This small scale qualitative study interviewed 33 maintained school headteachers and academy principals to identify their attitude to and perceptions of effective school to school collaboration. The research has been informed by Hall and Oldroyd’s (1992) model of the collaboration process and by Coleman’s (2011) model of collaborative leadership. Evidence of the anticipated linear nature of Hall and Oldroyd’s model was not found, rather there is evidence that frequently collaborations slip back to earlier more confrontational stages of development. Whilst this in some cases can derail the collaboration totally, in others it can galvanise the group into developing more effective partnership working than might otherwise have been the case. The study has been able to explore the various elements of Coleman’s leadership model and contends that there needs to be an elasticity in the way in which the elements are utilised to maximise effectiveness. This has implications for future leadership development. As with all qualitative research, the findings have raised some interesting questions beyond the main focus of the study which need further exploration. One such question concerns the increasing political emphasis placed on the importance of academy chains and the implications of their role in the educational landscape. As chains take on many of what would have been Local Authority functions, will they become the new ‘middle tier’ of accountability superseding the Local Authority organisation? As the educational landscape in England continues to change, there remains a need for balanced, in-depth research into the impact and implications of the change.
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Collaboration: Still viable in the changed landscape?A study into the state of collaboration between academies and maintained schools in England
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