In my work as a leadership coach, I’ve had the privilege of working with groups of principals across multiple districts. Together, we’ve walked classrooms, tackled tough challenges, and developed strategic plans aimed at making real, lasting improvements in schools. Any one of these leaders could have done the work alone—but it didn’t take long for us to realize that we were stronger together. Our ideas were sharper, our plans more focused, and the energy in the room? Palpable.
That experience led me to a simple but important question: Why does collaboration between principals matter so much?
The answer is backed by both research and experience: collaboration isn’t just a nice-to-have—it’s a powerful leadership move. When principals work together intentionally, they grow professionally, improve outcomes for kids, and create stronger school communities. In this edition of The Leadership Link, we’ll unpack what the research says about principal collaboration, highlight the benefits it brings, and explore a few practical ways to make it part of your leadership toolkit.
School Leadership Doesn’t Have to Be Lonely
Being a principal is an incredibly rewarding job—but let’s be honest, it can also be isolating. You’re often the only one juggling instruction, operations, and community dynamics all at once. When that pressure builds and you don’t have a circle of peers to lean on, it’s easy to feel stuck or burnt out.
Hargreaves and O’Connor (2018) describe this exact challenge. Without trusted colleagues to think with, school leaders can lose perspective or struggle to solve problems creatively.
But when principals come together to reflect, share strategies, and push each other’s thinking, they grow. The Wallace Foundation (2013) points out that effective leaders don’t lead in silos—they thrive in spaces where they can learn and grow with others. Collaborative leadership boosts confidence, deepens learning, and leads to more thoughtful, agile responses to whatever comes our way.
The Research Case for Principal Collaboration
The research backs up what many of us already know from experience: when principals collaborate meaningfully, schools improve.
Leithwood and his colleagues (2020) highlight the role of “networked learning communities”—groups of leaders who meet regularly to swap ideas, problem-solve, and grow their practice.
DuFour and Fullan (2013) take it a step further. They argue that when school leaders collaborate, it sends a powerful message throughout the building: we’re aligned, we’re focused, and we’re in this together. That kind of leadership creates consistency for staff and clarity for students.
Wahlstrom and Louis (2008) also found something interesting—principals who collaborate with peers tend to experience less stress, more job satisfaction, and greater resilience. They stay grounded in what matters most and avoid getting overwhelmed by the daily noise.
Peer Networks Build Leadership Muscle
Let’s be clear: collaboration doesn’t mean giving up your autonomy. It means choosing to grow with others.
In the cohorts I support, I’ve seen firsthand how this works. One principal rethought her whole approach to classroom walkthroughs after watching a colleague in action. Another streamlined his school’s intervention process after co-planning with peers.
This kind of exchange builds what Bryk et al. (2010) call “relational trust”—the glue that holds school improvement together. When trust is strong, leaders are more likely to take risks, seek feedback, and reflect openly. That’s how real growth happens.
Shared Vision = Stronger Outcomes
Another upside of collaboration? A shared sense of purpose.
Bandura (1997) talks about "collective efficacy"—the belief that together, we can make a difference. When principals operate with this mindset, it’s contagious. It strengthens schools from the inside out.
Whether it’s through joint planning, data reflection, or inquiry work, principal collaboration leads to better communication and tighter alignment around student learning.
Fullan (2020) reminds us that sustainable improvement depends on coherence. And coherence is tough to build if everyone’s off doing their own thing. When leaders align their efforts, they build momentum—and avoid the all-too-common “initiative fatigue” that comes from chasing every new trend.
Making Principal Collaboration Real: What Works
So, how do we turn the idea of collaboration into everyday practice? Here are a few strategies that have worked well in the field:
Set Up Regular Principal Cohorts
Create consistent meeting times for groups of principals to come together, share data, and talk about real practice. Use simple protocols to keep conversations focused and inclusive.Do Learning Walks Together
Visiting each other’s schools is a game-changer. You get to see different leadership moves in action and build trust across campuses.Tackle Projects as a Team
Whether it’s designing a common assessment or refining a district framework, cross-school projects give leaders a shared goal—and a reason to collaborate.Pair Up for Peer Coaching
Give principals a chance to coach and support each other. Sometimes just having a thought partner makes all the difference—especially for newer leaders.Dig Into Data Together
Make student data a regular part of principal meetings. Look for trends, share wins, and help each other troubleshoot persistent gaps.Celebrate the Wins
When collaboration leads to better attendance, stronger instruction, or higher teacher retention—name it and celebrate it. Recognition reinforces the value of working together.
A Call to Action
Every time I sit with a group of principals who are digging into real work together, I’m reminded of what’s possible when we lead collectively. When leaders open up, share honestly, and reflect with intention, they’re modeling exactly what we want to see throughout our schools.
Looking ahead, the real question isn’t if we should collaborate—it’s how we build the systems to make that collaboration sustainable.
How do we carve out time for this work?
How do we structure it in a way that feels valuable?
How do we keep growing together in service of our students?
The research is there. The lived experience supports it. Now it’s up to us to make principal collaboration not just a good idea—but a core part of how we lead.