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Social Network Insights Into the Realization of Educational Improvement Policy Aspirations Through Multischool Networks in New Zealand

Sat, April 6, 8:00 to 10:00am, Metro Toronto Convention Centre, Floor: 700 Level, Room 705

Abstract

Objectives
This study investigates a national teacher professional learning initiative in which multiple schools are organised into a single Community of Learning (CoL), each with the goal of collectively addressing important and persistent achievement challenges, typically relating to underachievement of marginalised groups of students. Like other educational network and collaborative inquiry type initiatives (Berebitsky & Andrews-Larson, 2017; Berebitsky, Goddard, & Carlisle, 2014; Ronfeldt, Farmer, McQueen, & Grissom, 2015; Schenke, vanDriel, Geijsel, & Volman, 2017), this initiative relies heavily on the internal expertise of educators as a source of expertise, wisdom, and innovation. It also assumes that individuals’ capabilities will be mobilized across the network—recognition of the potential of social capital within educational networks (Daly, 2010; Daly, Moolenaar, Der-Martirosian, & Liou, 2014) in ways that strengthen equity and excellence for learners.
This assumption is, however, is largely untested—empirical evidence about the actual functioning of these networks is sparse, and often relies on opinions or methods of questionable validity for understanding how social capital embedded in these networks is actually mobilised between those both with and without formally assigned teacher leadership roles, and in new and traditional leadership roles.

Framework
We draw on theories of social capital (Coleman, 1988; Lin, 2001), distributed leadership (Leithwood, Mascall, & Strauss, 2009; Spillane & Diamond, 2007) and relational trust (Bryk & Schneider, 2002, 2003). These concepts, we argue, are vital to understanding how improvements in the quality of teaching, and improvements in the equity of student learning, can be realised in educational networks.

Data
Network data were collected from more than 250 teachers from six elementary and one large secondary school from the first CoL established in New Zealand. Each respondent rated the frequency and quality of their interactions with all other members of the network. We report data from two years following the establishment of the network.

Methods
We conducted a social network analysis using a survey instrument designed to capture the relational ties amongst all members of the networks at both school and CoLlevel.

Results
Findings suggest that while some characteristics of the network are conducive to realising policy goals for strengthening collaborative practice, for improving teaching, and for addressing student achievement challenges, other characteristics reveal missed opportunities for those in key leadership roles or with expertise vital to the equity agenda to act as brokers for sharing across the network. Our analysis of the social network position of those in both long-standing and newly-established CoL roles suggests that some of the assumptions underpinning the allocation of leadership roles in the policy reform are somewhat problematic.

Significance
This study reveals important insights into the patterns and quality of relational ties within and across networks of this type, and how they might be strengthened in ways that support efforts for improving educational equity. It also contributes understanding of social network analysis methodology more suited than traditional methodologies, to the study of complex, collaborative and networked approaches to educational improvement that are characteristic of policy reforms internationally.

Authors