This chapter provides an overview of the features of a large set of networks working on innovative pedagogies. The networks are classified into three categories: “Pedagogical Approach Networks”, which includes networks implementing the same innovations and defined by common pedagogical principles; “Innovation Promotion Networks”, which features those networks that share their different innovative pedagogies; and “Professional Learning Networks”, which are focused on providing professional development to schools and teachers. Using the responses to a questionnaire completed by 68 different network members, including practitioners and main organisers, the chapter links lessons from classrooms with the views of those leading and managing the network according to their mission and principles. The chapter concludes by discussing the factors describing why many networks have grown and continue to do so, while others are deliberately maintaining stable membership. It additionally discusses those elements which hinder growth.

This chapter focuses on the main approaches to teaching and pedagogy, according to the various networks. The analysis in this chapter draws particularly on the “Pedagogical Approach Networks”, for their experiences revolve on common approaches that have already expanded. It follows the structure of the questionnaire, which was designed to engage the different networks. First, it describes the networks main pedagogical approaches and their relation to some fundamentals of learning (as described in previous OECD/CERI work). It also includes how the networks secure learners’ voice and agency. After, the analysis moves to how these pedagogical approaches are suited for specific learners or subjects. Towards the end of the chapter there is discussion on how these identified key practices support the effective implementation of their pedagogical approaches. This discussion is particularly relevant to address one of the dimensions of the conceptual framework of the project, connoisseurship.

This chapter focuses on the demands on teachers and schools which arise from a network approach, recognised widely as more demanding than traditional practice. The analysis aims at providing useful insights on ways in which innovative pedagogies can be successfully implemented in the daily life of classrooms. It details the central importance of professional learning, which often represents core business for the networks themselves. In fact, the very nature of, and need for, continuous professional development not only guarantees the implementation of the educational goals of teachers, but it is also paramount to understanding the importance of school networking and its relation to innovation. The chapter ends with a discussion on whether and how the networks and participating schools have been evaluated.