School Networks

Policy

This policy outlines the purpose and operation of school networks.

Summary

• Government schools are arranged into geographically-based school networks, generally with around 25 schools per network.
• Networks drive school improvement and the implementation of key system reforms through collaboration and sharing of good practice and resources, and collective accountability for student learning and wellbeing across all schools in the network.
• Networks also play an important role in supporting schools to work together on common priorities, address local issues and provide collegiate support to principal class colleagues.
• Each network is led by a network chair who is supported by a team of principals from the network. This team together with the chair comprises the network executive.
• Each network must develop, implement and monitor an annual work plan that guides their work throughout the school year.
• Networks must meet at least twice per term, with agendas developed by the network chair, in conjunction with the senior education improvement leader (SEIL) and network executive, incorporating statewide priorities and reforms together with local issues.
• In 2025, all networks must include a focus on implementation of the Victorian Teaching and Learning Model (VTLM 2.0) and Victoria’s approach to teaching reading F–2 (PDF) (Reading position) in their work.

Details

Government schools are arranged into geographically-based school networks. A network is made up of all government schools located within a Local Government Area, with usually around 25 schools that are supported by one to 2 SEILs.

The purpose of networks is to drive improvement and the implementation of key system reforms through:

• collective accountability, whereby members commit to supporting and challenging each other to drive improvement in all schools within the network
• collective adjustment and development of interventions and practice
• developing a focus on improvement efforts through collaborative work on the 2 outcomes and 5 core elements of the Framework for Improving Student Outcomes (FISO 2.0) and implementation of the VTLM 2.0
• promoting the sharing of good practice and supporting capability building in schools.

Each network is led by a network chair, a principal elected by other principals in the network, who is supported by a team of principals from the network. This team together with the chair comprises the network executive. SEILs work collaboratively with the network to support school improvement. Further information on network roles and responsibilities is provided in the Guidance tab.

Each network must develop, implement and monitor an annual work plan that outlines the actions the network will take to address their local improvement priorities in line with statewide directions and reforms. In 2025, all networks must include a focus on implementation of the VTLM 2.0 and the Reading position in their work, reflecting that all Victorian government schools are working to embed the VTLM 2.0 approach to teaching and learning from the start of the 2028 school year.

Networks must hold network meetings at least twice per term, with agendas developed by the network chair, in conjunction with the SEIL and network executive, incorporating statewide priorities and reforms together with local issues. Network schools are represented by the school principal or their delegate.

Networks may establish:

• communities of practice (CoPs), which include principals, assistant principals and other school leaders, to work more intensively on common areas of interest
• collaborative structures for middle leaders who are able to progress the work of the network or a particular community of practice.

Networks are encouraged to use the Network Development Roadmap (PDF) to self-assess their practice and opportunities for development.

Related policies

• Framework for Improving Student Outcomes (FISO 2.0)
• Victorian Teaching and Learning Model 2.0
• Victoria's approach to teaching reading F–2 (PDF)