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HERE'S WHAT IT TAKES TO LEARN IN CONCERT WITH OTHERS
Skilled collaborative leaders are in high demand in schools, school systems, and districts worldwide. The success of schools as learning organizations hinges on how well people can work together as they seek to build collective capacity and problem solve to improve student outcomes.
As the Leadership standard of Learning Forward's Standards for Professional Learning states, we need "skillful leaders who develop capacity, advocate, and create support systems for professional learning" (Learning Forward, 2011). Collaborative learning has now emerged as the vital strategy for learning - both for staffand students.
According to a recent OECD education paper, schools that are learning organizations share these seven characteristics:
• Develop a shared vision centered on the learning of all students.
• Promote and support continuous professional learning for all staff.
• Promote team learning and collaboration among all staff.
• Establish a culture of inquiry, exploration, and innovation.
• Embed systems for collecting and exchanging knowledge and learning.
• Learn with and from the external environment and larger system.
• Model and grow learning leadership (Kools & Stoll, 2017, p. 10).
Building on these characteristics, we have reframed collaboration to be defined as "co-laboring": While being responsible for their own learning, leaders also commit to being responsible and accountable to support each other in their learning. In so doing, they foster mutual interdependence and strong learning relationships.
Our research into how best to build, nurture, and sustain collaborative learning highlights key leadership dispositions, skills, and capacities (Sharratt & Planche, 2016). The word "leader" is a broad term that includes those with formal authority, such as principals and superintendents, as well those who may not have formal titles but who have significant influence, such as teacher leaders and instructional coaches. Formal and informal leaders who work together and measure their impact are essential to meet the needs of students and staff.
In our experience as school superintendents and educational consultants, district leaders cannot make assumptions about the preparedness of their central office and school leaders. System or district leaders must assume responsibility for their own growth as much as individuals seeking advancement. Thus, two questions emerge: What kind of capabilities do collaborative leaders need to work together with...