Leadership makes school: school development through focused personnel managementStudents grow in a world of radical social changes. Strong influence by media, changing family structures, increasing percentage of families with migration background and floods of refugees characterise our living environment. The primary schools, as authentic collective schools, represent an exhaustive spectrum of social reality. Inclusion has been essential to the school system in South Tyrol for decades, in Rheinland-Pfalz specific schools for inclusion are increasingly developed. And there are progressively more children with behavioural disorders and chronic illnesses attending the schools. Therefore, teachers are more and more challenged to meet with pupils’ different learning preconditions and life conditions. Measures for increasing the sense of community, but also specifically referred to the single student, strong practical and competence orientation, cooperation and education to moral values, constructive feedback, individual support programs, clear structures and rules are all necessary to offer fair educational chances to children and to educate them as active, social people.Teachers are differently prepared to this demanding task and also differently used to adapting their teaching to new challenges. They have to incorporate their “usual autonomy” with the need to cooperate and collaborate collectively in processes of school development. Thus development oriented personnel management with constructive feedback culture, support through team work and vocational training are indispensable to the development of teaching quality in schools. Here the school principal plays a fundamental role.13 school principals from Rheinland-Pfalz and 7 from South Tyrol, the Centre for school psychology in Mainz and the Evaluation service in Bozen an a representant of the principals union work together, under the leadership of the representatives of the school authorities (Department for German school in South Tyrol, ADD Trier, field office for school surveillance Neustadt), on the quality improvement of their school systems, learning from each other. The professional cooperative exchange among school principals is highly relevant, because they work mostly alone and have to handle the pressure to initiate changes. Furthermore, the expectation for a change in attitude and teaching produces resistance among the teaching staff. In this regard, project intervision, good cooperation of the project managers and external partners for process supervision are fundamental. The frankness among all involved people, the disposition to self-reflection and cooperation is basically assured by all participants and contributes to develop awareness of the own point of view about good teaching, one’s own role and personnel management.The goal of the project is the enhancement and cooperation of school principals of both regions in leadership and supervision, relating to their central role in personnel management and their responsibility for teaching quality.In this regard the questions are: What collaborators and with what potential are at my disposal? What competences do we need at our school? The principals’ possibilities concerning the assignment of teachers to their schools are small, therefore the only possible way is to support and lead the given personnel so as to accomplish school development successfully in terms of a collective process.The project allows to create, exchange and test knowledge in personnel management and teaching development. All the efforts eventually target the goal to establish an attitude towards children which allows to deal with their diversity, to support them and to compensate disadvantages.In addition to the cooperative exchange during the meetings, the project includes common vocational trainings, school visits with teaching observations, job shadowing and debate sessions. The 20 schools define focal points in the area of teaching development and pursue them. The whole process, some encountered obstacles and the results will be presented at the end of the project. Elements of good practice in personnel management will be exchanged, tested, evaluated and documented. Eventually, all will be placed at the disposal of other school principals, supporting them in their various tasks and responsibilities. I wide group of people of the 20 schools, the involved institutions, and through the subsequent divulgement many more, will profit enduringly from the project.