The School Network of the University of Amsterdam has actively worked for democratic school reform since its establishment in 1988. Over the years the network has maintained balance between continuity (structure) and change in schools and among participants. This sustainability is partly due to the strong bottom-up practice within the network, the implementation of democratic procedures and empowering participants’ voices (agency) (Veugelers & Zijlstra 2004). Networks are liquid identities. They are fluid without a permanent structure. Networks are junctions of interrelationship that change permanently. In educational change theory networks have become an important instrument for making educational change dynamic and in empowering participants (Veugelers & O’ Hair 2005). Networks are modern organisations that have to combine agency and structure (Giddens 1999). For the sustainability of networks they need structure, for staying a network and not becoming a formal organization networks they need agency and change. What have we learned from networking in the past 20 years? In the presentation we will use data of the five books in which participating teachers and school-leaders in the network wrote about their professional life and educational change in and out the network. The books have been published in Dutch and are examples of teachers’ action research.