The first year of the NCSL Networked Learning Communities programme: what have we learned?

1. The first year of the NCSL Networked Learning Communities programme: what have we learned? DASP Conference Pete Dudley NCSL.

2. This presentation covers • Overview of the NLC programme • What is a networked learning community – how they work • What the NLC programme does to facilitate networked learning • What we have learned from the first year of the programme • How we are addressing future challenges • Video

3. ‘The contours of a transformed system’ (Bentley 2003) • Many dynamic networks of schools and other providers operating collaboratively/competitively across local areas • Network infrastructure – incorporating LEAs, LSCs • Rich, extended school organisation models using networks and highly varied learning forms to engage stakeholders • Distributed leadership capacity • ICT capacity for real time feedback and analysis • Reshaped EYs – bedrock, Teaching force reformed • Reshaped central governance enabling knowledge creation and flow and prioritising challenges

4. History - Networks invited to join small pilot (6 – 12 NLCs envisaged) • 190 applied for C1 (85 succeeded) • 173 submitted for cohort 2 (26 succeeded) • 3 years to become self sustaining 03 - 06 • ‘A network can be called a network when the relationship between those in the network is voluntarily entered into, the autonomy of participants remains intact, and there are mutual or joint activities’. (Church 2002)

5. NLG Key objectives • To develop good networks • To learn about networked learning • To help the system reform to support networked learning

6. Programme statistics • 85 NLCs (C1) + 26 from Sept 03 – 1111 • 1225 schools • 650,000 pupils • 77 LEAs plus cohort 2

7. NLCs • Average – 10 schools, largest – 44 • Primary, secondary, special • Biggest uptake in NW • 50% existing collaborations, 50% new

8. Where they are

9. NLCs – core beliefs & networked learning • Intelligence is not fixed - all children can become motivated and successful learners • Educational professional and schools can learn together to provide what it takes • Making what we know visible and transferable (within and between schools) is a good place to start • Accessing evidence-based practice is another • Studying together how to do it is a third

10. Learning focus

11. Each NLC • Co leaders • N2N consultant • HEI link • Steering group • Partnership agreement • £50K • Programme interventions (LoL survey, enquiry, Y1 & 2 review,)

12. Publicly available knowledge from theory and research The knowledge that we bring to the table New knowledge created by collaborative practice Knowledge creation – 3FK

13. Levels of learning • Pupil Learning • Adult learning • Leadership learning • Schoolwide learning • School to school learning • Network to network learning

14. How does ‘networked learning’ act itself out between schools? • Collective planning • Joint work • Joint problem-solving • Collaborative enquiry • Shared professional development

15. Examples - networked learning • Steering Groups (shared planning) • Work Teams (joint work) • Focus Groups (joint problem-solving) • Enquiry teams (collaborative enquiry) • Learning Forums/Shared Staff days (shared CPD)

16. Community = Moral Purpose If we want to develop young people who are participating members of society, we must model that by being collaborating members of the educational community. The Durham Board, Canada - A Networked Learning Community

17. Community = Moral Purpose Knots are dynamic ‘networked learning’ activities involving participants from various points in the network (the ‘from’) Threads are the trust-based relationships that fuel engagement and foster learning (the ‘with’) Moral purpose makes it possible to engage for others (the ‘on behalf of’)

18. Knots and threads Gung Ho PSLN N - S BSIP CONE Haverhill

19. Taking a Kaleidoscopic View… a constantly changing scene ‘Learning for systemic goals is intensely active taking place through continuous and varied interactions. Isolation giving way to dialogue, questioning and experimentation….people relating to each other through their learning as learners’ (Resnick and Hall ,1998)

20. Infinite Innovation • N2N potential • Moving the ordinary to the exceptional • Transferred innovation • Good practices with high leverage • Champions of Innovation • Cross fertilisation of ‘capital’ (derived from: Hargreaves, 2003, ‘Education Epidemic’)

21. Hyphenation • Combining in such a way that extra value is created • Working and learning in different ways • Variation within the programme breeds more variation • Within a mindset of disciplined innovation

22. Networks need to… Learn with, from and on behalf of… Provide information to satisfy funding partners Contribute to the public knowledge base Participate in our enquiry strategy Participate in our evaluation strategy The Programme needs to… Support network development Learn with, from and on behalf of networks Provide N2N learning opportunities Support networks to influence and shape policy and practice, locally and nationally Facilitation: our work at the interface

23. Network Consultancy Development/ facilitation Networking Intervener, Coach Network Connector Reporter, Artefact Generator Enquirer, Analyst, Interpreter Enquiry and Research Knowledge Creation

24. What we have learned from the first programme enquiry

25. Release of professional energy • Tidal wave of energy and enthusiasm • ‘I’ve rediscovered the oomph factor.. now the work is touching something deeper’NLC head • The passion for enquiry and knowledge creation is carried forward by a tidal wave of energy and enthusiasm for collaborative professional cross-school and cross-network learning..’ – (strong emphasis on control of the agenda). • ‘..Whilst there is plenty to learn from the reports in terms of the difficulties NLCs are finding in engaging with, managing and sustaining this enquiry focused learning, the sense of commitment and energy is almost universally consistent’ (Dudley, P., and Hadfield, M., 2003 forthcoming)

26. Commitment to professional enquiry • Strong commitment to professional collaborative ‘deep learning’ processes – action enquiry • ‘Enquiry creates knowledge - and the confidence to coach comes through that knowledge’Co leader • Enquiry skills – programme need

27. Pupil focus – early perceived impact • NLC are having an impact already on pupil learning where they have made development of well evidenced pedagogy their main learning focus and have provided support for this focus through: • The professional learning of adults and leaders • The NLC intelligence gathering and decision-making processes • Access to and effective use of HEI and LEA expertise • Adult only focus can lead to loss of purchase, reach and direction • Did the learning focus create the network or did the network identify the learning focus?

28. What we have learned: Power of pupil voice • The pupil voice has emerged early on in the programme as a driving force. It embodies a set of values which sets pupils and their perceptions and voice at the heart of NLC development. It also illustrates the high leverage which pupil voice exerts in transforming teaching, learning and schools(Dudley, P Hadfield, M, Carter K 2003).

29. Leadership, management and workforce issues • Growing opportunities but also pressures on highly motivated, keen, resilient but ultimately human ‘lead learners’ – many new ‘energiser’ posts’ created • Distributed leadership - critical but challenging for many NLCs – operating out of circle of competence, familiarity and status is ‘exhilarating’ but also a ‘challenging learning curve’ (DH)’ • Strategy group and enquiry group alignment v. dysfunction

30. Networked learning methods • Early high profile events – vital for reach • All learning at once v. planned parallel learning - then together • ICT supported cross school enquiry

31. Other key factors and spin - offs • N2N work (e.g. through programme events) • LEA grasp and support • Recruitment & Retention perceived gains • Foci - in line with local and national direction

32. How NLC programme is responding to challenges – D&E programme • Research lesson study • Learning walk tool • Pupil voice development • Studentships • Collaborative leadership learning • Capacity programme • Studentships

33. Other developments • Cohort 2b • LEA programme • Wider networked learning programme

34. Sign-PoststoSynergyA Projected Route Map for Facilitation 2003 2004 2005 Key Steps > Capacity building for NLC sustainability> Early development of continuation strategy> Explore models of self-facilitation > N2N Facilitation> Network Self-Facilitation> Lead Learner accreditation Sustainability Exploration & adoption of sustainable models of facilitation. > Responsive to needs of networks and needs of programme> Adaptive development across 4 domains of facilitator role> Support to move from ‘intention to gut-felt action’ > Evolutionary planning & development in place> Emphasis on enquiry & knowledge generation > Facilitation promotes ‘bounded flexibility’ Evolutionary Support generation of evolutionary and adaptive approaches to NLC development. > Creative integration of development and research> The ‘relational engaged in the creational’ generates new structures > Nurturing of ideas champions & support for risk taking > Facilitators modelling action-oriented D & R> Flexible national, regional & project team structures in place> Facilitators working routinely in collaborative ways Innovatory Model action-oriented, flexible & collaborative approaches to innovation in NLC. > Active creation of the connections between theory & practice> Connectivity of projects, enquiries & initiatives as knowledge sources> Connective linkage of individual & organisational development needs > Emphasis on the articulation of practice as grounded theory> Shift towards connections at national & international level> Facilitator & programme development aligned Connectivity NC team contribution to the L Exchange. Transformational leadership.

35. High Leverage Learning Areas • Parental support for learning • Assessment for learning • Application of knowledge • Transfer and transition • Lesson design