Unlocking potential through collective action – The power of collaboration in educational leadership

Collaboration serves as a pivotal factor in ensuring effective educational leadership. It begins within schools, where leaders collaborate to make informed decisions, improve instructional practices, and cultivate nurturing learning environments. However, its impact extends far beyond the school gates. It also encompasses the sharing of best practices among educational institutions and partnerships with external organizations, mentors and funders to drive school development.

In this article, we explore four compelling examples that illustrate the transformative potential of collaboration and collective action in educational leadership. From nurturing school leaders into “edupreneurs” to fostering a culture of collaboration and shared learning, these stories illuminate some key elements of successful collaboration. These include a shared vision, peer learning, mentorship, and a commitment to enhancing the educational experience for students. Through these case studies, we underscore the pivotal role that collaboration plays, serving as the cornerstone of effective leadership in today’s educational landscape.

Collaboration for learning enhancement

Effective educational leadership often begins at the grassroots level within schools. Leaders collaborate to ensure that every aspect of the school experience aligns with the growth and development of students. A prime example of this collaborative approach is Simple Education Foundation (SEF), a nonprofit based in Delhi. It partners with schools to emphasize a shared vision for learning enhancement.

SEF facilitates collaborative school vision and goal-setting sessions, bringing together school leaders, teachers and parents. This practice aligns the school’s direction with the needs and aspirations of its students, and informs priorities, action plans and shared beliefs.

Each academic year commences with workshops and one-on-one conversations, where participants revisit the school’s vision. This ensures collective ownership and a continued focus on students’ growth. This collaborative environment empowers school leaders to set specific, measurable, achievable, relevant and time-bound (SMART) goals, and establish external partnerships that directly benefit students.

Throughout the academic year, school leaders and teachers engage with learning and school culture data periodically with the SEF team. These spaces enable them to celebrate children’s growth, classroom practices and identify focus areas collaboratively. In the process, teachers identify specific teacher practices and focused content areas to enhance learning. It also helps school leaders identify their action steps, such as classroom visits, to support teachers toward their learning goals.

Kanavu recognizes schools as dynamic systems influenced by diverse stakeholders shaping the educational experience. Kanavu is a nonprofit which empowers rural schools and communities of rural Cuddalore, in Tamil Nadu, by bridging gaps in skills and opportunities.

Over the last six years, the organization has nurtured leadership in teachers and school leaders, enabling individual and collective learning, and cultivating a culture that encourages collaboration, initiative and ownership. This collaborative approach enhances school leaders’ ability to meet student needs effectively, whether through after-school programs, remedial instruction, or differentiated learning. Furthermore, it promotes the exchange of best practices among educators.

Kanavu

Pitch it Up

Barefoot Edu’s Rehnuma Program employs an entrepreneurial framework to enhance the capacity of school leaders. The evolving responsibilities of principals now mirror those of corporate managers, thus casting them as “institutional entrepreneurs.” The demands placed upon a school principal encompass team leadership, resource allocation, opportunity cultivation, comprehensive management, and effective school operation within a rapidly transforming world. These demands extend far beyond administrative proficiency and call for the integration of entrepreneurial thinking and skills with school leadership.

To enable this, Barefoot Edu Foundation (BEF) runs a two-year incubation program for principals. Here they go through leadership workshops, personalized coaching and peer learning and become “edupreneurs.” “Pitch it Up” is the flagship event of this program.

In Pitch it Up, school principals present their innovative 21st-century school projects. The objective is to secure mentorship, funds, partnerships, and other forms of support. This is toward the primary goals of achieving better student outcomes.

In the lead up to Pitch it Up, school principals are expected to identify a challenge they are facing with respect to quality education, school development, or in the community. They are then coached to come up with a shared vision for the project, develop an action plan, identify and leverage resources, create project success criteria, and finally, execute their pilot project.

These pilots are then pitched to a jury consisting of a funder, an entrepreneur and an educator. The larger audience consists of NGOs, mentors and potential funders. The school principals go through three months of training on pitching their project to this jury and audience. They stand to win reward money which they can use to get their pilot to the next stage. Further, the audience can also volunteer their support in the form of funding, partnerships and mentorship, etc.

A powerful instance of the above from Kanavu’s work with these schools is the creation of honest spaces to talk more about the demands of the roles of educators. This has led to finding strategies to help school leaders be in classrooms more than earlier – modeling lessons, co-teaching or working with small groups. Breaking the notion that a school leader is supposed to be at the office has been instrumental in driving change for students. Similarly, moving beyond the practice that a teacher must be at the board, talking to students, has led to teachers working in small groups, students leading parts of the lessons and differentiated instruction.

Collaboration for school development

Effective school development is not merely about administrative proficiency. It requires collaborative efforts that transcend the conventional boundaries of leadership. Barefoot Edu Foundation’s Rehnuma Program provides a compelling example of this approach. Over a two-year incubation program, school principals undergo transformative experiences. These include leadership workshops, personalized coaching, and peer learning. The program molds the principals into dynamic “edupreneurs” who take charge of their schools and drive innovative change.

SImple Education Foundation

A pivotal element of this program is the “Pitch it Up” event, where principals present innovative 21st century school projects. The goal is to secure mentorship, funds, partnerships and support, and foster a culture of collaboration and innovation. This collaborative approach empowers school leaders to identify challenges, develop actionable plans, and execute pilot projects that significantly benefit students.

A remarkable success story within this program is that of Shaheen Jabeli. She introduced Project-Based Learning during the pandemic, demonstrating the transformative potential of collaborative school development. She identified that families in the community had access to only one phone at the most.

This meant it would go to the oldest child for their studies, leaving behind their younger sibling in preschool, depriving them of an education. Shahin Ma’am introduced Project Based Learning (PBL) with simple to-do projects at home, which even uneducated parents could administer to their children.

She achieved a remarkable 97% participation rate, with over 90% submission of homework from children. Shaheen’s smart planning was proven, when her PBL project won the top prize at Pitch it UP, bringing in Rs. 90,000. This allowed her to hire a dedicated partner who co-created a customized curriculum for the school, making the project stronger. Now, all the 28 teachers smoothly use PBL, benefiting 600 students who are learning through real-life, hands-on projects.

Collaboration for entrepreneurial leadership

Education leadership requires entrepreneurial thinking and skills to navigate a rapidly changing educational landscape. Barefoot Edu Foundation’s “Pitch it Up” event embodies this innovative approach. School principals are coached to present entrepreneurial projects and secure support from a jury, mentors and potential funders. This integration of entrepreneurial skills equips leaders to adapt and innovate within their school communities, fostering a spirit of innovation and adaptability.

What makes this initiative even more impactful is its reach beyond geographical boundaries. It enables principals from different parts of the country to come together and learn from each other’s solutions.

The organization further captures these implementable best practices for others to learn and have published their first book “Edupreneurs of the Future” as a step in this direction. This collaborative endeavor benefits the individual schools and enriches the broader educational landscape.

Collaboration for peer learning and mentorship

Central to collaborative leadership is the concept of peer learning and mentorship. Creatnet Education exemplifies this approach by focusing on the growth and development of school leaders through peer learning. Their emphasis lies in creating a culture of listening within a safe space, where problems can be openly discussed without judgment or hierarchy. School leaders, who volunteer as facilitators, work with their peers to build a culture of continuous learning.

Cluster development, aligned with India’s National Education Policy (NEP) 2020, plays a crucial role in this collaborative approach. Facilitators create safe spaces, nurturing connections within peer groups where each member is equally accepted, respected and valued. Mutual trust and belief lay the foundation for peer-based learning, allowing individuals to construct knowledge within small groups and provide authentic feedback to one another.

This enables individuals to give and receive feedback openly, fostering a culture of continuous improvement. The practices of silence and self-observation further enhance this process. These empower individuals to reflect and gain multiple perspectives. As leadership expands, a larger common purpose emerges, fueled by interconnectedness, gratitude, empathy and compassion. Communities form and unite to bring this vision to life, echoing the ethos of distributed leadership.

Principal Lata Sagar’s journey, as exemplified in her transformation from a participant to a judge at Barefoot Edu Foundation’s “Pitch it Up” within one year, underscores the importance of mentorship and peer support. Her passion for improving English language proficiency among underprivileged students led her to extend mentorship and co-learning opportunities to other principals. The exchange of knowledge and best practices among education leaders enhances individual leadership. It also contributes to the collective growth of the education community.

SEF’s virtual online Principal Learning Circles (PLCs), which were conducted during the COVID-19 lockdowns, exemplify peer learning and collaboration. School leaders leveraged the PLCs to share, reflect, upskill and learn best practices from each other. Connecting with each other now continues on a School Leaders’ WhatsApp Group.

The school leaders anchor quarterly celebrations and well-being check-ins. They also share best practices to foster good interpersonal relationships between educators, build a culture of appreciation, and strengthen trust on school leaders. Teachers share and express themselves more openly now. An educator shared in a quarterly survey, “It really brings a smile on my face to receive small encouraging notes.”

Collaboration for resource sharing and partnerships

Collaboration extends to resource sharing and partnerships, both within and beyond school boundaries. Kanavu recognizes the delicate balance between competition and collaboration among schools. While individual excellence remains crucial, there is an acknowledgment that sharing resources and challenges can drive collective progress. Honest spaces for reflection enable schools to adopt a win-win approach.

In recent years, the advent of WhatsApp groups has facilitated cross-school communication, providing insights into classroom practices, and fostering a culture of shared learning. This collaborative approach ensures that schools receive the necessary support to bring their innovative ideas to life, ultimately benefiting students and the educational community.

Kanavu

In SEF’s partner schools, school leaders co-plan and co-facilitate Parent Teacher Meetings (PTMs) and School Management Committee (SMC) meetings with the SEF team. They invite community voices, enabling families to envision their role towards children and schools. This contributes toward strengthening school-community partnership. In planning and debrief conversations, school leaders consider suggestions from parents, and work on their practices related to facilitation, reflection and anchoring safety.

The core of SEF’s approach is human-centeredness: relationships and collaboration. For children to thrive in safe learning environments, teachers must create these in classrooms and experience it themselves. SEF leverages school leaders to foster safety, collaboration and reflection for themselves and other stakeholders. When school leaders experience safe spaces, they are more likely to lead it for others which will ultimately reach children.

Collaboration also involves resource sharing and partnerships with external organizations, mentors, and funders. Through “Pitch it Up,” school leaders identify and leverage resources and partnerships to execute their projects. This collaborative approach ensures that schools receive the necessary support to bring their innovative ideas to life. This has the potential to ultimately benefit students and the educational community.

In conclusion, these examples underscore the multifaceted nature of collaboration in educational leadership. Whether it’s for learning enhancement, school development, entrepreneurial leadership, or resource sharing, collaboration can be the driving force behind progress in education.