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Abstract
A collaborative school innovation project is explored as a pivot for the professional development of the teachers involved. The Second Chance School (SCS) of Acharnes in Greece constitutes such a collaborative innovative project, regarding the underlying theory of multiliteracies, its decentralised character, respect for student individuality, and collaborative orientation. The programme is examined both regarding its role in the development of innovation in school and in terms of teachers' development, empowerment and active involvement. Thanks to the educational and supportive role of the scientific advisers, not only did the teachers get actively involved supporting the development of innovation, but they were also able to deal successfully with thorny issues, including school‐based curriculum development, the production of learning material, alternative teaching and assessment methods, and combining research and teaching (through action research and student and teacher portfolios). Despite the difficulties faced (variety of stakeholders, time limits, demand for tangible results, research versus teaching), it seems that teachers learned to value implicit theory, adult education theory was enriched with practical knowledge, and new theory was produced on gaining teacher support for top‐down innovations.