In this paper, we investigate Benchlearning, a new national collaborative learning program for principals in Norway and Sweden. The program, which has been offered for 40-50 principals in the two countries, is a collaborative project between the Swedish and the Norwegian authorities. Four process leaders, two from Sweden and two from Norway, have been running the program. The aim is to give the participants knowledge to develop a more innovative leadership practice and school environment, according to the OECD report Leadership for 21^st Century Learning (OECD, 2013). The program includes theoretical inputs, sharing experiences, school visits, training and trialing new leadership practices. Drawing on data from surveys, participant’s reflections and descriptions of new leadership practice, we examine the learning approach and identify successful and critical aspects of the learning process. We discuss how the learning approach can support the leaders’ motivation, engagement and willingness to transform their daily practice. In this work they have to involve teachers and students in their own school.

In its report on improving school leadership, the OECD (2008) concluded that we are preparing school leaders for a role that was designed for the industrial age, a role that has not changed enough to deal with the complex challenges in the twenty-first century. These complex challenges include managing change, building organizational capacity, implementing technological advances, increasing effectiveness and striving to improve the learning outcomes of students (Fluckiger, Lovett, & Dempster, 2014). Consequently, leaders may be required to assume the roles of education visionary, change agent, pedagogical leader, budget analyst, facility manager and community organizer in their schools. In their analyses eight high-performing school systems internationally,  McKinsey and Company found that improvement of leadership capacity is an area where more has to be done (McKinsey & Company, 2010). According to Huber (2010) there is a need to create innovative approaches to improve school leaders learning outcomes by providing opportunities for participants to acquire the knowledge and skills associated with evidence-based decision-making. Each mode of learning, feedback, collegial exchange, courses and self-studies, must be drawn into a reciprocal relationship with practice to be effective. The paper sets out to show how leadership capacity can be developed through a program including all these learning opportunities. 

Fluckiger, B., Lovett, S., & Dempster, N. (2014). Judging the quality of school leadership learning programmes: an international search. Professional Development in Education. doi:10.1080/19415257.2014.902861 Huber, S. G. (2010). New approaches in preparing school leaders. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 4, pp. 752-761): Oxford: Elsevier. McKinsey & Company. (2010). Capturing the leadership premium: how the world’s top school systems are building leadership capacity for the future (Publication no. http://mckinseyonsociety.com/downloads/reports/Education/schoolleadership_final.pdf). Retrieved 09.02.2015 OECD. (2013). Leadership for 21st Century Learning, Educational Research and Innovation. OECD. (2013), http://www.oecd.org/edu/ceri/leadershipfor21stcenturylearning.htm. Retrieved 12.01.2016.