"Schools are at least partially autonomous in their decisions. This empowers school leaders and responsible teachers to shape their schools," says Prof. Dr. Marc Kleinknecht.



September 15, 2025. Making schools better together – that's the goal of the Leuphana Innovation Community for School Development and Leadership. At the Communicorn Conference from September 16 to 17, the community will discuss new concepts and ideas with educational stakeholders. Furthermore, a working group of international and national experts will meet for the first time to develop a university school for Lüneburg. In an interview, Prof. Dr. Marc Kleinknecht discusses what needs to change in schools and teacher training and what opportunities collaboration between schools and academia offers.





It's often said that the school system is outdated. We need more digitalization, more individualized learning. How can we free ourselves from this dilemma?

We need more people who take on shared responsibility in schools. Only in this way can we identify problems and develop solutions more openly and flexibly. Schools have always been a reflection of society, and in times of crisis, societal problems are also reflected in schools. As challenges increase, schools must also do more. Teachers should no longer be working in isolation; they must support each other and also receive support from the city, the district, and academia. Especially in times of teacher shortages, a new form of collaboration between schools, parents, policymakers, administrators, and universities is needed. Everyone must join forces and consider: How can we make schools better together?



And what does that look like in concrete terms?

School development today means that each individual school must evolve. We've moved away from the idea that a minister at the top turns the wheel while everything else happens at the bottom. Schools are at least partially autonomous in their decisions. This empowers school leaders and responsible teachers to become active shapers of their schools. They develop a profile and compete with other schools for ideas. This doesn't mean they shouldn't cooperate – quite the opposite. Through collaboration, they can learn about new concepts and adapt them for their own schools. They can also observe classes at other schools and build networks. There's no shortage of good, scientifically sound concepts. Schools in Lüneburg have long been on this path. For example, one school in the city center is establishing student-run companies to teach young people how to learn differently and to actively shape everyday life at their school. They presented their companies at Leuphana University.



So there are good approaches, but a lack of systematic approach?

Exactly. In academic circles, we call this data-driven school development. Schools need to know where their students stand and how they learn. The outcome isn't just performance, but also motivation and well-being. A good school strives for all three goals. The challenge lies in collecting data in various ways, from casual observation to standardized procedures. Focusing on individual learners and their learning is essential; curriculum development must aim for improved, sustainable learning. This requires an analytical perspective focused on learning processes and strategies, as well as realistic action planning by teachers and school leaders who don't act in isolation but share leadership responsibilities. In other words, leadership that is oriented towards the learning of students, teachers, and everyone involved in the school community.



But many schools are currently struggling with a shortage of skilled workers and dilapidated infrastructure. How are they supposed to try out new things under these circumstances?

That is indeed the great danger. Some schools in difficult situations are overwhelmed, struggling with a shortage of teachers and school leaders. These are precisely the schools that need more resources – money, staff, and support through programs like the Startchancen program. We must attract the best school leaders and teachers to the most challenging schools, perhaps with incentives such as better facilities and improved learning conditions. People who are committed to supporting struggling schools need to be brought to these schools. There are prominent examples of how this can be done, particularly among the award-winning schools. These demonstrate what is possible when policymakers, administrators, the community, school leaders, and teachers work together.



They particularly want to bring science closer to schools, for example with a university school in Lüneburg. What's the idea behind this?

A university-run school would have three essential tasks – like a university hospital. First: optimal care, meaning a school for everyone that demonstrates, based on evidence, that even difficult problems can be solved. Second: on-site research in direct collaboration with practical application. Third: the training and professional development of teachers. We could allow our best students to learn there under optimal conditions, for which everyone shares responsibility. This would be a model for all of Northern Germany.



And how realistic is that?

We are well-connected through the Leuphana Innovation Community for School Development and Leadership and are currently exploring various scenarios. Perhaps the school will be established on campus, or perhaps an existing school will grow into this role. In any case, the need is there. One thing is clear: it would have to be a public school, not a private one. And it would have to cover all grades from 1st to 13th grade, ideally as an integrated, inclusive comprehensive or community school. This would allow us to demonstrate what is possible – evidence-based, grounded in research, and at the same time, deeply rooted in practice. Many school leaders, in collaboration with us, are realizing that change can happen more quickly with the university's support. Leuphana is seen as a facilitator. While we can't change the whole world at once, the university school can clearly demonstrate what is possible in teacher education and school development.