ABSTRACT
When COVID-19 forced a set of extraordinary challenges upon the U.S. education system in March 2020, risk and uncertainty were constant. Many stakeholders sought to weigh in on the endless choices confronting school leaders, including the teachers who would implement those decisions. In speaking with teachers union and association leaders across the country, the authors found that, more often than not, they described collaborative relationships with district leaders. What was learned highlights critical practices sustaining these relationships, and the authors believe state leaders have the power to both model and encourage many such practices in school governance. The authors' analysis suggests that relations between district leaders and teacher membership organizations need not be contentious and adversarial. Rather, under the right circumstances, these relationships can incorporate conflict and negotiation alongside collaboration and mutual respect in a way that can strengthen decision making and policy implementation.