Supporting the leadership pipeline in schools and across the system

High performing schools rarely happen by accident. Behind sustained school improvement is usually a deliberate effort to identify, support and grow future leaders.

For principals and system leaders, the strength of that leadership pipeline can shape not only the future of a single school, but the capability of an entire network.

According to Dr Ryan Dunn, Senior Lecturer at the University of Melbourne, now that schools and systems are developing a clearer understanding of middle leadership, the next challenge is more intentional: how do we actively develop and support these leaders?

Looking beyond the school gate 

Leadership development does not stop at the edge of a school boundary.

Dr Dunn recalls working with the Central Highlands area in the South West Victoria Region prior to the pandemic. When he returned to the network years later, some of the middle leaders he had worked with had progressed into principal and assistant principal roles. Those same leaders were now mentoring and supporting the next generation of middle leaders.

This compounding effect demonstrates how local investment in leadership capability can strengthen an entire region over time.

While some school leaders worry that developing staff too effectively may lead to them leaving, Dr Dunn argues that movement through the system can be a sign of systemic health.

“It’s actually a good thing. Not because we want to lose them, but because it’s strengthening the system and we’ve got to be safe enough in the knowledge that we can actually cultivate the next level of middle leaders,” Dr Dunn explains.

Schools that deliberately grow leadership capability contribute to a stronger profession, broader expertise and more sustainable improvement across the system.

Redefining the sphere of influence 

To maximise the impact of middle leaders, principals and other senior school leaders should recognise that these roles sit directly within their own sphere of influence.

School improvement often moves through a chain of capability:  

• Principals build the capability of middle leaders, middle leaders support teachers, and teachers influence student learning outcomes.

This relationship positions middle leaders as one of the most important levers available to school leaders seeking to improve teaching practice at scale.

When senior leaders invest intentionally in their middle tier, the impact extends far beyond individual classrooms. 

Servant and system leadership orientations 

Dr Dunn’s research identified two leadership perspectives commonly seen in highly effective principals. 

Servant leadership orientation  

This mindset focuses on removing barriers for prospective and current middle leaders.

Rather than adding responsibility without support, principals work to remove operational obstacles, administrative pressures and competing demands so that middle leaders can focus on improving classroom practice and supporting teachers.

The principal becomes an enabler, creating the conditions for leadership to succeed. 

System leadership orientation  

This broader perspective recognises that leadership development is not only a responsibility to one school, but to the wider profession.

Leaders operating from this mindset intentionally develop high-potential staff, even when there may not be an immediate promotional opportunity available within their own setting. 

Some schools knowingly create a surplus of leadership capability, recognising that these leaders may eventually move elsewhere.

Rather than viewing this as loss, they see it as strengthening the system.

“If I can produce really high-quality middle leaders, and if I don’t have a position for them and they go to a school down the road, that strengthens the system,” Dr Dunn says.  

Creating the conditions for leadership growth 

Turning leadership intent into meaningful outcomes requires schools to create environments where leadership capability can emerge and thrive. Dunn shared that high-performing schools and systems share four key enablers: 

1. Identifying hidden leadership potential

Educational systems rarely suffer from a genuine shortage of talent.  

More often, potential goes unnoticed. Schools can unintentionally prioritise confidence, visibility or exceptional classroom performance while overlooking staff with strong relational influence, professional credibility and the trust of colleagues.  

Leadership capability is its own skill set and the future middle leader is not always the loudest voice in the room. 

2. Deep knowledge of staff 

Finding hidden leaders requires principals to know their people well.

Many high-performing teachers do not actively pursue leadership opportunities. Some are naturally reserved. Others see public speaking, administration or increased visibility as barriers rather than opportunities.

In the Australian context, a cultural reluctance to openly pursuing leadership can make this even more pronounced.

Leadership identification is deeply relational work and senior leaders therefore need to understand what motivates staff, what they aspire to and where they see themselves in the future. 

3. Grant genuine autonomy 

Leadership capability cannot grow under constant oversight.

Once potential is identified, emerging middle leaders need opportunities to make decisions, lead improvement work and influence practice.

Authentic responsibility, supported by trust and a strong professional safety net, helps teachers move from a classroom mindset toward broader leadership thinking. 

4. Removing structural barriers  

Schools also need to consider whether traditional leadership structures are unintentionally limiting who can participate.

The assumption that middle leadership must always sit within a full-time position may exclude highly capable staff balancing family responsibilities, flexible work arrangements or other commitments.

Flexible leadership pathways, co-leadership models and part-time opportunities may allow schools to access a broader pool of talent while creating a more diverse and resilient leadership pipeline.

Dr Dunn notes that while women make up a significant proportion of Victoria’s school workforce, this representation is not always reflected consistently across leadership pathways and positions. Creating more flexible leadership structures may help remove barriers and open opportunities for talented educators who might otherwise opt out of progression.

As schools continue investing in leadership capability, the challenge may no longer be finding future leaders. Instead, it may be creating the conditions that allow them to emerge. 

This content is based on an interview with Dr Ryan Dunn, Senior Lecturer at the University of Melbourne, and the supporting resource below. Dr Dunn specialises in teacher professional learning, and his international research and practical work focus on improving educational outcomes through effective leadership and evidence-informed teaching strategies. 

Supporting resource

Ryan Dunn & Pauline Thompson (30 Jan 2026): Examining principals’ practices for identifying and nurturing middle leadership, Professional Development in Education.