About the Work
Collaborative Learnership emerged from lived practice — at the intersection of restorative work, inquiry, and shared leadership.
Why This Work Exists
Many restorative initiatives focus on repair but not on shared leadership. Many design processes prioritize innovation but overlook relational depth.
Communities are often left with tools, but not structures. Energy, but not coherence. Reflection, but not forward movement.
Collaborative Learnership emerged from this tension. It is a response to the need for spaces where relationship, inquiry, and action are not separate practices — but integrated.
What Is Collaborative Learnership?
Collaborative Learnership is a restorative leadership ecosystem. It integrates relational practice, reflective inquiry, and co-design to help communities move from shared understanding to shared action.
Rather than positioning leadership as authority or expertise, Collaborative Learnership distributes leadership across participants. Individuals learn, teach, facilitate, reflect, and design together.
Learning is not something delivered. It is something practiced.
What Makes It Distinct
Not compliance-based restorative practice. This work does not treat restorative approaches as behavior management or isolated repair. Relationship is foundational, not corrective.
Not design thinking as performance. Co-design is grounded in lived experience, reflection, and accountability, not brainstorming theater.
Not leadership as position. Leadership is practiced and rotated. Facilitation, reflection, and ownership are shared responsibilities.
Not reflection without action. Insight leads to design. Reflection informs iteration. Learning becomes visible through change.
Where This Work Lives
Collaborative Learnership lives in:
Schools and districts seeking shared leadership
University classrooms exploring inquiry and co-design
Leadership teams navigating complexity
Community organizations building relational accountability
It is not a program to implement. It is a structure to practice.
In Practice
In one leadership session, a team arrived frustrated by disengagement and stalled initiatives. Rather than move immediately to solutions, we began with structured empathy interviews. As participants surfaced competing priorities and unspoken assumptions, the conversation shifted from blame to curiosity. By the time the group entered co-design, the question had changed from “How do we fix this?” to “How might we redesign this together?” The prototype that followed was small — but the ownership was shared. Moments like this are the work. A Living FrameworkCollaborative Learnership is iterative and evolving through practice and partnership. It grows through use.
The People Behind the Work
Collaborative Learnership is stewarded by practitioners working across education and community contexts. Our work is grounded in lived practice and shared design.
Kevin Jones
Principal, Restorative Leadership & Facilitation
Kevin Jones is a restorative practitioner and leadership facilitator who has supported schools and organizations in building relational accountability. Through Pathways to Restorative Leadership, he has facilitated restorative processes that strengthen trust and shared responsibility within communities.
Kim Jones
Principal, Leadership Implementation & Operations
Kim Jones is a results-oriented Educational Administrator and Operations Leader with a proven track record in grant management, staff supervision, and instructional coaching. She is currently spearheading teacher recruitment initiatives at Peoria Public Schools through the Teacher Vacancy Grant. Her background combines the precision of an Executive Director of Operations with the pedagogical expertise of an Adjunct Professor.
Robyn Seglem
Principal, Leadership & Learning Experience Design
Robyn Seglem is an educator and learning designer whose work centers inquiry, public work, and restorative practice. She has worked across K–12 and higher education contexts, designing experiences that integrate reflection and co-design. Her work focuses on building structures where learners and leaders share ownership of growth.
The work grows where people are willing to learn, reflect, and lead together.