This policy brief from the Annenberg Institute for School Reform examines policies and activities related to establishing peer networks and external collaborations in England and in New York City. It identifies differences in English policy and practice that allow English schools to facilitate more effective and more prolific external peer networks, including local support for privately-operated external networks, a focus on principal networking, and ample time for both teachers and principals to participate in peer networks. This is contrasted with New York City - and, the authors imply, the United States as a whole - where external networks are limited and generally focused on content, internal networks or professional learning communities are more robust, and time for teachers and principals to participate in peer networks is much more limited. The authors provide recommendations for the U.S. moving forward, including increased time for collaboration, avoidance of district restructuring and other large-scale movement that disrupts existing collaborations, and construction of a supportive infrastructure to foster collaboration.
Peer Networks in School Reform: Lessons from England and Implications from the United States
Annenberg Institute for School Reform at Brown University