Inquiry in Networks

1. Inquiry in Networks The NLC Programme

2. Inquiry in Networks: The NLC Programme Overview of the session A brief introduction to the NLC Programme An impression of the level of inquiry activity The concerns I have about the kind of inquiry taking place Some future possibilities for ‘networked’ inquiry.

3. A brief introduction to the NLC Programme • Four year development and research programme • 41 NLC launched September 2002 • 44 launched January 2003 • 24 launched September 2002

4. A brief introduction to the NLC Programme • 5% of all schools in England a total of 1,259 schools across both primary and secondary phases, and special schools, 70% from the primary sector. • The networks vary in size, ranging from a minimum of 6 to a maximum of nearly 50, with an average of around 10. • Some 60%, were already involved in some kind of networking arrangements before applying to be NLCs. • Provided with £50,000 a year for three years

5. A brief introduction to the NLC Programme Overall, the networks within the Programme are in line with the national average for a range of indicators including: • Free school meal eligibility (national average = 16%; NLCs = 17%) Key stage 2 average points score (National 27.3 /NLC 27) • GCSE points score (National 393 /NLC 38.3) • GCSE 5+*-C (National 50 / NLC 48)

6. A brief introduction to the NLC Programme An integrated approach to learning Clear Values and Vision Knowledge creation and sharing Facilitation Learning from each other Learning with each other Learning on behalf of each other Public Knowledge available through research Private or Personal Knowledge and experience brought to the table by participants Co-constructed Knowledge generated and captured by the networked learning activities, products or processes Pupil/classroom learning Adult learning Leadership learning School-wide learning School – school (S2S) learning Network – to network (N2N) learning Face to face and group facilitation Programme planned learning events N2N Events

7. An impression of the level of inquiry activity Three main strategies for developing inquiry • From within schools working outwards • Creating a cross-school team of inquirers • Starting from a broad network perspective Three major stages of development • Emergent • Engaged • Enmeshed

8. An impression of the level of inquiry activity

9. The concerns I have about the kind of inquiry taking place Network Design Network Cultures Network Learning Need to overhaul previous structures (12%) Problems of integration between different groups in structures (10%) Strategising School to school and network to network learning Turnover of key staff (12%) Lead learners hitting ‘ceiling’ because of lack of understanding of other leaders (8%) Widely differential involvement of headteachers (12%) Aligning leadership learning with pupil and adult (22%) Lack of opportunities for lead learners/enquirers to share learning (10%) Support for enquiry and research (25%) Effective management of leadership learning (12%)

10. Some future possibilities for ‘networked’ inquiry. • Iterative research between groups of researchers within a network • Enhanced capacity for long term development of inquiry in schools • Moving from projects to a culture of inquiry • A national network of practitioners able to support inquiry

11. Some future possibilities for ‘networked’ inquiry. Publicly available knowledge from theory and research The knowledge that we bring to the table New knowledge created by collaborative practice A way of bringing an inclusive model of knowledge alive