Being Intentional Networkers – Kira Baker-Doyle #ASCD12
What comes to mind when you hear the term “Social Network”? For most people, it is Facebook, Twitter, LinkedIn, and dozens of other similar sites. Social Networks, however, are older than Web 2.0 and even the internet. They predate the telephone, the radio, and even the written word. As presenter Kira Baker-Doyle points out in her session, social networks are really a representation of how people interact with each other online or otherwise.
Leveraging social networks well has the potential for a strong, positive impact upon schools. Ms. Baker-Doyle shared the following roles that they play in a teacher’s practice:
- Coping with change – Mediate understanding and use of new curriculum or pedagogical practices (Coburn, 2005)
- Retention – Impacts teacher retention and job selection (Boyd, Lankford, Loeb, & Wycoff 2003; Thomas 2007)
- Academic achievement – Impacts student academic outcomes (Leena & Pil 2006; Yasumoto, Uekawa & Bidwell 2010)
- School reform – Dynamic relationship with district level school reforms (Daly et al. 2010)
Later in the presentation, we were shown case studies of Maria and Michael*. Both were individuals new to the teaching the profession. Both had their networks mapped as they applied to their new positions. The maps were tied to personal accounts of their individual experiences.
Maria had a network containing many educators and she quickly connected with a group of colleagues within the school. While she had many challenges, she felt safe in her environment because members of Maria’s network reassured her that they would not allow her to fail. (Subjects are the center point on each map)
Michael had a much different experience. He attempted to show his ability as a teacher by remaining independent, not asking for help nor accepting any offered. This led to frustration for Michael and a questioning of his career choice. About midway through his first year, he accepted a colleague as mentor. Things improved somewhat but he was still highly frustrated.
Online social networks are simply an extension of normal face-to-face human interactions. They create a broader opportunity to connect with like minded people, to find support, to test ideas. When perceived through the social network as human interaction lens, filtering and blocking no longer makes sense. It becomes hypocritical. Taken to its logical extreme, if a school is filtering these types of sites, why not control other types of interactions – talking in the hallway or faculty room, having lunch with colleagues, and meeting with students after school to provide extra help.
Social networks already happen in schools because schools ARE social networks. The online part is simply another way of interacting, just like the conversation in the hallway, an email between colleagues, or a written letter home. Schools that mandate narrow and specific ways for human interaction also narrow their ability to bring the faculty together and form community. It is the school saying “We know what is best for you” rather than allowing individuals to meet their own needs as they see fit. Instead, by helping members of the school community develop meaningful networks, schools will empower members to solve challenges collaboratively. Fostering robust and purposeful social networks means fostering positive relationships. Relationships matter.