Roles

The supervisory approach is the way teams have been traditionally structured - in schools for example, that is, the classified leadership team such as the Principals, Deputy Principals and HODS leads all teams across the school. By using this approach, Principals, Deputy Principals and HODS may be the team leaders of developing performance conversations. However, these conversations are not limited to the leadership team - other members of staff could be engaged with their colleagues.

How does the supervisory structure work?

The supervisory structure of leadership is generally more of an autocratic style - in which the power to make decisions and issue directives is limited to a certain number of individuals. They have the task of setting the standards and culture within the workplace - and can influence other employees to share the same vision, as well as act as role models.

This approach is most often seen in a high school setting, where there is a larger and more diverse range of subject areas, each with their own set of challenges. The supervisory structure also allows for more accountability. This is critical in a high school setting where students have a greater amount of autonomy.

Although the leadership is much more structured in the supervisory approach, there are still opportunities for team leaders to empower their employees by providing leadership opportunities.

The collegial approach is one in which leadership is distributed - that is, other employees that are not necessarily in positional leadership roles take on a team leadership role, outside of the traditional Principal or Manager. By using this approach, other employees throughout the workplace would have the opportunity to lead teams through their developing performance conversations.

How does the collegial structure work?

Collegial team structures don't have to be brought together via year level groups as outlined in the primary school example above. Using collegial team structures you can bring people together in many ways. This includes bringing people together who have:

• similarities around workplace priorities;
• similarities with areas of development;
• a common subject focus, for example, the group may have an early childhood focus in a primary school, or a maths focus in a high school; and
• positive pre-existing relationships.

Team members may feel more comfortable being in a team where positive relationships are already established, and where they are given choice about the team they work with mentoring relationships such as beginning staff members with experienced staff members.

A team leader within a collegial approach can be:

• outside of the traditional supervisory model, for example, a teacher in the school context or a public sector employee in the central, regional and district office context;
• selected by school leaders or managers. This might be a person who already displays natural leadership qualities;
• nominated by the whole staff; or
• elected by team members.

When structuring teams that support effective developing performance conversations, a team of six to eight individuals is most suitable. A capable team leader needs to be identified to lead each team through the developing performance process and facilitate effective conversations with their team members. It is essential to carefully consider the capabilities of each individual before determining team leaders.

The Principals' Capability and Leadership Framework details core leadership elements through identified knowledge, skills and behaviours required to lead an explicit school improvement agenda.

The Queensland Public Service Capability and Leadership Framework demonstrates capabilities required of public service employees at all levels, across all agencies and departments. The CLF does not apply to teachers and school leaders.