ABSTRACT
In this chapter, we describe intentional strategies for building teacher networks to support implementation of innovative science curriculum materials as part of the Carbon TIME Project. In the project, a research and development team formed multiple cohorts of teachers into regional networks, with the intent that these networks might be a source of support for implementing the curriculum materials with integrity. Curriculum developers helped form and lead these networks, and they sought to encourage teachers in helping one another to engage in productive sensemaking about curriculum purposes and tools while at the same time encouraging teachers to seek out one another for help and provide them with feedback to improve the curriculum materials. In practice, teachers varied in the degree to which they engaged in productive sensemaking and drew on social supports provided through the networks, but there was evidence that the efforts to foster collaboration did yield new ties focused on implementing materials. When external agents—whether policy makers or research and development teams—attempt to build networks, they face significant challenges when networks cut across rather than form within existing organizational arrangements.
