29 November 2024

How School Management Teams (SMT)

By Dr. Sandy Geyer

A common trait of top-performing schools is that they share a commitment to distributed leadership, characterised by internal coherence and active communication with stakeholders (Bush & Glover, 2012). Distributed leadership in schools goes beyond a principal-centered approach, fostering collaboration among teachers, staff, students, and also including governing bodies and parents. This model encourages individuals at all levels to take initiative, boosting innovation, decision-making, and both personal and professional growth.

Distributed leadership offers clear benefits, including:

• Enhanced Collaboration: School teams work more cohesively with a shared purpose.
• Improved Innovation and Decision-Making: Diverse perspectives drive creative solutions.
• Professional Growth: Teachers gain leadership experience, supporting both personal and institutional development.
• Resilience and Sustainability: A distributed leadership model is adaptable, making the school less reliant on any one individual.
• Student Leadership Preparation: Experience of distributed leadership informally through observation, and formally by means of student leadership roles are authentic, positive and engaging, which prepares students well for future leadership roles.

Yet, challenges remain in how open schools are to shared leadership models. Recent studies show that principals play a crucial role in fostering a culture of distributed leadership, particularly in the wake of COVID-19, which highlighted the need for flexible, empowered teams (Galdames-Calderón, 2023). Resistance may well arise from those accustomed to hierarchical structures. However, principals have the opportunity as the primary catalysts to bridge this gap, helping their teams evolve from School Management Teams to School Leadership Teams.

At LL4L, we’ve observed another hurdle that I have not found to be documented formally yet: leadership training is often outsourced, leaving teachers uninvolved. By contrast, our approach empowers both staff and students to engage deeply with leadership development. In cases where teachers actively participate, students and parents respond positively, fostering a more cohesive leadership culture. Resources like the Ll4L courses (Leadership Literacy 4 Life) are designed for practicality, affordability, and long-term impact.

One principal shared their experience:

“We used the LL4L communications tool with our Senior Management Team, and it proved to be a very beneficial experience. From the outset, Sandy demonstrated flexibility by tailoring the learners’ course to fit our specific needs, ensuring it was relevant and effective. The online pre-session preparation was straightforward, informative, and easy to follow, which meant that when we arrived for the in-person session, we were already well-prepared, thereby maximizing our time together. The session itself was facilitated by Nicky McGurk, who brought a wealth of expertise and a deep understanding of the material. Nicky’s ability to distil complex concepts into clear, relatable content with examples, enabled us to better understand not only ourselves as individuals, but also how we function and communicate within our team. I would recommend the LL4L tool to other SMTs within schools looking to deepen their leadership communication skills and strengthen team dynamics”.

Dr. Jennifer Wallace, Principal of Wynberg Girl’s High School, Cape Town.

Transform your SMT into an SLT and prepare your school for 2025. Contact us today to start your leadership journey and join my upcoming free webinar on Sunday 8th December. Details in the registration link here: https://us02web.zoom.us/webinar/register/WN_7CEwQ0reRwWW2ZFNfX6QiA#/registration

Yours in Leadership,

Dr. Sandy Geyer

Article References;

Bush, T., & Glover, D. (2012). Distributed leadership in action: Leading high-performing leadership teams in English schools. School Leadership & Management, 32(1), 21–36. https://doi.org/10.1080/13632434.2011.642354

Galdames-Calderón, M. (2023). Distributed Leadership: School Principals’ Practices to Promote Teachers’ Professional Development for School Improvement. Education Sciences, 13(7), 715. https://doi.org/10.3390/educsci13070715