Norwegian school authorities are aiming at improving the quality of teaching in lower secondary schools. A national project is considering school-based development as a collective and institutional matter (Directorate of Education and Training, 2012). The overall aim is to inspire students feeling a sense of mastery and thus become motivated to learning (Ministry of Education, 2012). The 4 schools involved in my study are taking part in this national project. The research participants are teachers. The material presented is extracted from a research project with the objective to examine the terms and analyze the conditions for teachers' development of relation based learning management.The purpose of this presentation is to critically explore how secondary education teachers experience their colleagues and leaders as supporting forces in developing learning management.

The theoretical framework is based on social-constructivist theories, with focus on knowledge and learning in interaction with social and physical environments. I have an ecological approach, emphasizing a system- and relational-oriented perspective on how competence development may contribute to teachers’ approaches of encountering, communication practices, strategies of establishing confidence and recognition (cf. Avalos, 2011; Irgens, 2011). Objectives for school-based competence development is to provide amendments that involve enduring progress, that it helps to new ways of thinking and acting (cf. Fullan, 2007). When examining the creative space between the various actors in school it is in this "between," the guidance and development will take place, through critical testing of theoretical, practical and personal matters. A preliminary report from the developmental project shows that the working methods which are characterized by having significant influence on changes in the school, are combined with teachers sharing experiences, observing each other's teaching and discussing academic texts (Bysveen et al., 2015).

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