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Collaborative Leadership Growth Cycle

The workshop series defines the meet, model, motivate framework for collaborative leadership, identifies the four types of leaders, and builds capacity with actionable steps to inspire real improvement with a Foundation Day collaborative, coaching model of leadership.


Collaborative Leadership Seminar attendees gain a stronger understanding of:

  • The definition and complexities of collaborative leadership
  • The 6 influences from Hattie’s research where they should focus
  • How to redesign the structures they have in place to help them have deeper and more impactful conversations with teachers, students, and parents
  • Increase their ability to identify effective strategies for improvement
  • How to increase consistency in providing feedback to teachers based on a common set of agreed upon effective components of teaching
  • Activities to use with their staff to elicit the teachers’ voice and input into coaching, thus increasing teachers’ investment
  • The Claims, Evidence, Impact, Judgment model for providing feedback to teachers
  • How to communicate best practices and become a resource to all educators



Collaborative Leadership Series

The following workshops outline a five-day series of one-day seminars for both new and veteran leaders, as well as teacher leaders and instructional coaches who aspire to engage more of the staff they work with on a daily basis.

Workshop 1: Foundation Day

Foundation Day for Collaborative Leadership helps set the foundation of what collaborative leadership looks like. Highlighting 6 of John Hattie’s high effect influences on learning, foundation day will explore the different stakeholders that leaders need to work with, and is meant to inspire participants to share best practices. The day begins with leaders establishing a goal, which Hattie’s research shows has an effect size of .51. Foundation day will also involve leaders participating in a mock observation and collaborative observation discussion so they can learn to ask the right questions and provide effective feedback. This workshop is based on the bestselling book Collaborative Leadership: 6 Influences That Matter Most.

Workshop 2: Climate Control

In order to work as a collaborative leader, principals and superintendents need to understand the complexities of setting an inclusive and safe school climate. In many schools, there are groups that are minoritized based on race, religion, sexual orientation, and gender expression. In this workshop leaders will learn how to include more students in the school community and learn how to help support teachers to bring in more diverse curriculum into the classroom.

Additionally, leaders will learn how to flip their faculty meetings and parent communication to help engage more stakeholders and create more impactful collaborative groups.

Workshop 3: Teacher Growth

Leaders will learn how to provide more impactful formal teacher observations. We begin by understanding our current reality when it comes to teacher observations. We have to explore the obstacles so we can address them and overcome them. One of those obstacles will be the complexities of helping adults, which we will explore in the workshop.

Secondly, we explore the collaborative observation cycle and match it to the observation tool that leaders use for their observation process. What does each section of the process look like? In this session we will explore Knight’s Big 4 components, as well as Hattie’s high impact teaching strategies.

Lastly, leaders will learn about SOLO Taxonomy and how this can help them have deeper conversations with teachers about the teaching and learning happening in their classrooms.

Workshop 4: Leadership Impact

Very often principals want to be better instructional leaders but they get caught up with the idea that they may not have expertise in the curriculum the teacher is teaching. However, Hattie’s research tells us that subject matter knowledge does not have a high effect size (.19). What really matters are the relationships leaders have with the teachers, the goal they chose together, and the teaching strategies that the teacher chooses to use.

During this hands-on workshop day, participants will need to bring evidence they gathered around the observation process and faculty meeting format. The evidence may include a video (teacher approved) of the observation or the observation conversation, or it may involve the notes they took during a teacher observation. There will be a list of questions to accompany the conversation they have with a partner. When it comes to the faculty meeting, they can bring back surveys they may have gathered from staff around the faculty meeting process or artifacts of the best practices that faculty shared.

Workshop 5: Leadership Impact

Too often schools look for compliant engagement from both parties. They ask parents to help support the teacher at home, and often want students to compliantly sit in the classroom and take in the curriculum. Collaborative leaders understand that they need to authentically engage students and parents.

This workshop begins by focusing on Hattie’s research around assessment capable learners and which high-impact strategies work to engage them. Participants will learn how to take students from surface level learning to a deep level of learning, as well as the complexities of working with parents, and leave with a plan to engage more parents through stakeholder groups and flipping parent communication. This workshop will be a culmination of everything they learned during the other four days leading up to this day.

Read about Bellingham Public School's experience with Collaborative Leadership


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