Following the advocating of sustainable development goals (SDGs) and the 2030 Agenda, the preservation of indigenous culture at the modern age has become one of the most urgent and challenging task in countries all around the world (Buenavista, Wynne-Jones, & Mcdonald, 2018).

In the field of education, the promotion of professional learning community(PLC) is seen a foundation way of leadership for learning(Macbeath, 2020). Similarly, the indigenous teacher PLC is seen as an effective way to create cultural responsive circumstance for curriculum development (Ellerbrock, 2012; Schulz, 2011).

For example, the research in Canada showed that the teachers need to reflect through the PLC about the discourse of "cultural literacy" and the standardized test rationale when they following "The Ontario First Nation, Métis and Inuit Education Policy Framework"( Currie-Patterson , 2019 ; Burm, 2019 ; Burgess, 2019) .

However, the strategies to achieve functional collaborative indigenous PLC remain unclear. Some cases show that volunteer participating, the experts, leadership, work discourses, time, and goals for professional learning are important conditions (Timperley, Wilson, Barrar, & Fung, 2008). Other researches put focus on the professional activates in the district (Coburn, 2003) and network building (Edgar, 2011).

The researcher has explored the PLC network governance in Taiwan through the analytic framework provided by Provan and Kenis (2008). The different dimensions of network including trust, joint actions, and partnerships (Considine & Lewis, 2003; Greany & Higham, 2018) were revealed.

What needs to discuss is that the role of the third sectors seems significant in Anglo-American settings (Gram-Hanssen, Schafenacker, & Bentz, 2021; Timperley, Wilson, Barrar, & Fung, 2008 ). But the process of PLC constructing and network building would be different under a hierarchical system theoretically (Hairon, & Dimmock, 2012).

The research's argument is on how the indigenous teachers construct their reflective thinking and collective action via network building? What types of network do they have? And if they are supported by the collaborative action with the second and third sectors like the model in western countries or they are leaded by the domestic members?

In Taiwan, we have nearly 2% of population are indigenous people, who are belong to 16 ethnic groups. After long history of colonized and nationalist education period, the political status and right to life of indigenous people has been recognized after 1990s.

The Education Act for Indigenous Peoples was promulgated in 1998. In 2021, Education Act for Indigenous Peoples was amended following the curriculum reform which is aiming for "competency-based learning and teaching" (Chen, & Huang, 2017) and school-based curriculum development.

However, the teacher professional development and curriculum leadership system are under constructing by the local governments.

The purpose of this research lies in three dimensions as follows:1). To understand the types and strategies of indigenous teacher professional development network; 2)To realize the factors constrain the building of a local level indigenous teacher professional projects and curriculum development network; 3)To compare the operational model in hierarchical education system to the western public-private collaborative model in the indigenous education governance.

The result shows that different types of networking strategies were used in the process of constructing indigenous teachers' PLCs, and the common "thinking pattern" and leadership of domestic principles was crucial.

A policy network was conducted in this research. The first stage was a multiple qualitative case study (Stake, 2013). The research adopts qualitative approach to realize the process and link between different participants (Binkhorst, Poortman, & Van Joolingen, 2017). Firstly, the case jurisdictions were selected as cases according to the ratio of indigenous population. Two cities in Taiwan (one metropolitan and one county) were selected as cases to reveal the process of the network building process. The government documents are collected and analyzed in the research process, including the articles of association for the consulting groups, the plan and meeting record for the promotion of undergoing new curriculum guideline, and the annual report of the local government of the relative programs. There are several kinds of participants were interviewed by the researcher in the research: 1)the curriculum inspectors, 2)the managers of the indigenous resource center, 3)the principals who were responsible for the affairs about the consulting groups, 4)the partner school's principles in the cities, and 5)the scholars working along with the groups. Totally, there were 15 participants who came from 2 cities and center government invited into the research. The interviewees are invited to participate into a 30-60 minutes face-to face interviewed by the researcher. The records are translated into the transcript to apply for content analysis. The data validity was confirmed through triangulation among different viewpoints of the local network members. For the data analysis, data were then entered into Maxqda software and one author worked independently to develop a list of initial codes. The grounded theory coding method is applied in the research(Corbin & Strauss, 2007). The transcript is open coding firstly, and aggregated into topics, concepts, and axis. The cross analysis of cases and axis is made and counted for the description of the network construction in the local level. The second stage was a network survey. All the participates were invited to answer their interactions during the indigenous teachers' PLC development. At the same time, the snow ball sampling was conducted at the same time. Once the new participants was confired by the group members, they would invited by the researcher to participate in the survey. The survey data was transcript to the spss 22. The network density and centrality of special agents was estimate by UCINET 6.

The main results suggest that the network building of indigenous schools and teachers is a challenging and meaningful work. Not only the capacity of curriculum building of the teachers was needed, the reconciling of academic goals and cultural preservation have to be achieved at the time through networking. There are some major finding as follows. (1)The role of professional capital shows its crucial effect as a resource which is provided by the "structure hole"(ie: principles, project manergers) in the indigenous education promotion network. (2)The hierarchy based system shows different characters and effect on the power relationship among public, private, and third sectors. (3)The role of the government need to be transferred into localized, cultural, and mutual understanding network agent. That's means, the research result support the de-centralized model of governance (Greany & Higham, 2018; Considine & Lewis, 2003). (4)Both horizontal and hierarchical network need to be taken into consideration when promoting indigenous teachers' PLC, but the common "thinking pattern"is important(Bishop, 2020). (5)The two networks showed similar patterns on leadership and resource seeking. (6)The standardized accountability approach showed its negative effect on the trust between network members(Currie-Patterson , 2019). (7)Finally, the research reveals that the importance of principal leadership in the process of systematically reorganizing the resource in a hierarchical system.

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