation
Review,30-35; Baker-Doyle, K. (2010). Beyond the labor market paradigm: A social network perspective on teacher recruitment and retention. Education Policy Analysis Archives, 18(26); Anderson, L. (2010). Embedded, emboldened and (net)working for change: Support seeking and teacher agency in urban, high needs schools. Harvard Education Review 80(4),541-572; Daly, et al. (2010). Relationships in reform: The role of teachers' social networks. Journal of Educational Administration,48(3),359-91; Spillane, J. P., & Louis, K. S. (2002). School improvement processes and practices: Professional learning for building instructional capacity. Yearbook of the National Society for the Study of Education, 101, 83–104.
Teacher Networks in Philadelphia: The Current Landscape
Contact Information
Liza HerzogPhiladelphia Education Fund215-665-1400 ext. [email protected]
Example of teacher network differences
