126 leadership patterns: Team player, Key player, and Facilitator (Chapter 3). We described these three patterns by addressing how school principals position themselves within the horizontal and vertical working relations (Chapters 2 and 3). Team player school principals provide professional space to teachers. Teachers can come up with ideas and take a leadership role (horizontal). They are committed to develop the school vision in collaboration with teachers and consider collaborative innovation a shared responsibility (vertical). Both Facilitator and Key player school principals steer strongly on boundaries (vertical). The Facilitator is at a distance from the horizontal process, is not involved nor up to date, and states that the coach-teacher is responsible for the process. The Key player is too involved in the horizontal process and leaves less space to teachers (Chapters 2 and 3). Based on a multilevel analysis of what affects collaborative innovation, we found that school principals who stimulated teachers to improve education collaboratively and were involved themselves enhanced collaborative innovation. We classified these leadership practices as Team player practices. Moreover, we found that Team players have teacher teams with higher degrees of distributed leadership than Key players and Facilitators (Chapters 3 and 5). Taken together, we could say that school principals need to ensure that something happens, without doing it all themselves when they lead collaborative innovation. 6.1.3.2. Leading collaborative innovation with distributed leadership practices Secondly, both teachers and school principals noted aspects of distributed leadershipwhen talking about how to lead collaborative innovation. Teachers mentioned that teachers in horizontal working relations need to have a collaborative mindset and an attitude to lead together. Furthermore, they mentioned that teachers and school principals in vertical working relations need to share responsibilities and leadership in interaction (Chapter 2). With respect to school principals, Team players addressed that leading a collaborative innovation is a process involving all team members. These school principals interact with teachers to lead collaborative innovation (Chapter 3). Thus, leading collaborative innovation is experienced as a process of distributing leadership practices in interaction between principals and teachers (Chapters 2 and 3). Based on a literature search, we defined distributed leadership as a collective, dynamic, and relational process (Chapter 4). Not all school teams have the same collective, dynamic, and relational process. Consequently, teams differed in their degree of distributed leadership in collaborative innovation (Chapter 4). However, we also found a similarity: almost all teams had more than one central member (Chapter 4).
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