Okay, I hope this makes sense…. I can get carried away with flowcharts
( for anyone interested I made my flow chart on Canva – there are a heap of options search for mind map in the templates)
In my flowchart, I have concentrated on the organisation as a whole. I have Identified that schools have somewhat of a distributed leadership model as all parties play some leadership role within the organisation. Schools are complex organisations ( Harris 2014) and schools often cannot operate unless all staff take on some form of leadership – whether it be through extra programs or faculty leaders. Principals, through instructional leadership, allow for the mobilisation of expertise within the teacher cohort ( Harris 2014) this is why I have included distributed leadership as an overarching theme in the school context.
I believe TLs are on the same level as head teachers as they often share the same responsibilities. I know that I in my role, I have expectations that place me in the same field as a head teacher in regards to running a faculty, budget resources etc – however, we are still seen on a classroom teacher level, therefore, the relationship is transactional due to the nature of painting the normal flow of operations ( Ingram 2019). I have placed TLs and Headteachers on the same level as they do have the same role as each other. However, the relationship between TL and the principal is a little bit more complicated and looks more transformational coupled with transactional features, there are opportunities for the principal to provide support to the TL to create the direct change needed to answer general capabilities across KLA’s ( Wiesberg 2020) this is why I feel that most interaction for a TL within a school context looks more transformative in nature then any other leadership style – this is due to the TL’s unique position and ability to work effectively across KLA’s to implement processes.
In this flowchart, i have also included wellbeing in the form of year advisors as a key player in the leadership process. I know for myself ( and I know that this my only apply to my school context) but i work heavily with wellbeing in order to provide a safe space for students. School libraries are in a unique position to provide effective wellbeing policy to students (Merga 2020) and TLs often work directly with wellbeing staff to ensure the wellbeing of all students (Merga 2020).
References
Harris, A. (2014, September 29). Distributed leadership. Teacher Magazine. https://www.teachermagazine.com.au/article/distributed-leadership
University of Washington. (2015). 4 dimensions of instructional leadership. Center for Educational Leadership. https://info.k-12leadership.org/hs-fs/hub/381270/file-2563776150-pdf/documents/tools/UWCEL-4D-Smart-Card-V2.0.pdf
Ingram, D. (2019, February 4). Transformational leadership vs transactional leadership definition. Hearst Newspapers: Small Business. http://smallbusiness.chron.com/transformational-leadership-vs-transactional-leadership-definition-13834.html
Weisburg, H. K. (2020). Leadership: There is no other option. Synergy, 18(1). https://slav.vic.edu.au/index.php/Synergy/article/view/369/364
