Leading Professional Networks in Education: Developing Connected Autonomy across the Territory?

Networking is one of the essential strategies demanded by society today. In recent years, the use of vertical hierarchies in teaching has been relegated to the background, giving way to other forms of horizontal interaction ('netarchies'). This has increased the opportunities for professionals from different fields and territories to work together creating networked constellations and providing interdisciplinary approaches to educational and community intervention. This change facilitates a more effective interconnection between resources, institutions and stakeholders involved in education. When implementing this way of working, questions arise about the most appropriate type of leadership for these settings, as well as the degree of connected autonomy that results from such experiences. This article analyses the operation of three networked community projects in the Region of Murcia (Spain), which represent good practices in improving social and school care for children and young people. A qualitative analysis of these case studies has led to identifying similarities and differences that encourage reflection on the sustainability of professional networks. To conclude, some reasons are provided to show the progress within this paradigm.