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Choose your biggest takeaway from the article. Start a "chart", and  paste your biggest takeaway. Then reply with why that section of the text resonated with you. After you've created your own "chart", visit the charts of your colleagues and reply.

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Moving Teachers to the Center of School Improvement

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. . . network members adopt a collective identity as a group that accepts responsibility for improvement. . . members begin to see their engagement in network activities as both contributing to the collective and benefiting themselves. . . this may require teachers to undergo some identity and motivational shifts (such as from I to we). They might initially join the network because they think it will help them with their own core work (e.g., instruction), but their participation brings them to the realization that they can also help produce professional knowledge for and with the group.

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Shelley:  Medicine for the Isolated Teacher-  Transformation

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Shelley:  Medicine for the Isolated Teacher-  Transformation

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This sentence sums up the way I feel about SMWP and SI.  "As practitioners and researchers, we have personally seen how engagement within NICs breaks down the isolation of teaching and lack of collegiality that have often been typical in the profession and leverages the power of teacher leadership to address educational challenges."

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There is no straightforward way to build a network narrative. It develops over time through activities members engage in, activities that enable members to tell stories about their own reasons for engaging, about the group’s collective vision for accomplishing its aims, and about the urgency of the work.

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At local NWP sites, members share stories with each other, with new members, and with nonmembers about who they are and what they do as part of the NWP. It is common for NWP members to tell and retell the narrative of how the NWP came to be and how they each belong in that history. Members also tell stories of their personal transformation as writers, educators, and humans, often highlighting specific transformational moments. They also tell stories of how their personal transformation and the changes they implemented as a result affected the children that they teach.

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NICs move practitioners from the margins of system improvement to the center by placing

them alongside researchers, administrators, and policy makers to solve the seemingly

intractable problems of teaching and learning (Bryk et al., 2015).

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Brooke Ann: "Networked Improvement Communities"

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Brooke Ann: "Networked Improvement Communities"

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In a NIC, traditional patterns of authority, power, and structures of

schooling are disrupted to create spaces where diverse stakeholders solve shared

problems. Because the practitioners themselves determine what high-quality practice looks

like, NICs offer an opportunity for a collective re-professionalization of teaching.

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NICs work to foster norms and identities that are consistent with those of
scientific professional learning communities and that keep teachers at the center of
improvement. Fostering a network culture is a complex task, and it takes time for members
to develop new visions of their own practice and identities as professionals and co-owners
of an improvement community. This work, which is neither technical nor straightforward,
includes cultivating (1) a collective network identity, (2) a shared narrative of network
participation, and (3) an evidence-based culture. 

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Over the years, members of NWP, regardless of their subject area or grade, have come to hold a collective identity as teachers of writing; they maintain an intellectual commitment against assigning the teaching of writing to any one subject area or grade.

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A thriving NIC is a
scientific-professional learning community, composed of professionals who form
a learning community working to come to a greater understanding of how to improve.

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To foster norms consistent with a learning community, network members adopt a collective identity as a group that accepts responsibility for improvement. That is, members begin to see their engagement in network activities as both contributing to the collective and benefiting themselves. Given the often-siloed nature of teachers’ work, this may require teachers to undergo some identity and motivational shifts (such as from I to we).

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"In their joint work, network members write, share writing and their approach to writing, share stories of how they teach writing, and wrestle as a community to collectively own knowledge together."

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Fostering Vital Norms and Identities, the NWP (Angela)

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Fostering Vital Norms and Identities, the NWP (Angela)

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Because the culture in which improvement work happens is an important factor in a

group’s success, NICs work to foster norms and identities that are consistent with those of

scientific professional learning communities and that keep teachers at the center of

improvement. Fostering a network culture is a complex task, and it takes time for members

to develop new visions of their own practice and identities as professionals and co-owners

of an improvement community.

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To work together, members of a NIC must deliberately structure roles and relationships

(e.g., building relational trust) and foster vital norms and identities (e.g., cultivating

collective identity).

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NICs move practitioners from the margins of system improvement to the center by placing

them alongside researchers, administrators, and policy makers to solve the seemingly

intractable problems of teaching and learning (Bryk et al., 2015). A thriving NIC is a

scientific-professional learning community, composed of professionals who form

a learning community working to come to a greater understanding of how to improve.