School-to-school networks can help building capacity for school improvement (e.g. Berkemeyer & van Holt, 2015). A crucial point for networks success seems to be the school composition within the networks (Rürup et al., 2015). In this study we follow an approach, that uses survey data (teachers n=1.105, parents n=2.145, students n=3.183) to set up networks between 36 secondary schools with similar context factors and process quality characteristics. With help of latent class analysis (LCA) different school types regarding their quality characteristics are identified. The LCA-results are then used to build up six school networks with different development foci. The Networks meet four times a year, working on shared school improvement tasks. Furthermore, every school is supported by a school-development coach to work on school specific challenges. Teacher-training and coaching for school- and teacher-leaders is provided additionally (Bremm et al., 2017). In this paper data from quantitative questionnaires with network-participants (n= 87) as well as qualitative focus-group-interviews with teachers (n=8x6), school-development coaches (n=8) and principals (n=8) is presented, that was collected after two years of working together in networks. We follow the question, of how participants evaluate the projects approach of evidence-based network building. Results suggest that the approach helped participants with identifying school development challenges and resources, consensus finding on school and network level, goal-setting and structuring the development process. With view to the decision to homogenize the networks regarding context factors and quality characteristics, participants report benefits in trust building amongst participants, willingness to disclose problems and working climate in general.

Berkemeyer, N. & van Holt, N. (2015). Zwischen Netzwerk und Einzelschule - Transfer und Implementationsprozesse im Projekt Schulen im Team. In: N. Berkemeyer, W. Bos, H. Järvinen, V. Manitius & N. van Holt (Hrsg.), Schulen im Team. Netzwerkbasierte Unterrichtsentwicklung. Ergebnisse der wissenschaftlichen Begleitforschung (69-118). Münster: Waxmann. Bremm, N., Eiden, S., Neumann, C. & Webs, T. (2017). Evidenzbasierter Schulentwicklungsansatz für Schulen in herausfordernden Lagen. Zum Potenzial der Integration von praxisbezogener Forschung und Entwicklung am Beispiel des Projekts "Potenziale entwickeln - Schulen stärken. In P. Dobbelstein & V. Manitius (Hrsg.), Schulentwicklungsarbeit in herausfordernden Lagen. Münster, Waxmann, S. 140-159. Rürup, M., Röbken, H., Emmerich, M., Dunkake, I. (2015). Konzepte der Netzwerkgestaltung. In: Rürup, M., Röbken, H., Emmerich, M., Dunkake, I. (Hrsg.): Netzwerke im Bildungsbereich. Eine Einführung in ihre Analyse und Gestaltung. Wiesbaden: Springer VS, pp. 115-136.