Afterword: Present and future prospects of collaborative professionalism in music schools

In this final chapter, the editors reflect on how instances of collaborative professionalism have contributed to new practices in music schools and how such processes might bring about more transformative change in the future. Looking back at how collaboration supported music school teachers during the COVID-19 pandemic, the editors suggest that it is possible to continue to learn from times of crisis what is needed to cope with new demands and growing societal complexity. Collaborative work is characteristic of democratic processes and therefore never free from struggle and risk. However, an understanding of professionalism that goes beyond the individual enables music school teachers and leaders to contribute their knowledge, experience, and practical expertise to wider issues in their communities and societies, showing the social and societal influence that music schools can have on their changing environments. In this respect, even small and local efforts matter since they have the potential to facilitate change while also promoting a more collaborative culture within and across institutions. Collaborative professionalism may resonate with and enact policy, but it can also grow directly from music school teachers’ and leaders’ own observations, affinities, and visions for the future.