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Baker-Doyle: We know now that when teachers have strong and trusting networks with colleagues at their own schools, student academic achievement is likely to increase.

Reed:  So how do we re-imagine school reform through the teacher networks lens? How do teacher networks fit into teacher accountability measures?

Baker-Doyle: The findings about the importance of teacher networks in teacher effectiveness show that teacher quality is not just an individual issue. Rather, teacher quality is a systemic and social issue. Seen in this way, schools need to work to make space for teachers to network (i.e. actively collaborate) with many different members of the community, from parents and community members to teachers and administrators. Also, at the teacher education level, pre-service teachers need to learn more about how schools work from a social and micro-political level, in addition to learning content and pedagogical level.

Reed: What in your background prepared you to author a book about teacher networks?

Baker-Doyle: I was a Philadelphia public school teacher and participated in the Philadelphia Teachers Learning Cooperative (PTLC), a teacher-led network of Philly teachers that meets every week to discuss issues of practice. This experience really showed me the importance of a strong professional network. Members of PTLC not only helped me think about my practice, but also helped me develop a strong and capable identity as a teacher. They really helped me through the tough times, and pushed me to excel in my work.