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In my school we always care about each other and share all the information that is crucial for our school and students. However we need to work with collaboration with our parents more than we used to.

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I believe that the work group in my school should start with better communication and availability of both teachers and students. For this we need to work on motivation, which is a key factor. We also need to work on a detailed analysis of the curriculum in order to be able to observe weaknesses and strengths that we can capitalize on or develop in partnership projects.

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In my school we have some workgroups and meetings to share our needs and activity´s plans. And we have STEAM with science and computer science and robotics, and english activities.

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In my school we have collaborative work groups, but sometimes we have comunication problems.  Probably we need to settle actions directly focused on specific goals and establish a more communicative approach between peers.

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Sense of belonging to your school community is the first objective a school has to have if they want to achieve a shared leadership. The staff community have to feel their job as the most important, this way they become models for the rest of the community and students are influenced by this feeling. Giving roles to the whole community is also a chief point because everyone has to develop and becomes responsible for their own role.

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Em primeiro lugar é preciso cultivar o sentido de pertença. É preciso também saber ouvir e dar voz a todos. Depois é preciso saber comunicar a visão da escola e envolver toda a gente. Quando todos estão envolvidos a escola é de todos e as decisões são partilhadas entre todos.

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The concept of shared leadership focuses on the idea that tasks are shared through team environment and for some relies on a shared purpose, social support and voice. Therefore, it is important to understand and appreciate collective goals, provide social support to other team members by showing encouragement or recognizing everyone’s individual contributions, in addition to having the ability of providing input within the team process, in other words, by placing team value and importance to each team member’s contribution; their voice.

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A key element in strengthening a vision of shared leadership is to create a group of motivated teachers and students who can plan together appropriate actions to improve the mission of the school. In our school, the departments play an important role: their decision-making role should be increased in defining the guidelines for school activities and the methodology to be applied. Involve parents more in certain decision-making moments and share our goals and methodological choices with them.

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In my school leadership is shared. We also have collaborative groups by subject and level of teaching, however we may have some problems with the communication, which sometimes compromises the collaboration between teams. Probably we need to settle actions directly focused on specific goals and establish a more communicative approach between peers.

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It all starts with a positive, democratic school environment and the allocation of distinctive roles and responsibilities among teaching staff, according to their interests and expertise.

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For an effective shared leadership would be fundamental
-to create a goup of motivated teachers to have a plan of action to improve the missions of the scholl and of etwinning.
-to work in team with a coordinator who overwies everything
-to empower the role of the school departments to define the guidelines
-to collaborate with the parents to let them be aware of what their children do at school
-to have an approache centred on the students

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Anabel Mañas, Institut Sant Andreu de la Barca

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Anabel Mañas, Institut Sant Andreu de la Barca

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I hope starting an etwinning project will give my high school the opportunity to improve the interaction among teachers of different subjects and therefore the motivation of our students towards learning English. I think this shared leadership will definitely broaden the minds of the school community in general.

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In our school there is a group of teachers from different disciplines and different levels of education who has been involved in various Erasmus+ eTwinning projects, some of them involving students mobility. These teachers cooperate with each other, guided and supported by the Director of the School Grouping, with a view to successfully implementing the different stages of the projects.

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I work as a kinder teacher in Monte San Julian School (Navarre). My staff is organized into small groups to discuss and organize all common school work. I would propose to add one group to make an eTwinning group which could take decisions about the enrollment into Erasmus+ projects, coordination eTwinning projects and dissemination the projects to the Community. This group of teachers will have to a coordinator who was motivated to work on that and encourage all the staff to join into projects

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Eva López Sepúlveda / IES Profesor Antonio Muro / Spain

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Eva López Sepúlveda / IES Profesor Antonio Muro / Spain

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We are en eTwinning School and will try to revalidate the title this year. We are a group of teachers that work collaborative in the projects. Inmy case, I am the teacher with more experince and at the beginning of the project helped them the duties

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In my school the leadership is divided into groups and the coordinator of each group belong to another that is responsable for the school group area.

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Cristina Machado Agrupamento de escolas de S. Martinho_Santo Tirso

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Cristina Machado Agrupamento de escolas de S. Martinho_Santo Tirso

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My school is already an eTwinning school. We are interested in revalidating the title.
The development of eTwining projects is carried out with the help and enthusiasm of some teachers from different levels. As we have received the label in the past, we want to involve more teachers in eTwinning projects. We always listen to the students ideas and needs and share our project results with all the school community.

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Ofélia Santos, Agrupamento de Escolas Luís de Sttau Monteiro, Portugal

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Ofélia Santos, Agrupamento de Escolas Luís de Sttau Monteiro, Portugal

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In my school, eTwinning projects are not common, however, there are always projects being developed.
In some way, leadership is shared, under the supervision of the head teacher. Nevertheless, projects are mostly chosen and implemented by teachers, only rarely do students come up with ideas for projects (there's one under development currently, which originated from students and is being put into practice by them with the help of a teacher). There's a lot of inertia in our students, we need to stimulate and develop iniciative and decision-making skills in them, I believe. They are used to being led, more than to lead their way.
On the other hand, curriculum is organised in a way that does not favour interdisciplinary activities, teachers don't get to meet a lot, and that's essential for planning and supervising projects.
My school is very big, we have lots of classes and most teachers feel tired and lack motivation to get involved in projects.
I think we need to address these two aspects.

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Sandra Pinto - Agrupamento de Escolas Morgado Mateus (Portugal)

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Sandra Pinto - Agrupamento de Escolas Morgado Mateus (Portugal)

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In my school there is a group of teachers from different disciplines and different levels of education who has been involved in various Erasmus+ eTwinning projects, some of them involving students mobility. These teachers cooperate with each other, guided and supported by the Director of the School Grouping, with a view to successfully implementing the different stages of the projects.

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Hello,
we got into eTwinning before the pandemic and when we started, we were confined. Unfortunately we are not an eTwinning center but we believe we are on the right track to be one. We are a school in Manzanares el Real (Madrid) and the luck we have is that we are a single line school in which the teachers are very involved. In addition, I must highlight that our Director is an example of leadership, she is involved in all the projects that are carried out in the center. She accompanies and guides. In turn, I am the coordinator and we are both very synchronized, we establish collaboration meetings and share what is being done, how we work and involve all our teaching staff in the projects. Our goal for next year is to link common etwinning projects with each educational stage, infant, primary and secondary :)

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I strongly believe in shared leadership and I think that in our school system there is the possibility to practice it. There are several moments of the year in which teachers and students have the possibility to discuss and take decisions or make proposals as regards both activities and methodology. Even the parents have a role and can tell their opinion or make suggestions. However, we are overloaded by formal requirements and very often what can be a moment to share opinions and ideas is transformed in a formal meeting based on filling in documents or discussing quickly to go home as soon as possible. So what I suggest is:
1. create a group of motivated teachers and students who can plan together appropriate actions to improve the mission of the school ;
2. increase the  decision role of school subjects departments in defyining the guidelines of school activities and the methodology to apply;
3. give parents the opportunity to collaborate with school and better understand our aims and approach to teaching and learning; I know that most of the parents don't really understand what we do with their children;
4. learner centered approach might be a good way to collaborate with students.

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My school cluster is very active and dynamic. There are many Erasmus+ projects, Eco-schools, eTwinning (with a junior academy) and clubs. However, since it's a cluster with approximately 4000 people, information is not always easily accessible. I believe that the correct dissemination of the work that is already implemented would happen if leadership was less centralised in just a few people, who take responsibility in deciding what and when to share best practice examples.

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My school has not become an eTwinning school yet, So we took action to become one. Apart from me, two of my colleagues started to make projects. We included our students in projects. We published our project news on our school website. We also published the activities we did in our projects on social media

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In my school, a Comprehensive Institute (kindergarten, primary school, lower secondary school) last year a small vertical group (2 kindergarten teachers, 3 primary and 2 middle school teachers) began to train and use the eTwinning platform with a vertical work.Some of us then started experimenting with short projects with other European schools.

This year I remained the only teacher in the Institute to continue the collaborative work in projects with the European schools and my class, a second one.

The Institute has a mission that is perhaps too dispersed and a leadership that tries to be shared but is still not very structured and engaging, there are several internal disagreements and the period of the covid with remote meetings has not helped to structure a communion of intent or methods , there is a lack of a common language and a real educational community that grows and improves through comparison.

I think that in this particular situation the first step to be implemented is to document the paths and demonstrate their effectiveness through the dissemination and involvement of other motivated teachers.

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In our school, we have a group of teachers that they participate in etwinning and the some of them have participated in Erasmus+. I am the coordinator of this groups and we try to do more and more. We know that the effort that we made is for them.
We can do more proyects but sometimes it`s quiete difficult because of the student`s ages. They are 3 to 12 years old.

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Linking leadership and learning is essential as a first step towards a shared leadership approach. Leadership is the professional work of everyone at school. Skillful participation, vision, inquiry, collaboration, reflection, and student achievement—must interact to create the new tasks for a shared leadership. The second step is to involve people: teachers, families, students, and partners towards school development and shared leadership. Teacher training, active learning online forums or team work groups at school, pedagogical supervision, reflection and evaluation on practices, involving students creating spaces to hear their voices, foster relationships between areas/ departments are some of the steps for an effective school leadership with a positive  impact  on student's  achievement,  teaching  quality  and staff  motivation.

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Ana Abad (IES Antonio Muro - Puerto Real - Spain)

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Ana Abad (IES Antonio Muro - Puerto Real - Spain)

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Teachers at my school are very active and dynamic. There are many Erasmus+ projects, Eco-schools, eTwinnings and students school exchanges. However, information is not always easily accessible and we should work on that. I believe that the correct dissemination of the work that is already implemented would happen if we get informed in term meetings about the programmes.

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In my school the development of eTwining and Erasmus projects is carried out the iniciative and the enthusiasm of a group of teachears. Through collaborative work , others teachers are challenged to get involved, developing new projects.

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In my school we have started this year with e-twinning projects and Erasmus +.
We are free to take decisions regarding projects and we try to cooperate as much as we can.

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In our school, we have just started with a couple of etwinnning projects. We have a leader who guides us throught the projects; but she gives us the freedom to create and join any project.
As the school is just Infants and Primary, I think that involve our students in the etwinning leadership is difficult.

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My school is already an eTwinning school and we have started implementing a shared leadership by creating an eTwinning team at my school. There are 12 teachers in the team and each of them comes from a different focus group (1 teacher from the Science group, 1 from Humanities, ...) We have regular meetings and we share our tasks towards implementing an eTwininng School Mission. We have a full support of our school prinicipal. Some of our goals are: promoting eTwinning, involving students and teachers into eTwinning projects, spreading information about eTwinning professional development, agreeing on our school's policy and mission, dissemination of eTwinning activities, ...

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In our school we tried to have a shared leadership but maybe it is not as complete as we need to do it.
The teachers should work in small groups with different tasks on Monday afternoons, also there are people encharged of leading the different projects we work on.
Further more, every Friday we have a lesson we used to have assemblies with our students, so they can solve their problem or they can purpose their innitiatives or ideas to the teachers. Some times students join with the headteacher to show it.
Maybe we have to start doing a really great analisis about our reality and our community needs.

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My school is an eTwinning school.
We have a small group of dynamic teachers.
As a mentor of the group I share all responsibilities and we work collaboratively. We share the projects we developed in partnership with other countries; we give ideas how to develop new activities; we share tools and sometimes we have small meetings where one of us explains the use of a certain tool.
We also have a whatsapp group to communicate informally
We also have a very dynamic group of students. It is our eTwinning Junior Academy.
But we want more.
Goals for next year:
To have active projects in all cycles - at least 1 project in each school cycle;
Disseminate the projects, Parents and teachers who have not yet joined eTwinning;
Make small trainings for pupils and made by pupils from the junior academy
Campaign for teachers to sign up for eTwinning and start a project

Translated with www.DeepL.com/Translator (free version)

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For joint leadership, we need a team of teachers with the desire and will to act. The team gathers around some common topics, exchanges ideas, elaborates the details of the action. There is no leader. As a vocational school we can have interdisciplinary collaboration with excellent results. Everything is in good cooperation

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I belong to a school, Agrupamento de Escolas N.º 3 de Elvas, that´s already an eTwinning school. We are going to try to revalidate the title. Since we got the label, we are trying to envolved more teachers in eTwinning, but is has been dificult to have an vertical grades participation. Because it´s easier to envolved primary school and educators or 2sd grade. So for the initial plan we have to work more on leadership aproach,  sharing a vision of what we realy want, and have ativities that are truly meanfuly to teachers. One of the activities we have to do is to share more the work achieve with students, implemented with ewtinner teachers, share practices, envolve students on the definition of project to be envolved, and we have that oportunite in VET courses wich we have a lot. We have also to integrate other projects in school life that can be work with international colaboration.

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In my opinion, we should start sharing values, ideas, projects. We need a group teachers and staff interested in reaching this goal. It is important to learn to work in teams and also to give voice to students' opinions.

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In my school all teachers work on eTwinning supporting each other. Sometimes we do not have support from other members of the educational community, but over time this support improves. Pupils are involved in the eTwinning project

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Feliciana Ladino - Agrupamento de Escolas de Carcavelos (Portugal)

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Feliciana Ladino - Agrupamento de Escolas de Carcavelos (Portugal)

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I belong to a school, Agrupamento de Escolas de Carcavelos (Portugal) which is already an eTwinning school. Let's try to revalidate the title.
The development of eTwining and Erasmus projects is carried out the iniciative and the enthusiasm of a group of teachears. Through collaborative work , others teachers are challenged to get involved, developing new projects, and since we received the label, we are trying to involve more teachers in eTwinning, but it has been difficult to get many teachers to participate, although we have made some initiatives with the students to entice them.
First of all, we have to work more on the leadership approach, sharing a vision of what we really want, and continue to develop collaborative activities that can really be meaningful to other teachers. One of the activities we have to do is to continue to insist on sharing the work done with students, implemented by ewtinners teachers, sharing practices, involving students in defining the project to be involved. We also have to integrate other projects into school life that can be worked on with international collaboration.

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My school has not become an eTwinning school yet, but my colleague and I start working in a team to achieve this:
1. we have a vision -  to become an eTwinning school;
2. we work together and shares ours ideas;
3. we published our project on our school website and invites others colleagues to join in eTwinning project;
4. we start this module and learning new things.

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My school has not become an eTwinning school yet ,So we took actions to become .Apart from me, three of my friends started to make projects. We included our students in a project. We published our project news on our school website. We also published the activities we did in our projects on social media.My project, which I founded in the 16-19 age category in Turkey, took the 1st place in Turkey. We participated in the events on etwinlive with our teacher friends.We took part in professional development courses and events

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Alexandre Martins, EB Cruz de Argola, Portugal

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Alexandre Martins, EB Cruz de Argola, Portugal

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My unit school, Agrupamento Santos Simões, Guimarães, Portugal, is already a E-Twinning School and have many Erasmus+ projects.
The main problem is to envolve every grades since Kindergarden in collaborate e-twinning projects. For now, I'm the only primary teacher with e-twinning projects and my main goal is that next year, my school have at least 2 or 3 projects in diferents classes.
I try to show examples of how to integrate the projects in the curriculum of each grade Physical Eduction. Arts, Maths, Ciences...

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There are so many opportunities to implement shared leadership approach, but, the most important thing is to develope the sens of community. It would be a good idea to develop training and work sessions. This would allow teachers to share ideas and implement it.

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I think that the most important step is to create good teamwork, to create collaborative and cooperative work inside the school and with other schools. If we have this teamwork we can plan collaborative activities or good projects

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The first step would be to present the eTwinning platform to all my school teachers who have not yet heard of it. The presentation would be carried out by teachers who are already involved in eTwinning and participate in projects. Through the Quality Team and conducting surveys among teachers, students and parents, we would come up with topics on the basis of which we would choose eTwinning projects in which we would engage. All this would be transparent and the parents of the students, the local community and the founder of the school would be familiar with everything (specifically at my school, county).

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We are an etwinning school and we also have Eramus + Acredittation, we are working in shared leadership since several years. It ins't as easy as it seems implement collaborative work and promote shared responsabilities and decisions. People must embrace change, and have the desire of participate. But we are doing a good job and step by step we are near the goal

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We can get inspiration from bright examples of the past: Janusz Korczak
" It had been said about Korczak – when anti-Semitism had forced his dismissal as “Radio Doctor” some years before the Second World War – that he had a rare ability to talk to children as if they were adults and with adults as if they were children. He understood both and, therefore, acted as an interpreter between the two – and gave priority to the young generation. His message was primarily about respect for children, respect for their inherent value as human beings but also for their capacity and competence. This trust also characterised the daily life in this home for children and, during his last years, in the orphanage inside the Warsaw Ghetto. In the midst of the horrible brutality outside, those who lived in the orphanage developed a small democracy. All children had a say in the running of the home, they all had responsibilities and duties and monitored their own work and progress. Staff and children were all members of an assembly for important decisions. They had agreed upon a constitution with rules of behaviour and a court was established to deal with offenders (in most cases the “sentence” was to apologise). There was a billboard for messages and a newspaper for news and discussion. This experiment of child democracy depended much on the spirit of Korczak and the other adult staff. It all came to a terrible end on 6 August 1942 when German Nazi soldiers marched them all, including the 192 children, to the Umschlagsplatz to be put on the train to the gas chamber in Treblinka. "
Thomas Hammarberg

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Proposal of actions:
- Publishing the structure of the school community;
- Sharing examples of collaboration between teachers on our website, media and others;

- Planning regular meetings, workshops and other team building activities to enhance communication and trust in the community;

- Forming several cross-departmental teams in order to foster relationships between departments, following a common goal;

- Observing other teachers to improve self-awareness, coordination and identification of areas for further growth;

- Involving students in decisions and listening to their voices.

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The most important step is create a good teamwork, to can make collaborative projects into the school or with other schools. If we have this teamwork we can planned collaborative activities or projets.

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The first step, I believe, is to form a team of people with a common goal, then decide what each member is good at and divide work accordingly. Also, it is important to have an elected leader who will co-ordinate the activities of the team. That is how we started in my school and it has been successful.

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Some possible steps:
- share on our online school community examples of concrete and structured collaboration between teachers and its positive outcomes;
- organize thematic teams or project groups to work together and share their conclusions;
- create several mid-leadership teams by dividing staff in working groups, based on sector (subject, age group, special needs etc.);
- each of these teams proposes an action plan or certain activities.

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Until last school year, only 3 of us teachers were involved in eTwinning projects. As of this school year, colleagues have supported our idea to launch just one joint school project on the eTw platform. In this way, more teachers have signed up for eTw, so they may be involved in some other projects, depending on their interests. Cooperation among colleagues is important, which is present in our country. I believe that most are willing and ready to help at any time, because they have proven it so far. In my school, high school students are involved in eTw, but they could do more. What is sometimes missing is hearing the voice of the students — what they want, what their interests are.
We also introduced "Learning wallks" to the school - it's a great project where we enter each other's (announced) classrooms to see how colleagues work and how we can all improve our work. That teach us our american teacher friend.

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The leader is responsible for motivating a team and channeling all efforts towards a common goal that is positive for each of the professionals and for the school organization in general.
Collaborative networking allows:
Improved interpersonal relationships,
increased self-esteem,
Development of skills in critical thinking,
clarity in communication
empathy practice,
Increased motivation. A motivated teacher positively influences his student's work.

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The steps would be the same as we are doing now in the Erasmus + project:
-joint leadership,
- collecting ideas,
- ways of implementation,
- division of labor,
-realization.
At school, I am involved in the "Quality Team". Participants in the meetings: Croatian language teacher, English language teacher, geography teacher, primary school teacher, pedagogue, school principal; and we all get together several times a year, talk, conduct surveys to
 the student was in the first place and if they would improve the teaching methods, which bothers them ..... I think that is also a step towards joint leadership.

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Paula Espírito Santo - Agrupamento de Escolas de Albufeira Poente - Portugal

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Paula Espírito Santo - Agrupamento de Escolas de Albufeira Poente - Portugal

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Some steps to implement shared leadership should pass through know your staff and have good intermediate leadership coordinators. I might say this is already happening in my school; however we may have some problems with the communication, which sometimes compromises the collaboration between teams. So, maybe we need to settle actions directly focused on specific goals and establish a “more communicative net” between peers

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To implement shared leadership, Katarina

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To implement shared leadership, Katarina

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We need to learn to listen one another and to appreciate an opinion and knowledge of all members of the group. And we have to trust each other!

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The first step is to have effective collaborative team work and team leadership. For this we need time: time in our schedule and also time to think and reflect on what we are doing.

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Empowering students and teachers by giving them an opportunity to take initiatives and leadership in their areas of expertise.

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We should give more importance to students’ opinion. We must know about their interests.

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I coordinate two work teams at my school: a programming and robotics club and the Erasmus+ team. I think I use shared leadership, that's how I feel most comfortable. My plan is to assign roles to the various team members who are equally important to the project. Also all team members have the opportunity to contribute to all decisions and ideas related to each project. I also create a space on a platform where all documents are shared (often collaboratively built) and all communication takes place. I think that this way we can achieve greater involvement and commitment from everyone.

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I agree with my colleagues that good communication is absolutely necessary, but also time to meet and debate so we come up with great ideas that will actually be put into practise.

The principal should communicate the dream, vision and objectives to the staff at the beginning of the school year, or as soon as possible.

At the beginning of the school year, the head of studies will grant time in the teacher’s schedules to attend the staff development meetings, and later, for the different teams and commissions to meet and plan.

The school administration and the local educational authorities will acknowledge the good work of teachers and students involved in making the ir school great place to learn and teach in various ways all through the school year (mention in staff meetings, publications in the media, awards at local and regional level…)

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In my opinion, the most important steps towards shared leadership are:
- collection of ideas at school (it could be a brainstorming session at the end or beginning of a school year involving teachers, educational assistants, specialized technicians and, of course, students)
- idealize a project and see how it can be implemented.
- Task distribution

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We have to work a lot in a team among colleagues. AS we are a secondary school is more easy in biligual department. We have to work together in the same idea to roll out and implement etwinning projects and other projects in the international network. At the moment we have created a working team to spread and promote in our schools participation in eTwinning and Erasmus projects and we would like to implement training events in this direction. Our curriculum focuses on the student, with reality tasks . We use different educational mediators such as debate, the flipped class to the peer to peer. We have to enhance the synergy with parents and local community.

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In my school we already experience a shared leader approach: we work a lot in a team among colleagues and our school  principal urges us to do it: we compare a lot both within the same school order, both vertically, to roll out and implement etwinning projects and other projects in the national network or in our schools. At the moment we have created a working team to spread and promote in our schools participation in eTwinning and Erasmus projects and we would like to implement training events in this direction.Our curriculum focuses on the student, with reality tasks . We use different educational mediators such as debate, the flipped class to the peer to peer.We could enhance the synergy with parents and local community, which in recent have suffered from the restrictions due to the pandemic

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I believe that the key is the communication and the release of information. So, the better is to have several opportunities for meetings in order to discuss and share ideas. Also, it would be inspiring to share the activities or the projects or the information or good practices that maybe would fit with someone else's interests. That way one can inspire and empower another. Then will be created small teams with similar interest and common goals that can unite their strength and be innovative and creative.

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Some notes about implementing shared leadership (many thanks to your ideas! I read them carefully and they are very inspiring!):

1. start small. You can’t involve many colleagues at once. A small group of motivated teachers and staff can be a good start. The involvement and commitment of the headteacher are crucial.

2. be aware of compulsory meetings and assignments. In my experience, if a meeting/assignment is perceived as mandatory it loose immediately a great deal of force, sense and effectiveness. The meaning and role of each meeting/assignment should be clear and shared by all the people involved.

3. be patient. When a radical change of perspective is needed, someone can feel unsafe: taking a moment to discuss and see all the different points of view is not a waste of time. If at the end of a discussion something is still murky or has left someone unsatisfied, find a way to examine it again.

4. share. Finding time and space to share experiences, ideas and doubts. A mix of formal and informal meetings can be a good solution to keep everyone always up to date.

5. study. Learn from the more experienced: enrol on a course on shared leadership, and ask for advice.

6. be ready for failure! ;-) And start again from point 1 evaluating your action in the way.

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Cristina Moreira Carvalho - AE Arrifana, Santa Maria da Feira - Portugal

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Cristina Moreira Carvalho - AE Arrifana, Santa Maria da Feira - Portugal

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A shared leadership approach? Well, I think we can see it in different ways.
My school is an eTwinning school and it got an Erasmus+ Accreditation. So we've already implemented the needed steps for shared leadership, haven't we?
To reach the goals mentioned we changed attitudes, methodologies, and perspectives; we shared experiences, knowledge, and responsibilities; we collaborated, innovated, got involved, were optimistic, and encouraged creativity; in conclusion, we met the needs of students and the community and no one was left behind ( inclusion). As I have already said before, everybody was called to play their part: teachers, students, parents, and community..., in a global citizenship.
If I think of General Council in schools, we have there all parts represented (students, teachers, local institutions, parents, and school management). However, everybody's opinion must count.
There are still things we have to improve: intermediate leaderships have to have a stronger role, that is to say, their opinions must be always heard because teachers have the right to have their own ideas. Sometimes, some ideas are imposed!!!!
I understand that for school management it's not always easy to share leadership.
As far as projects are concerned, of any kind, we involve the whole school community and local community, too. Our projects have different leaders and we try to involve as many teachers as possible. But most of the time the final word is from the principal!
Our projects are disseminated in our eTwnning Corner and also on our social media and Website. Thus, our work at school is well known by everyone around.

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Amaia Cortes, Pamplona/Iruña (Northern Spain)

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Amaia Cortes, Pamplona/Iruña (Northern Spain)

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In my school leadership is already shared among the teaching commision, but there is little space to collaborate or participate in projects, and even less space for students or teachers who are not part of the commission to bring up ideas about projects and collaboration.

I think we would need to build a side teacher network interested in collaborative work. My school is huge, so this network would be made up only of teachers who are willing to work this way. You cannot involve everyone or expect everyone to collaborate equally (especially if teachers cannot opt out). Then, we would ask the head teacher team for a time and space for the network to work together. This collaborative network could start with as few as 3 teachers, to be increasing in the following years as the project becomes more established. In an even further future we could involve some students to participate in order to decide what projects we take on.

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The first step to bring a shared leadership is to involve collegues in eTwinning, in order to build a net of awareness.  Results of your jobs as   learning, motivation, cooperation of students, labels, eTwinning conception has arrived in your school,
Leadership realise the necessity to change attitude, answer to and meets the needs of the community

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Ana Magano, Agrupamento de Escolas da Damaia

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Ana Magano, Agrupamento de Escolas da Damaia

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Considering the board of the school where I work at has given me some freedom to take part in whatever projects I deemed fit to make positive changes to my teaching methodologies and has been actively engaged in the Erasmus+ Project I coordinated with two other international partners, my opinion about shared leadership is a little bit like the rest of the Portuguese teachers here, but with a twist.
- The first big change needs to come from the government. (Nobody from the board wants to take responsibility when things go wrong and they always require guidelines!)
- Then the school board needs to be actively engaged in projects to understand them and lead by example;
- Going from being all mighty, which may be overwhelming for some principals, to share the power can be tricky - but what if it was sharing the responsibility??? 🤔 Change of perspective would be beneficial to everyone;
- Creating a group of teachers to start sharing their experience in eTwinning and Erasmus+ projects with teachers, students and staff would be the next step;
- After sharing experiences and working in projects with the whole community, not just teachers and students, parents must be involved as well, new teams could be created to ensure continuity of good practices.
- Now we would be ready to share leadership, decision-making and good practice roles between board members, teachers and students.
Just my 2 cents.

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Every teacher has the right to say his ideas.
A free discuss to every new ideas is the right way. That is often difficulty in our school.

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Important steps are:
* collecting ideas at school (teachers, professional associates, students)
* thinking about the way of realization
* division of work.

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Leadership at my school is centered on the principal. In general, there is no collaborative work in the School. Projects are not favored by the Board.

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To develop shared leadership, I believe it is needed to delegate responsibilities, not just in Curricular Departments but also in others related to projects, professional development, and so, and delegate responsibilities inside each.
The project department should have an Etwinning and Erasmus project group with a leader, and a science project group with another leader.
The responsibility for creating web pages for each department/project group activities, searching for funding, promoting professional development related to the projects, and supporting colleagues in developing the projects have to be delegated to several other teachers.

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In my opinion, in order to implement the shared leadership approach, first of all there must be a desire on the part of all those concerned (management, teachers, pupils) to participate in school life and improve it. Once this part has been fulfilled, everyone should be included in the various projects.
In my school, for example, pupils' thinking is very important and even teachers are free to present projects of various kinds. What is still missing, in my opinion, is to be aware of being free to do so. I believe that this way of "thinking about school" is still "new" and not everyone is aware that they can do it.

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The steps to implement shared leadership are the following :
1. get the relationships in your leadership team right
2. coach the team to develop their shared leadership
3. measure the team's performance
4.help your team to learn how to make  collective decisions

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In my school we have different groups of teachers who discuss about projects and courses and they collaborate really good, but very often collaboration between groups doesn't exist - for example from the first to the fourth grade we have closed group and then from the fifth to the eighth grade another. We should try to do something based on a shared leadership on a school level.

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At this time, an international coordination team has been created in our school. Within this team here is an exclusive section for eTwinning, with two people who are training and becoming familiar with the platform and gradually branching out to teachers of all stages. We area very excited!!!!!!

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In my school there is a pedagogical team, of which I am part, that works collaboratively, and to which the top and middle leaders trust and give autonomy to solve problems, as well as to implement new dynamics and pedagogical practices. This team has managed, over the years, to make all teachers work collaboratively, especially using the project methodology, and this school year has started, for the first time, five etwinning projects.
It is a school that gives priority to working with families, involving them in their children's schooling and calling them to the school to actively participate in various projects. We also work with several community partners who help us to support families at a pedagogical and social level. The school has been participating in several Erasmus projects for several years now.

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Steps to implement shared leadership in my school will be, first of all, to know the school and what its educational project is. Then, focus on the development of cooperation partnerships with local institutions and in a close relationship between teacher and student,

and other school elements. We have a hierarchy but people are listened to when making decisions.

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In my school we work and collaborate very much. We have a global projet or rules to share a leadership. Each group of area, the teachers work and has a leader. For all groups, theres is a leader who decide the last   decision. We have a hierarchy but I think, it is necessary because we need it.

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In my school we have collaborative groups by level of teaching, subject, recruitment group... These groups define which work they should develop with their students. These groups, beside the work they do, they should also focus on strategies and activities that better respond to give students the autonomy to know what is best for their learning process. To give students the power to engage.

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In my school we have some kind of shared leadership as there are many working groups, but the main decision is made by the leaders and sometimes without any discussions.

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In our school, teachers are partly involved in decisions related to school policy. In our daily practice, teachers have autonomy in teaching process and freedom to implement the curriculum of their subject.

There are teams of teachers of related subjects in the school. They should meet three to four times to exchange experiences and ideas. Unfortunately, the existence of these teams is usually formal and does not serve the purpose.

For now, the most effective interaction is achieved within project teams where teachers who are enthusiasts are connected by common interests and goals.

It needs much more to achieve shared leadership, I think.

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To develop shared leadership, in my opinion, those involved would need to:
- Share the vision;
- Affirm their personal beliefs and values;
- Arouse strong emotions;
- Act as a model of behavior;
- Promoting trust;
- Instill optimism;
- Stimulate creativity;
 - Encourage questioning;
- Support, encourage and train employees;
- Delegate responsibilities.

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The lack of time is the main problem. Some years ago the teachers were organized in different groups of work to focus on the main objectives (innovation, languages, pedagogical issues, etc...) and it was great. Many projects and programs were settled up then. However, the pandemic and now the future timetable (continuous day) has made highly complicated to dedicate a period of time weekly to organize meetings among teachers. In addition, the breakneck pace of the course forces teachers to make a huge effort to update professional development and diary planning.
How do eTwinning Schools manage this issue?

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To implement to bring a shared leadership approach begins with a good directive team to implement and develope new innovations ways to learn as a sign of the school. Teachers would be involved in this way to teach if they really know where to go together and they could share work, ideas, suggestions in a shared a clear leadership approach.

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In my school we started about two years ago teaching using the eTwinning platform, but only a couple of teachers found the idea great and spent a lot of time in professional development to improve their skills and knowledge of the digital tools which are needed to work on projects at European level. We tried to involve other colleagues but we had no satisfying results at first: teachers were afraid to leave their old fashioned methodologies, because they felt they were not prepared enough for such a change. Only language teachers started working more effectively on eTwinning and found contacts in other European countries. To implement a shared leadership approach in my school, we need for sure to organize more meetings and training courses to inform other colleagues and share our experiences and practices with them. We also need to involve the whole school community and the local community (parents, local authorities and other stakeholders) in our action plan in order to drive innovation in our classes, in our school and beyond. Last, but not least, students must be the protagonists of their own learning process and disseminate their experiences among peers and in their family.

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In my school there are several teachers involved in eTwinning and Erasmus projects. Leadership is shared and it works collaboratively. Only last year I became involved in eTwinning projects, but I have already founded two projects and participated in others as well as various events related to eTwinning. This collaboration and sharing has been very enriching for me and my students. In the last project I founded, I managed to get 4 more teachers, with students in common with me, to collaborate and share dynamics and learning. on common tasks. We have an eTwinning mentor who publicizes the various existing activities and training that has taken place, for the use of eTwnning.

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In my school, despite numerous efforts on the part of the management to implement eTwinning, with many teachers registered on the platform, at the moment only me and a classmate from kindergarten are developing eTwinning projects.
I think it is important to continue to inform teachers about the importance of developing common and transversal projects, with the necessary adaptations.
Of course, we can't force them to integrate projects if they don't feel motivated to do so, but it was very good for the children/students without a doubt.

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I work at 2 schools and in 1 schools we have something called "Team for quality". We meet at least 4 times a year and in that team we have all kinds of teachers (Maths teacher, language teacher, librarian, pedagogist, our principal, Biology teacher...) an we all get together, think about the things we can do and how to do them. I think that that is an excellent step to shared leadership.

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Stefania Aprea Italy                                                      - In my opinion the only way to implement to bring a shared leadership approach to  a school is to demonstrate the validity of a collaborative work (learning by doing). At first you can  be alone in working, but once your collegues  become aware of the validity  of your work, they  decide to cooperate with you. When you receive a lot of  positive results implementation is assured.

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Stefania Aprea Italy                                                      - In my opinion the only way to implement to bring a shared leadership approach to  a school is to demonstrate the validity of a collaborative work (learning by doing). At first you can  be alone in working, but once your collegues  become aware of the validity  of your work, they  decide to cooperate with you. When you receive a lot of  positive results implementation is assured.

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In my school we have started last year with a proyect eTwinning for first time. Her headteacher was very interesting in the platform and she want to work in projects the next year. My school must improve collaborative work between students and teachers in many subjects. It´s complicated because teachers are old people and they haven´t work innovate education. I hope a few teachers start to practice this way to learn!

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We could start by setting up work teams based on specific educational interests or training areas and investing in sharing this information with all teachers, creating specific moments in school time recorded in the teacher's timetable. Training all teachers and promoting, among them, intermediate and shared leadership practices is the way to build strong work teams!!

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In my school we have many Erasmus+ projects- too many...so that the leadership that in some way the coordinator used to share with some of us teachers of languages is changed in delegate, assign tasks she can't or don't want to do, give orders...I'm really fed up, because in spite of my efforts, I'm the only person who is always active on eTwinning...
Now we have a new headteacher at school, and she seems really interested in the platform, so I hope for the best...

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In my school it's normal that a lot of different project groups with interested colleagues, members of school administration and sometimes also students and parents are introduced. However, we do not have a team that is concerned with international projects (eTwinning, Erasmus+). This is something that I want to change, since I am currently the only active member of the eTwinning community.

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Collaboration among teachers and students and innovation in pedagogy are elements that go hand in hand with the teaching journey.
In our school, there is a sense of a shared leadership among teachers and we are lucky to be able to implement any teaching idea or plan by cooperating with each other. A shared leadership is also fully supported by the principal of the school who is both cooperative and open-minded.
Some teachers in our school have recently taken part in a national skills lab training course and we are slowly starting to move away from traditional teaching. A few  teachers also take part in e-twinning projects, which is a great step towards allowing students to become the captains on their learning ships and, hopefully, reach their common goals through a shared leadership.

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My school must improve collaborative work between teachers and students. Most teachers still use expository methods and do not use innovative digital tools.
Few teachers are integrated into etwinning projects.

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Helena Silva - Agrupamento de Escolas Santos Simões

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Helena Silva - Agrupamento de Escolas Santos Simões

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In my school we have shared leadership and we work collaboratively on different etwinning projects and erasmus+ projects.
Shared leadership makes a school stronger and able to solve problems. Collaborative work allows the exchange and sharing of knowledge.

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In my school there has been some attempts to implement collaborative work.
However, many of these attempts fail because we do not have enough autonomy to decide and teachers are tired! It is difficult to motivate and change some teachers' mindsets..
In my opinion, there has to be better communication between everyone: students, teachers and school management. We still have a long way ahead! It is a job that requirer's hard work and everybody's effort.
I hope that one day, we can all change that!

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At my school there have been attempts to implement a collaborative work system. It has been a little difficult as the old teaching habits are still not lost. It's a job that requires everyone's effort. But it has to start somewhere, even with a few.
It is necessary to understand what are the goals and mission of the school and listen to the students in order to know what they intend to learn, so that teachers can work together in this direction.