In Lithuania, as in other Eastern European countries, since the Singing Revolution in 1989, educational change was extremely rapid and contradictory meandering down between two different models of educational change – professional and production. These models were conceptualised by Dean Fink (Fink, 2016:13-21). Rapid change of directions puts school system into the risk of uncertainty and inconsistency of reforms. Production model is based on trust in forms, functions and procedures. This neo-liberal model is spread all over by GERM – global education reform movement (Sahlberg, 2006). Professional model is promoting trust in professionals and the enhancement of professional capital (Fullan& Hargreaves, 2012). Professional capital of the country is the community of its teachers working collaboratively in a trusting environment for the main mission - deep and meaningful learning of all students. Professional capital is the fundament of enhanced educational performance and sustained educational improvement as it unites individual and collective responsibility at the system level. Professional capital consists of three interrelated components: human capital (the quality of the individual), social capital (the quality of interactions within a group), and decisional capital (the capacity to make good decisions) (Fullan& Hargreaves, 2012). This paper presents results of the study carried out as a part of the national project “Time for Leaders” which aims to make a systematic impact by enhancing professional capital of educational practitioners in Lithuania. The project is promoting leadership for learning (Swaffield & MacBeath, 2009) by implementation of collaborative leadership development practices at municipal and school level. The aim of the study is to reveal representation of human, social and decisional capital of teachers in their teaching practice, collaborative school improvement and professional learning initiatives. The first stage of the study was conducted in 2017 by the survey of 2800 teachers and 260 school leaders from 15 municipalities. School leaders with their teachers are analysing results of the survey aiming to deepen their understanding of how and to what extent their school is developing and disseminating professional capital, how to strengthen human, social and decisional capital. The paper aims to reveal how the reflection of evidence from the study is helping school leaders in their own professional learning (Timperley, 2011) and improvement of students’ learning at school and municipal level.

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