1. Background Teachers often feel isolated within their classrooms, schools, districts, states (Meyers, Paul, Kirkland and Dana 2009) 1. Teacher networks Connect teachers in order to enhance expertise, instruction, and classroom/ school environment Influence teacher expertise, teacher leadership, student achievement (Leana 2011; Baker-Doyle 2010; Anderson 2010, Daly et al 2010, Spillane & Louis 2002) 2 Project Overview The Philadelphia Education Fund supports teacher networks (e.g., Philadelphia Teacher Residency, Math + Science Coalition, Early Warning Systems, Philadelphia Postsecondary Success Program), and is interested in better understanding the landscape of teacher networks in Philadelphia and how networks serve to enhance teacher knowledge, retention, and perceived value. SDP Action Plan 2.0 Strategy 3, Goals D, E, & F focuses on supporting teacher development and collaboration. Methods_______________________ 180+ interviews of teachers, support staff, and educators across District and charter schools with follow-up survey around teacher networks Qualitative and social network (ego network) analysis of interview data, descriptive analysis of survey results Results/Conclusions On average, teachers identified 10 resources (people, groups, events) that they rely on:  nearly half of these resources run through formal structures/channels, half informal  20% of resources are found outside school  just 8% of resources are engaged online Network value and teacher persistence tied to school networking environment Wide range of teacher networks (see Figures A and B) and network behavior statistically different between schools Teacher autonomy and shared leadership promotes productive networking practice Desired networking topics include: 1)using and analyzing student data, 2)classroom management 3)technology in the classroom, 4)teaching content 5)differentiated instruction, 6)student interventions and supports Research to Practice Strategies Networks as a strategy to build knowledge, expertise, and professional support Formal network time benefits school culture District and partners can engage teachers in taking ownership of networks District and partners can help facilitate and promote opportunities and content 1 Meyers, E., Paul, P. A., Kirkland, D. E., & Dana, N. F. (Eds.). (2009). The power of teacher networks. SAGE;. 2 Leana, C.R. (2011). The missing link in school reform. Stanford Social Innovation Review,30-35; Baker-Doyle, K. (2010). Beyond the labor market paradigm: A social network perspective on teacher recruitment and retention. Education Policy Analysis Archives, 18(26); Anderson, L. (2010). Embedded, emboldened and (net)working for change: Support seeking and teacher agency in urban, high needs schools. Harvard Education Review 80(4),541-572; Daly, et al. (2010). Relationships in reform: The role of teachers' social networks. Journal of Educational Administration,48(3),359-91; Spillane, J. P., & Louis, K. S. (2002). School improvement processes and practices: Professional learning for building instructional capacity. Yearbook of the National Society for the Study of Education, 101, 83–104. Teacher Networks in Philadelphia: The Current Landscape Contact Information Liza Herzog Philadelphia Education Fund 215-665-1400 ext. 3323 lherzog@philaedfund.org Example of teacher network differences