The number of publications on the topics of evaluation and school development, as well as the significance of school cooperation for innovation processes, has surged in recent years. The now extensive range of different concepts, methods, projects, and insights, along with the associated educational policy dynamics, makes the attempt to gain an overview of the current state of the discussion a complex endeavor. The situation becomes somewhat clearer when focusing on the area of specialized school contexts: within the school system, institutions with experimental mandates have gained diverse experiences regarding their own capacity for innovation. One aim of this work is to tap into part of this wealth of experience and make it usable for educational and practical school discourse.