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Network Improvement Plan, Part 1: Overview of the narrative case, Part 2:…

- - - - Risk
        Twyford et al., 2017. 89 - risk as mental constructions of uncertainty around a future
        event
        Aven & Renn, 2009, 6 - Risk refers to uncertainty about and severity of the events and consequences (or outcomes) of an activity with respect to something that humans value.
        9 - Perception of risk, on the other hand, is a judgement about risk which includes personal or social attributes such as the degree of perceived personal control and the familiarity of the risk situation.
        T adn LF, 311 - The experience of vulnerability is the emotional component of perceived risk.
        / Emotional experience of vulnerability and risk can limit opportunities for growth
        
        Twyford & Le Fevre, 2019 - examined leaders role on influecing perceptions of risk
        
        313 - As on-going experiences affect risk perceptions, leaders in this case, have the opportunity to take actions that mitigate unnecessary uncertainty, and thereby decrease future perceived risk and vulnerability.
        
        /Risk could be mitigated by strong relational ties, and trust was a precondition to the willingness to take risks
        
        Sinnnema. 36 - Task vs. relationship:
        Often, the notion of respect in conversations between educators is misinterpreted as meaning that conversations should avoid challenge and evaluative judgements. The resulting exclusive focus on positivity and collegiality masks concerns and prevents important educational issues being addressed. In across-school networks, and particularly those that may be newly established, and where relationships are emergent or fragile, there is a risk that this problem is exacerbated.
        
        50 - Being non-judgmental was important for
        maintaining relationships between colleagues
        
        Vang, 27 - teachers tend to restrict collaboration to more safe and less threatening aspects
        
        Vang, 36 - For teachers an important drawback
        is related to a threat towards their strongly appreciated individual autonomy and independence.
        
        Tschannen, 311 - Engaging with one another in this way can support the risk taking and struggle entailed in transforming practice. For teachers to break down norms of isolation and to sacrifice some of the autonomy they value so highly in order to reap the potential benefits of greater collaboration they must trust their colleagues.
        
        Twyford, 2017, 86 - Findings identified that teachers perceived risk and experienced feelings of vulnerability as a result of their on-going assessment and evaluation of the uncertainty in the professional learning context. The perceived risk informed teachers’ responses and actions, ultimately impacting on teachers’ learning.
        
        uncertainty around groupings, timing, goals eg. strucutre, resources, ideology
        
        86 - a risk lens could provide a different frame to those traditionally applied to understanding teachers’ resistance to change.
        
        is our resistance based on uncertainty?
        
        86 - a risk lens directs attention to exploring uncertainty as an aspect of change.
        
        Twyford, 2017 - /perceptions of risk emerge when there is an expectation to change
        
        87 - Professional learning occurs in a social context where relationship-based uncertainty factors such as trust, safety and vulnerability influence the processes of change
        
        87 - vulnerability has been described as “feeling that one’s professional identity and moral integrity, as part of being a proper teacher are questioned” (Kelchtermans, 2009, p. 78). We inevitably make ourselves vulnerable when we expose our practices to others. Trust results as a product of successful, shared vulnerability.
        
        org/10.1080/13540600902875332.
        
        Twyford, 2017, 87 - (TRUST) cannot be guaranteed to exist or remain between members of a group or across different contexts
        
        relates to SC and needing to be used
        
        /Context influences risk perception - dependent on social realtionships (SC connection)
        
        Twyford, 2017, 89 - Perceptions of risk include both cognition- and emotion-based processes mediated by individual, social, situational and contextual factors.
        
        structural issues
        
        Twyford, 2017, 89 - Although the individual may consider or anticipate both positive and negative outcomes, perceptions of risk tend to focus on the uncertainty connected to possible negative consequences and worst-case scenarios.
        
        Twy, 2017, 92 - Teachers were uncertain whether their relationships, often new or involving changed roles, would be sufficiently supportive to encourage their risk taking.
        
        Twy, 2017, 93 - Teachers’ perceptions of risk were unique, dynamic and responsive, often changing quickly in response to their ongoing experiences.
        
        Twy, 2017, 94 - Irrespective of the cause, strong feelings of vulnerability and the associated negative emotions reduced teachers’ capacity to learn. Ultimately, only successful learning experiences tipped the balance in the other direction.
        
        Twy, 2017, 96 - Perceived risk
        appeared inversely related to learning.
        
        Bryk, 43 - Strong relational trust also makes it more likely that reform initiatives will diffuse broadly across the school because trust reduces the sense of risk associated with change. When school professionals trust one another and sense support from parents, they feel safe to experiment with new practices. Similarly, relational trust fosters the necessary social exchanges among school professionals as they learn from one another. Talking honestly with colleagues about what's working and what's not means exposing your own ignorance and making yourself vulnerable. Without trust, genuine conversations of this sort remain unlikely.
        
        T and LF, 309 - teachers’ perceptions of risk and risk-related actions, while participating in professional learning, can interfere with their capacity to learn and change.
        
        T and LF, 310 - A risk as uncertainty lens requires us to suspend our natural inclination to equate risk with danger and harm and to instead consider the uncertainty surrounding future events and possible consequences as perceptions of risk, and people’s responses to any perceived risks as risk-related actions.
        
        what are our risk-related actions to perceived risks?
        
        Daly, 3 - attempts to create greater collaboration, distributed leadership, and participative decision making often require changing existing social relationships. It is this interdependence of action and social ties that ultimately may moderate, influence, and even determine the direction, speed, and depth of a planned change.
    - - Trust in leadership
        
        Tschannen, 314 - Building trust requires attention to the five facets of trust. A person who desires to be regarded as trustworthy will need to demonstrate benevolence, reliability, competence, honesty, and openness.
        
        relate to regrouping - perception of risk, loss of trust - effectiveness
        
        Tscahnnen, 313 - regarding continual regrouping and lack of objectives: distrust can impair organizational effectiveness
        
        Trust in leadership connection - regrouping/ nt following through/ consistency- is discerned as increasing vulnerability
        Bryk, 41 - Such dependencies create a sense of mutual vulnerability for all individuals involved. Consequently, deliberate action taken by any party to reduce this sense of vulnerability in others—to make them feel safe and secure—builds trust across the community.
        
        41 - As individuals interact with one another around the work of schooling, they are constantly discerning the intentions embedded in the actions of others. They consider how others' efforts advance their own interests or impinge on their own self-esteem. They ask whether others' behavior reflects appropriately on their moral obligations to educate children well. These discernments take into account the history of previous interactions.
        
        Bryk, 43 - Principals' actions play a key role in developing and sustaining relational trust. Principals establish both respect and personal regard when they acknowledge the vulnerabilities of others, actively listen to their concerns, and eschew arbitrary actions. Effective principals couple these behaviors with a compelling school vision and behavior that clearly seeks to advance the vision. This consistency between words and actions affirms their personal integrity. Then, if the principal competently manages basic day-to-day school affairs, an overall ethos conducive to the formation of trust will emerge.
        42 - Personal Integrity: Perceptions about personal integrity also shape individuals' discernment that trust exists. The first question that we ask is whether we can trust others to keep their word. Integrity also demands that a moral-ethical perspective guides one's work.
        
        regrouping - losing personal integrity - not doing what they say, although still maintiaing the moral perspective
        
        T and LF, 309 - The actions and beliefs of educational leaders influence how and what teachers learn and also the conditions in which they learn
        
        310 - summarize if using - Leadership can be viewed as a social activity where leaders’ beliefs and actions influence others through the structures and processes they implement, the culture and conditions they develop, and how they interact and develop relationships with others (Bryk and Schneider, 2002).
        
        Cosner, 2009 - 256-7 - principals support trust formation between teachers by shaping a cooperative culture, creating time and structures that support collaboration, establishing norms for interaction, intervening to help resolve conflicts or to enforce norms of behavior, and improving the conflict resolution...skills of teachers.
        
        257 - school leaders take an important step toward supporting collegial trust by removing barriers to trust formation between colleagues.
        
        257 - Structuring interactions around lower risk topics or issues before higher risk topics is important in this regard.
        
        266 - taking decisive actions to improve the overall nature of staff interactions by establishing, reinforcing, and/or enforcing norms. These actions could be characterized as “first steps” at increasing the likelihood of the development of trust in future interactive contexts.
        
        267 - In addition to regarding trust as critical, these principals also viewed teacher collaboration as essential for their schools. This perspective, widely shared by these principals, appears particularly salient in relation to the development of knowledge-based trust between colleagues.
        
        268 - The emphasis that principals placed on teacher interaction and collaboration led most of these principals to conclude that the existing time for teacher interaction and collaboration was insufficient within their school schedules.
        
        275 - When considering research and scholarship on the development of knowledge-based trust between colleagues, the following appear particularly salient, including actions taken to ....(b) introduce interdependent tasks into interactive settings, (c) strengthen the leadership and facilitation skills within interactive settings, (d) more gradually introduce risk into collective problem-solving tasks, and (e) establish and communicate clear processes and parameters for collective decision making in advance of decision events.
        
        276 - Introducing interdependent tasks into interactive settings. Nearly every principal also played an important role in introducing interdependent tasks into department meetings. To accomplish this, principals set expectations for collective department work or specific collective work tasks and projects that necessitated teacher interaction. In doing so, principals created both a purpose and a need for ongoing interactions between department members. Of the 11 principals, 10, for example, initiated a process for departmental goal setting that required department members to collaborate throughout the academic year as they first identified a shared goal and later worked to make and document progress with this goal.
        
        278 - Introducing risk into collective problem solving. Many of the principals introduced collective problem-solving tasks to the full faculty that were “less risky” in nature to teachers before moving to topics of greater risk to teachers. Principals, for example, consistently reported focusing the collective attention of the staff in more operational areas before moving the collective attention of the staff to areas more central to teaching and learning. One common area for early collective work, for example, involved student safety and behavior. Work in these areas often preceded such interactions as schoolwide planning to develop improvement plans and goals.
      - Rincon, 13 - Trust is crucial to engage in challenging conversations when there are breaches to shared agreements or when poor/inadequate performance needs to be called out. More importantly, trust is fundamental for group members to open up to acknowledge what they do not know and to learn in public, a fundamental precondition for learning and growth. Bringing the guard down to acknowledge what we do not know and being open to learn in public represents a radical departure from the stance of certainty and ambiguity teachers and system leaders have historically represented.
      - Rincon, 14 - Developing trust and internal accountability takes time, and this should be specially kept in mind by impatient system leaders who expect too much too fast from networks. A slow start building relationships is sometimes the best way to accelerate improvement in the longer run
      - Check Bryk ...re: activities underpinning relational trust
        Sinnema, 35 - In collaborative activities it is desirable that participants sense their ideas and contributions are heard and valued (respect); that both parties can carry out their role with a sufcient level of competence; that they are cared for and can be personally vulnerable to the other (personal regard for others); and that others can be trusted to do what they say (integrity). However, while these qualities are easily adopted as ideals, they are less easily operationalised in interpersonal interactions, even by the most well intentioned practitioner or experienced educational leader.
      - Tscahnnen, 313 - In organizations with a high level of trust, participants are more comfortable and are able to invest their energies in contributing to organizational goals rather than self‐protection.
        
        314 - The climate of the school can be one that cultivates trust or that makes trust difficult to foster.
      - Tschannen, 314 - Although collaborative processes are increasingly called for as part of reform efforts in schools, these processes will not come about in an authentic form if the people involved do not trust one another.
      - Tschannen, 315 - Collaboration and trust are reciprocal processes; they depend upon and foster one another. Collaboration takes place between autonomous partners who choose whether or not to participate, therefore, it is unlikely that collaboration will develop without at least a measure of trust. Collaboration involves the investment of time and energy, as well as the sharing of resources, responsibility and rewards, and this is difficult without trust (Mattessich and Monsey, 1992). This sharing creates a situation of interdependence that participants will be motivated to avoid unless they trust their collaborative partners. Greater collaboration then holds the possibility of fostering greater trust as partners have experience with one another over time and have opportunities to witness the benevolence, reliability, competence, honesty and openness of their partners. Putnam (1993) referred to this accumulation of collective trust as “social capital” and treated it as a very real asset that accrued to communities that had such trust. Unlike traditional capital, this capital actually accumulates with use and is diminished with disuse.
        
        we are missing the oportunity to utilize the trust we do have for effective means due to regrouping/objectives
      - Bryk, 41 - Each party in a relationship maintains an understanding of his or her role's obligations and holds some expectations about the obligations of the other parties. For a school community to work well, it must achieve agreement in each role relationship in terms of the understandings held about these personal obligations and expectations of others.
      - Task-relationship dilemma:
        Bryk, 42 - Relational trust is grounded in the social respect that comes from the kinds of social discourse that take place across the school community.......Even when people disagree, individuals can still feel valued if others respect their opinions.
      - T and LF, 311 - Trust can be considered to play a key social influencer role in perceptions of risk
        and vulnerability.
        
        /PL can be inhibited by feelings of vulnerability, and mediated by trust
      - T and LF, 320 - Trust is an essential component of high-quality relationships that support learning.
        
        Trusting relationships are a key component of cultures that support risk-taking
        
        320-1 - Our findings support trust as a core resource, one that is essential for participants to share their beliefs and weakness, engage with expert others and be openly vulnerable...to learn
      - Y&Baker - 220 - connects to existing strength of expressive ties:
        Without trust, agency and instructional capacity are limited, because teachers do not feel comfortable collaborating and, consequently, remain isolated.
        
        in our context: expressive conditions are there, we just need to create the conditions for instrumental relationships to flourish (structural, ideological)
      - Tschannen‐Moran, M. (2001)
        
        308 - This paper posits that a significant factor in constructing a climate that supports collaboration is building an atmosphere of trust.
    - - Vang, 33 - Hindering group characteristic - lack of clarity or disagreements about group goals
      - Vang, 33 - Impeding organisational characteristics include strong rooted isolation and individualism in school culture, norms of professional autonomy, independence and privacy
      - Daly, 4 - The ties an individual has to others may support or constrain opportunities for resources (information, knowledge, innovation, etc.) to be shared and diffused throughout a system
      - Mool, 21 - It is plausible that advice-seeking relationships are low on reciprocity because of the asymmetrical nature of this relationship, while other relationships such as friendship and social support have a higher tendency to be reciprocated.
        
        connects to expressive vs. instrumental ties
      - Sinnema, 3 - High quality discussion among educators that enables productive scrutiny into teaching and learning is fundamental to improvement.
      - Sinnema - Purposive action in group discussion/ collaboration more likely to lead to practice improvements
      - Sinnema - showed high out-degree teachers perceived greater practice improvement, yet high in-degree perceived less, also same for high self-reported levels of expertise
        
        considers the quality of ties, not just quantity
        - implications for highly centalized networks - may be missing skills and abilities from those on the periphery, and overloading the centralized actors
    - - Sinnema, 51 - If collaboration is desired at a kāhui ako level, there is clearly a need to reformulate, or at least reimagine achievement challenge goals to create task interdependence.
      - Daly, 3 - In terms of collaboration or professional learning communities, merely providing time and directives to "work together" does not necessarily result in meaningful collaboration between vertical and horizontal teams.
        
        this is our current format
    - - Vang, 33 - The most important hindering structural characteris-
        tics are a lack of time...
      - Sinnema, 3 - The structure of a social network can provide important information about the flow of resources, and the frequency of connections; yet, it is also important to consider the quality of the relationships within the network
  - - - Ideological (cultural) change
        Yoon & ?, 218 - introduce value systems for thinking about teaching and learning, which emphasize the role of collaboration and social interaction in professional growth.
        
        217 - focus on fostering openly networked, participatory, inquiry-oriented professional learning.
        
        Shared goal/ vision for collaboration
        
        theory of action
        
        links to ideological change
        
        Rincon - Focussing on ambitious student learning outcomes linked to effective pedagogy.
        10 - Effective collaboration requires a common vision that captures the hearts, minds, and hands of network actors. Effective networks connect this vision with a common goal that is at the same time inspiring and measurable. A focus on substantially improving teaching and learning to develop deeper student learning and engagement (quality) and to reduce variability in performance (equity) provides the best vehicle to collaborate effectively in schools as well as between and across education systems. It simultaneously feeds the intrinsic motivation of teachers to make a positive difference in the lives of their students and satisfies the public mandate of educational systems to provide high-quality education to the younger generations.
        
        Rincon, 13 - Evaluating plan impact:
        The ongoing use of evidence on student and school performance can enhance effective collaboration. First, it helps the group know their progress and identify whether what they are doing is having an impact. Second, evidence on student and school performance can help push the group beyond its comfort zone by highlighting key areas of improvement that they might otherwise prefer not to look at, such as persistent low achievement among students from historically marginalized groups, or stagnated or declined performance after a number of years of implementing an improvement strategy for which school leaders and teachers have high hopes.
        
        Rincon, 13 - The essence of network-related whole system improvement is developing strong relationships around a shared compelling agenda.
        
        Rincon. 18 - Systemness means that people are deliberately doing their own part as they contribute to and benefit from the agenda of the larger system. When a school moves from individualism to collaboration, individual teachers stop thinking only of “my” children in “my” classroom, and become committed to all the children in the school..... All of these cases represent an increase in systemness, or the state where a majority of people come to see themselves as system players.
        
        Sinnema - Collaboration suggested, but not required
        54 - the achievement challenge document and goals within it specify outcome interdependence, in that the whole group is responsible for meeting the achievement challenges, but not task interdependence, where it is necessary for the individuals to collaborate in order to complete the work (Locke and Latham 2012; Schwarz 1994).
        
        Sinnema, 55 - a shift from framing the problem as how to structure and resource the system for collaboration, to framing the problem as how to build and sustain the will, the capacity and the conditions for collaboration.
        
        connecting the structures and the ideology
        
        Vang, 36 - This means that in order to make teacher collaboration successful, a lot of actions can be undertaken to support the aspects of the collaborative process (e.g., realising task interdependence, developing clear roles for the members, a defined focus for collaboration).
        
        Vang, 36 - A strong-rooted culture of individualism, autonomy, and independence appears to be profound in education. There is thus a need for a change of mentality in the case of teachers and education in general. Without an essential amount of openness to collaborate, every effort pushing teachers towards collaboration may become lost in a culture of contrived collegiality.
        
        Chapman, 185 - initially, working across boundaries proved to be a challenge:....Time was required to develop a shared understanding of the process and negotiate a common language and understanding that sat comfortably within their own set of professional identity and values.
        
        Tscahnnen, 310 - Constructing a shared problem‐solving process may give the teachers the opportunity to be guided through a process in which organizational goals are made explicit. When possible solutions are evaluated in light of overarching goals and key values it may result in a greater sharing of those values and goals.
        
        Seashore, 119 - This research emphasizes the importance of leadership that creates relationships that sustain and support some of the foundations of professionalism: a sense of calling and a commitment both to serving and to maintaining the expertise that is required to maintain effective performance.
        
        Agency - 219 - gives credence to the voice of the colearners in the learning network
        Instructional capacity - 219 - promoted the idea that learners should seek resources beyond the classroom through connecting with others.
        Trust - 220 - encouraged risk taking and vulnerability through
        inquiry work and exchanges.
        
        Yoon &, 221 - Actions:
        First, a program would need to be clear and explicit in its value of teacher knowledge, social learning, social capital, and collaboration, as well as thoughtful about how issues of authority, power, and vulnerability are addressed. Teachers need to trust that asking questions about their practice and asking others for help would not be damaging to their careers but, rather, would support them. The work around cultural and ideological change is perhaps the most difficult to address for an organization, because it fundamentally alters knowledge and power structures. Yet it is also a strategy that opens up the most possibility for change and new information to flow into a network.
      - Network Inquiry
        Yoon & ?, 217 - focuses on understanding the dynamics of one’s social network and how it shapes one’s practice.
        
        216 - developing network awareness and helping teachers develop collaborative learning practices
        
        Rincon, 15 - Using deliberate leadership and skilled facilitation within flat power structures Networks require deliberate leadership. In the same way that we have described effective school leaders as lead learners (Fullan, 2014) networks must be led by leaders who model and facilitate learning and leadership in others.
        
        15 - the most effective networks have fluid leadership roles, with authority determined by practical knowledge and expertise that are relevant at a particular moment in time rather than by position in the institutional hierarchy.
        
        Twy, 2017, 97 - Regarding risk perceptions and vulnerability:
        Better results from PLD will require acknowledging risks, sharing of responsibility for learning, and support for risk taking. It is important to remember that teachers are also learners in the quest for improved student achievement.
        
        T and LF, 321 - regarding trust and risk-taking:
        Leaders need to take deliberate actions to ensure the presence of quality relationships that strengthen risk-taking actions, especially when knowledge is less secure and change in practices desired.
        
        Daly, 1 - building and supporting professional relationships and networks is a critical way to sustain the work of teaching and learning and ultimately of change.
        
        Daly, 2 - This implies that successful change requires not only attending to the important formal structures, but also to the informal networks of social relations that create webs of understanding, influence, and knowledge prior to, during, and after the implementation of a change strategy.
        
        3 - Relying strictly on formal mechanisms to diffuse information and knowledge may thus leave critical practice gaps in the organization
        
        Agency - 219 - increased because teachers were encouraged to seek out other teachers as knowledgeable experts in a subject, thus affording more value to teacher knowledge and enabling teachers to create their learning pathways.
        Instructional capacity - 219 - helped teachers fi nd resources and expertise in their social networks. These outcomes came from guided practice to help teachers develop learning networks.
        Trust - 220 - helped teachers learn the value of trust in developing their networks and provided suggestions about how to foster trusting, meaningful professional relationships.
        
        Yoon & ?, 222 - Actions:
        The third strategy, network inquiry, would give teachers the information and agency to develop networks of professional support, learn from them, and contribute to the collective professional community. We contend that with a structure and value system in place, network inquiry would enable teachers to be the most efficient in developing their social capital and learning networks, because teachers would know how to take advantage of the organizational structures.
        
        Borgatti & Cross, 433 - organizational learning as a function of relationships
        (know-who). - /breaks from strucutral models of measuring communication flows in networks to identifying characteristics of info seeking behaviors
        
        440 - three enduring relational characteristics that are predictive of the behavior of information seeking: (1) knowing what another person knows, (2) valuing what that other person knows in relation to one’s work, and (3) being able to gain timely access to that person’s thinking.
        
        433 - As members of one region of a network become aware of and able to leverage the expertise of those in other regions, they become individually capable of doing more while the entire network’s potential to sense and respond to new opportunities is also enhanced.
        
        434 - Knowing - A baseline condition for turning to a given individual for information is awareness of that individual as a possible source in light of a current problem or opportunity.
        
        434 - Value - important that a knowledge seeker positively evaluate the knowledge and skills of the person sought out in relation to the problem the seeker is attempting to solve.
        
        435 - access - knowledge is really helpful only if they are accessible..... access alone may dictate whether and how knowledgeable others are tapped.
        
        443 - possible actions:
        if the problem in a group lies with it not “knowing what it knows,” we might suggest action learning, developmental staffing practices, or skill profiling systems to help create knowledge of “who knows what.” In contrast, if a group is having problems with access, we might consider performance metrics that encourage people to be accessible to others in combination with peer feedback processes to ensure that this happens.
      - Strucutral Approaches
        Yoon & ?, 217 - arranging individuals into particular organizational structures of communication fosters specific types of relationships and informational exchange
        
        216 - efforts to create collaborative groupings and assign particular networking roles to key individuals
        
        Rincon,15 - Frequently interacting and learning inwards
        Effective collaboration is characterized by dense, frequent knowledge sharing among participants.
        
        Rincon, 16 - the activities of effective networks are a combination of engagement – focussed, cooperative interaction within the particular network – and exploration – searching for new, potentially valuable ideas and practices by engaging in diverse social networks. Engagement consists of focussed interaction to consolidate and refine practic**e within the group. Frequent interaction consolidates group norms and forms of behavior, while developing high levels of trust and a strong sense of responsibility to the group
        
        Rincon, 16 - social interaction has the most powerful effect in influencing individual behavior. More specifically, the likelihood that we will adopt a new behavior.....is a direct function of the degree to which the peer group where we are embedded exhibits the new behavior....... Interacting frequently with other colleagues whose work is improving student outcomes is thus one of the most powerful strategies for continuous improvement and innovation.
        
        Rincon, 16 - Rincon, 16 - Constantly connecting outwards to learn from others:
        At the same time, the most effective groups keep connections to the outside through the frequent interaction of individual members with their larger networks. When the problem of practice at hand requires expertise that falls beyond the capacity of the group or when innovation is necessary, activating these outside connections can offer access to required expertise and new ideas.
        
        Resources eg. time
        
        Rincon, 17 - Securing adequate resources to sustain the work Effective networks secure resources to run their everyday activities. Resources that matter are those that create the conditions for effective collaboration, such as time for network actors to collaborate.
        17 - Effective networks capitalize on resources under their control (individual time, schedules, school or district facilities to meet, available data and data systems, etc.) to start the work of collective improvement.
        
        Vang, 36 - structural support (e.g., providing meeting time) and group level interventions (mainly focused at group composition) seem to be important points of action in order to facilitate teacher collaboration.
        
        Tscahnnen, 311 - In order for teachers to rise successfully to the challenge of adapting their teaching practices to meet the changing expectations of various reform initiatives, they must have opportunities to participate in dialogue with other teachers to support and challenge one another.
        
        Agency - 218 - increased because
        teachers took on new roles in making decisions about instruction.
        Instructional capacity - 219 - organized teachers to connect with others who had similar needs and also bridged them to others who might give them access to leadership or simply new ideas.
        Trust - 219 - creating organizational structures that allow teachers to spend extended time working with each other on shared interests.
        220 - continual socialization in small groups helped to build trust between colleagues.
        
        Yoon &, 222 - Actions:
        design structures of communication in a way that supports strategic networking. These structures could be shaped by groupings or roles, projects or artifacts, and/or technological tools/platforms. When designing these structures, it is important to first recognize what already exists and works and what teachers feel they need as professionals and learners. Also, the design should consider the principles of social network theory. For example, interventions should work to build communication roles and structures that cultivate strong ties for knowledge exchange and weak ties for new information and innovation. These structural changes, combined with an ideological value system that emphasizes inquiry and collaboration, give teachers both permission and a means to exchange professional knowledge and resources.
        
        we need: grade groupings to focus attention on similar students (homophily) - instrumental relationships, while also encouraging and maintaining current expressive ties to facilitate the transfer of new info
      - Twy, 2017, 92 - Uncertainty connected to organisation and purpose reduced over time as teachers became familiar with the PLD, gained clarity over organisational processes, or observed progress in their students.
        
        related to structure, resources
      - Mool et al., 2014, 99 - network intentionality, meaning the extent to which an educator is intentional in connecting and interacting with others.
        
        99 - those educators with high network intentionality, as evidenced by an orientation towards connecting others, also perceive the school’s climate as being more innovative, partly because this strong network intentionality is associated with more out-going relational activity.
        
        116-7 - educators who perceive the climate as more innovative are more intentional about their network by actively seeking relationships and liking to connect disconnected others (‘brokering’). They also tend to believe that relationships are important. Further, we found that....educators who perceive the climate to be more innovative also reach out to more others to exchange new ideas
        
        117 - Actions:
        if organizations aim to cultivate an ‘‘innovative climate,’’ it will be critical to find ways to support educators’ network intentions as well as ‘‘seeking’’ behaviors
        
        do this through structural means eg. time to meet, and ideological change eg. norms and values of collaboration.
        
        /Intentionality - (seeking new ideas - cognitive social capital) leads to becoming more centralized in the network (building structural social capital)
        
        118 - not only is the awareness of one’s network important for gaining access to new ideas, but so are the intentions with which one actively shapes one’s network.
        
        connects to ideology and inquiry
        
        119-20 - findings may suggest that systems may benefit when they are intentional about creating structures for collaboration and the exchange of.../resources. The organization of the schools themselves,....suggests multiple structures and practices that both support and encourage teachers to reach out to colleagues, in effect potentially allowing educators to craft their networks in ways that support instruction. In each of the schools studied, teachers meet an hour before school at least three times a week in various configurations to collaboratively design curricula, discuss student work, and work on school issues. The system also emphasizes peer observation and collegial coaching so that teachers can serve as resources to one another.
      - Hannah & Lester, 45 - We have also argued for both a top-down and bottom-up approach to leadership where leaders set the conditions and structure for knowledge creation and emergence, allow the creative process to self-organize, and later reinforce diffusion and crystallization
        
        35 - strucutal and ideological:
        leaders focus less on what their organizations should learn, but rather on how to set the conditions for collectives to effectively learn and share knowledge.
        
        42 - increasing the network density of homophilous semi-autonomous networks, and 3) linking knowledge catalysts through establishing bridging ties between semi-autonomous networks.
    - - Bryk, 41 - An interrelated set of mutual dependencies are embedded within the social exchanges in any school community. Regardless of how much formal power any given role has in a school community, all participants remain dependent on others to achieve desired outcomes and feel empowered by their efforts.
      - Mool et al, 253 - Teachers’ collective beliefs about their capacity to realize desired collective results may be dependent on the relationships that can be leveraged and the resources that can be accessed through their social networks.
        
        253 - By exchanging knowledge, sharing experiences, and collectively searching for solutions to problems, teachers may build confidence in their team’s collective capability to motivate students, offer a targeted instructional program in support of student learning, and handle difficult situations.
      - Mool et al., 253 - Connects to ideological change:
        A positive relationship between schools’ social networks and teachers’ perceptions of their collective capability to educate their students is further supported by the idea that teacher interaction offers opportunities to experience the team’s ability to promote student learning and to build consensus around shared goals and expectations for students.
      - Mool et al., 253 - Connects to expressive/ instrumental relationships:
        densely connected networks that reflect the exchange of expertise and personal guidance may increase teachers’ beliefs about their collective capacity to solve collective problems, achieve desired goals, and improve school-wide performance.
      - Mool et al., 258 - Connects to Ideological change:
        by offering shared experiences and aligning collective goals, schools’ social networks may enhance teachers’ perceptions of their collective capacity to increase student learning, which in turn may affect student achievement.
      - Mol et al., 258 - teachers and school leaders may be advised to invest in advice relationships as a means to support the team’s shared belief in its collective capabilities to achieve increased student learning.
      - Mool et al., 260 - A potential route to school improvement therefore may be to grow strong ties among teachers, cultivate their collective beliefs, and as a result, harvest increased student achievement.
      - Mool et al., 2014, 119 - Interdependence:
        Most teachers within the organization work in teams and share a common group of students for the entire year. Within the organization, a teacher’s success is determined not just by the work s/he does with students, but also her/his work with colleagues.
      - Hannah & Lester, 43 - We propose leaders can increase network functionality through moderating their level of task control and by increasing shared leadership and interdependence.