The Covid-19 pandemic has had a major impact on the world of education. The direct impact is in the form of school closures and online learning services. In a situation of uncertainty, offline learning is stopped, while schools must organize alternative learning, the ability of principals, teachers, and staff has not yet prepared other learning alternatives. In such a stammering situation, the principal as a learning leader and school leader must be ready to collaborate to develop creativity and create innovations so that the school's academic culture is awakened. The research purpose is to describe collaborative and innovative learning leadership to form a superior online learning culture. In accordance with the research objectives, the appropriate research is qualitative with an ethnographic design. The data needed is in the form of reflective learning interactions between teachers and principals in realizing collaborative learning to produce innovation. The principal, vice principal, and a teacher were chosen as resource persons where researchers studied to understand the process of learning services that took place with triangulated information. Data analysis was carried out with a data model organized in the site. The result of this study is that during the Covid-19 pandemic, schools made changes from offline learning to online learning. This is done even though they do not fully understand the procedures for online administration. In great desperation, they always coordinate and reflect. In the process of collaboration between principals and teachers, various new innovations were found. This collaborative process builds a new democratic leadership culture where teachers and principals think about how to find new innovations so that the online learning process takes place effectively. In online learning, where teachers work in schools, while students study at home, the role of parents becomes important. In this context, the school conducts home visits. Thus, the system builds a learning relationship between principals, teachers, parents and students in a connected manner. This atmosphere builds welfare and improves student learning performance.