Designing State-Sponsored Teacher Networks: A Comparison of Two Cases

Abstract

Using interviews with teachers, network staff, and state policymakers as well as direct observation, this article compares state-sponsored teacher networks from Vermont and California. We conclude that state-sponsored networks can improve teachers’ knowledge and motivation while empowering them. We offer three recommendations. First, networks should use a loosely coupled, capacity-building strategy to support reform. Second, extrinsic incentives such as policy-based pressure or financial rewards should reduce teachers’ costs of participation and help them take advantage of networks’ intrinsic incentives. Finally, networks ought to offer a mix of activities that vary in their emphasis on delivering knowledge to teachers or helping them to construct it.