Dissertation is devoted to the organizational and pedagogical bases of the activity of innovative school networks of Great Britain. The theoretical bases of the activity of innovative school networks of Great Britain are analyzed. On the basis of scientific literature and normative documents analysis the actuality of problem and essence of the research subject have been defined. Philosophical, educational-political, managerial, contentive, processual-technological and professional-pedagogical aspects are outlined. Some aspects of innovative processes in the secondary education system of Great Britain are analyzed, among them innovations in: value priorities of education development and reform strategies; secondary education structure; content, forms and methods of instruction; professional development and training of British teachers; education management. A great number of concepts that comprise content basis of the research, among them: "innovation", "educational innovation", "network society", "network", "school network", "innovative school network", are characterized. Analysis of numerous native and foreign scientific works gave the possibility to define the main concept of the research - innovative school network - as an innovative organizational structure that includes several educational institutions on the basis of joint innovative idea and activity aimed at improving the quality and effectiveness of the educational process, management, and at further dissemination of innovative experience within schools and beyond them. The author distinguishes four periods of innovative school networks development: 1) pronetworks activity (XVI - the middle of the XIX century); 2) the development of innovative school networks which put into practice the ideas of the different movements of the reformation pedagogy (the end of the XIX - the first half of the XX century); 3) massovisation of the innovative school networks (the 60-80th of the XX century); 4) the transformation of the innovative school networks development tasks on the strategy of educational policy of Great Britain (90th of the XX century - the beginning of the XXI century). The normative, contentive and processual bases of the innovative school networks activity are characterized. The main aspects of innovative school networks activity that were stated in the legislative acts of Great Britain, among them: targets and tasks of innovative school networks creation and functioning; forms of innovative school networks (federations, specialist schools, beacon-schools, Education Action Zones etc.); peculiarities of relations between innovative school networks and local authorities; innovative school networks structure; forms of partnership of educational institutions in the frames of innovative school networks; peculiarities of new network association are defined. The prominent content directions of the innovative school networks innovative activity in the context of modern education reforms are studied. Four most developed in present conditions structural models of innovative school networks are outlined: 1) network of wheel and hub; 2) networks of sub-networks; 3) integrated themes; 4) concentric circles. It is found out, that specific structure and tasks of innovative school networks caused the appearance of new approaches to their management which are grounded on the idea of transformational, distributive, executive, cooperative and network leadership. The main forms of British innovative school networks activity are distinguished: mutual attendance of lessons and their joint analysis by teachers; joint research; team learning as a form of professional development of teachers and managers; scientific methodological and practical conferences; consultations and trainings; dissemination and popularization of attained knowledge and information by means of printed handouts, video and Internet. The main contentive and processual bases of the Ukrainian innovative school networks activity are investigated. The peculiarities of Ukrainian innovative school networks "Rostok", "Step by step", "Environment", "Ecology and Development" are analyzed. The value priorities and contentive peculiarities of innovative school networks activity in Ukraine and Great Britain are compared. The proposals based on the positive conceptual ideas of the British school networking for the Ukrainian secondary education system on the national, local and institutional level are given.
