Introduction to NLCs

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Introduction to NLCs

• Response to outside-in school improvement
  initiatives
• Disseminates good practice
• Enhances the professional development of teachers
• Enquiry-based school improvement
• Develops local, context-specific practices and
  solutions
• Sustained and inclusive opportunities for
  school-to-school collaboration

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NLC Programme overview

• 137 networks
• 1535 schools
• Mean 447 pupils
• Mean 24 FTE teachers (13 Primary, 56 Secondary)
• Mean NLC size 11 schools (fewest 6, largest
  37)

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The Annual Review

• Qualitative reporting templates
• Traffic lights
• Achievements
• Red lights and new starts
• Quantitative secondary data analysis
• Pre-existing status
• Phase of education
• Network size

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Mixed Models

• Research question more important than method
• Quantitative / deductive and Qualitative /
  inductive
• Stages of data collection, analysis and inference
• Adds complexity to design
• More accurately reflects research cycle

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Annual Review Process
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Results

• Phase (achievements, priorities)
• Level of programme (within school, S2S,
  network-wide, N2N)
• Learning activities (research, INSET,
  communication, collaboration)
• Network building (strategic, structural,
  meetings, resourcing)
• Who (pupils, teachers, heads, leaders,
  facilitators, LSAs, family)

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The Research Programme

• Pragmatic, fit-for-purpose research strategy
• Multi-method, team approach
• Quantitative meets needs of policy makers and
  funders
• Qualitative insights/understandings into
  complex processes
• Understanding what works in networked learning
• Impact on different types of NLC
• Utilise practitioner innovation and ownership of
  programme