170 Stand-up sessions, where ideas are translated into joint goals. 2) Within-school lesson visits by team members, who provide feedback to one another. 3) Codesigning lessons or parts of lessons with team members. 4) Students’ voice, a structured approach to get students’ views to improve education. We consider this program to stimulate collaborative innovation, since both teachers and school principals are expected to collaborate and share resources, knowledge, and ideas; it thus asks for an (other) approach to innovation. The implementation process starts with training of a start team (two teachers as coach-teachers and their school principal) by a coach from the external program; these coach-techers train the rest of the school. 5. Overview of the chapters and their findings In Chapter 2 (sub-question 1), we studied how factors of horizontal and vertical working relations in schools affect collaborative innovation practices. We used a mixed-methods design of two questionnaires on horizontal and vertical working relations (n = 1,200 teachers from 124 schools) and on collaborative innovation practices (n = 2,036 teachers from 157 schools) and group interviews (n = 53 teachers from 20 schools). With regard to horizontal working relations, teachers highlighted the importance of wanting to work together and learn from each other in a safe environment. Furthermore, regarding vertical working relations, teachers mentioned the role of coach-teachers and school principals and that they need to share responsibilities with teachers. Based on a multilevel analysis, we find that school principals’ perceived leadership positively influences collaborative innovation practices. Lastly, we find that positive experiences of school principals’ leadership and coach-teachers are not enough to stimulate collaborative innovation practices in all schools. School principals’ leadership in collaborative innovation was further studied in Chapters 3 and 5, and that of coach-teachers in Chapter 4. In Chapter 3 (sub-question 2), we investigated school principals’ role in leading collaborative innovation in schools. Interviews were conducted twice with 22 school principals. We asked about their leadership role and about the role of teachers in collaborative innovation. Transcripts of these interviews were coded for leadership practices. We found 11 leadership practices, and school principals enacted these practices in different ways. We distinguished three leadership patterns: Team player, Key player, and Facilitator. Team players are school principals who see collaborative innovation as a shared process for teachers and school principals and position themselves as part of the team. Key players are school principals who mainly take responsibility for the
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