Working with complexity: Leading school networks in Aotearoa New Zealand and England

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness increasingly diverse student societal needs; emotional practical peer support for educational professionals. In understanding contemporary education as a ‘wicked’ problem, this paper explores case studies of inter-school Aotearoa New Zealand (New Zealand) England through the lens complexity theory. We focus on how conditions necessary complex emergence identified by Davis Sumara operate these conditions, along with their ‘enabling constraints’, facilitate new perspectives practices that enable achievement network objectives. This analysis indicates where particular forms leadership are place, challenges – such fragmentation, competition absence social capital can be overcome. argue leaders need balance bridge three overlapping approaches: operational leadership, entrepreneurial enabling leadership. conclude exploring implications insights school, system leaders.