Networks as power bases for school improvement

Abstract

Although there is limited research into the success of primary school networking initiatives in the UK, there is a drive at national government level for promoting school collaborative working arrangements as a catalyst for whole-school improvement. This paper discusses the findings from research into two such initiatives: Networked Learning Communities and Primary Strategy Learning Networks. The research focused on a reliance on school networks as power bases for promoting a national standards agenda and explores the impact of power, authority and influence on the sustainability of networks. Various types of power partnerships observed in the research are explored further in this paper. Additionally, a suggested ‘ideal’ model for productive networking relationships among key stakeholders is offered for consideration to ensure a higher degree of success in implementing national models of collaborative working practices for school improvement.