Students in some classes had opportunities to participate in cogenerative dialogues and, in so doing, learned how to interact successfully with others, including their teachers and peers, and build collective agreements for future classroom roles and shared responsibility for their enactment. The study highlights the centrality of successful interactions among participants and the extent to which co-respect and co-responsibility for goals occur. Initially, a lack of trust within the community undermined tendencies to build solidarity throughout the community despite a commitment of the academy's coordinator to be responsive to the goals of others, listen to colleagues and students, and strive for collective goals. We argue that all participants in a field need to take responsibility for accessing and appropriating structures to achieve positive emotional energy through collective curriculum leadership and climates that create and sustain educational accomplishments. Furthermore, we suggest that individual and collective actions should be studied dialectically in subsequent research on leadership dynamics in schools.