This paper will focus on one of the effects on a National reform in Lower Secondary Schools in Norway called UiU (Youth education in Change).  The reform includes all Lower Secondary Schools in Norway in the periode 2013-2017.  This reform is about developing the education more relvant, motivated, practical and varied for the pupils. The methodical approach is to develope the schools as learning organisations.  The reform support organisational development as well as developing collaborative professional partnerships in networks among schools participating in the reform.

A lot of schools in Norway work with school development.  The new thing in this reform is that we are using evidence based theory and methods when working to solve the different challenges in the scools.  The traditional school development project often consist of an idealistic group of teachers working together with the school leadership to develop schools.  The rest of the staff work on their own as they always have.  This is a matter of fact the same situation also for school leaders developing their leadership.  The way the whole staff and the school leadership work together with school development may be expressed as the school`s professional capital (Fullan 2014).

In this paper we will focus on the partnership between the Schools and the University developing professional networks for schools and school leaders to develope their learning organisations.  This project is a collaborative reform were the school work in a professional partnership together with the Univerity and developing agents employed by the government.  I will mainly in this paper focus on the University`s impact as a change agent helping the schools testing the use of theory and methods to develope as learning orgnisations.  The University has been examining and resarching on a network between schools and school leaders in three cities in the north of Norway.  The network consists of Headmasters and her team participating in collaborative networks.  The idea is that they learn and reflect together about new theory and methods who may lead to a change in the way the school leadership leads the learning of their teachers.  To each network the leader groups is obliged to prepare themselves reading shorcuts of theory and reflective wuestions.  At the meetings they share experiences and findings from evaluation of what they have tried since to to with their teachers since last time they met.

What is interesting in this papers is to find out which factors in the network leads the schools and the schools develope and improving the quality of their learning orgnisations (Fullan 2014 and Senge 1990).  We will use Senges five dicilines in a learning organisation and the ideas from Fullans work with professional capital as a frame in this theory.  We will also use theory from Viviane Robinsson about student centered leadership when we present our findings (Robinsson 2014). 

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