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Network logic strategy-building through action plans organising for linkage among participants with different perspectives and potential contributions. There appears to be some overlap between ‘these eight processes that we consider essential for the creation of a network’ and the key ingredients of the NWP, but there are also real differences. The NWP study emphasises, among other factors: teachers teaching professional colleagues about their best practices teachers honouring and respecting the knowledge of colleagues teachers writing as well as meeting and talking teachers getting feedback on their learning and actions teachers rotating through a variety of roles. How are these differences to be explained? This takes us back to the need to determine the strength of the evidence for NWP, since in their turn the 1990 networks were largely assumed to be successful. Is NWP demonstrably more successful than its predecessors and thus a more reliable source of sound evidence of what makes for success? Does the current evidence on NWP replace the ‘key ingredients’ suggested in 1992? If our knowledge about networks is accumulating, can we now with confidence proclaim what works and what does not? Understanding networks Over the intervening 10 to 15 years, interest in networking, as well as its associated literature, has grown dramatically, but this is not well reflected in the Lieberman and Wood report. Today we have a better grasp of the issues of both the structure and culture of networks. Networks have many different kinds of structure. Does the NWP have a distinctive structure that differs from those studied in 1990? Indeed, exactly what kind of structure does NWP have? We are told that the networks are organised locally but linked nationally. What are the 82 Demos
Networks, knowledge and innovation local networks like? Do they vary much in structure, for example those in the urban rather than rural sites? What are the units of the networks? Are they networks of individual teachers? Or are they sometimes networks of schools? Or could they be both? Does it matter that NWP is in some ways a network of networks? Do networks of networks function differently from networks of institutions (schools) or individuals (teachers)? Are some network structures more successful than others in their impact on student learning? While NWP may be rated an overall success, it seems likely that some sub-networks in some areas will be more successful than others. What are the characteristics of the most and least successful networks? Does this help us to understand the nature of the most important variables in systems of professional networking? Does the teacher consultant act as a kind of hub that helps the network to flourish? Are networks without hubs of some kind more liable to failure or disintegration? What is the role of weak ties in a national network as opposed to what are probably the stronger ties of a local network? In short, is the structure of a network critical to the way it works and influences teacher development and student learning? While it is difficult to glimpse the structure of the networks from the Lieberman and Wood description, their culture is more visible. Back in 1990 there was relatively little work on social capital, and virtually none in education. Today it is a highly developed – even overdeveloped – concept, not least in the field of networks. For networks have a structural side, the nature of the links between the nodes, but also a cultural aspect, which is usually encapsulated in the term trust. The glue behind the strong ties of local networks is trust: without trust, networks rarely prosper. It is possible to argue from the Lieberman and Wood account of the way the NWP was organised and functioned that high levels of social capital were built up among the participants and crucial to the project’s success was this generation of high levels of trust between teachers. For example, getting teachers to show their writing to fellow teachers and obtaining feedback on it depends on there being a level of initial trust; if the experience is then felt to be professionally rewarding, it will generate Demos 83
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Network Logic Who governs in an int
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About Demos Demos is a greenhouse f
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Network logic 10. Your friendship n
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We are some way from being able to
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Network logic a weblog called DearR
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Network logic Power The changing na
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Power does not reside in institutio
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