One role, many layers

A blog for School Aged Care leaders  

In the fast-paced world of School Aged Care, leaders are often said to "wear two hats": one for operational management, and one for educational leadership. But what if it's time to rethink that metaphor? 

Rather than switching roles, what if we saw leadership a single, layered practice, rooted in relationships, pedagogy, and wellbeing? 

Leadership Isn’t About Hats - It’s About Layers 

The ‘two hats’ image implies compartmentalisation. But authentic leadership is layered. Leaders don’t switch between tasks so much as merge them together. They hold rosters alongside the emotional climate of the team, balance vacation care planning with child-led pedagogy, and navigate feedback conversations in the same breath as professional reflection. At the same time, they advocate with a pedagogical voice that threads through each of these responsibilities. 

These aren’t separate tasks. They are integrated moments that build a culture of care, connection, and quality. 

Wellbeing is not extra - it’s essential

As ACECQA's Educational Leader Resource notes, effective leadership fosters a positive culture.  This is only sustainable when wellbeing is foundational, not an add-on. 

A wellbeing-oriented leader: 

• Builds psychological safety and trust 
• Models curiosity and reflection 
• Holds space for complexity and growth 

When wellbeing is embedded, leaders can: 

• Navigate conflict with compassion 
• Plan with responsiveness, not reactivity 
• Support educator agency and voice 

From Hat-Switching to Holistic Leadership 

Some reframes to consider: 

Leading with Needs Literacy, Not Over functioning 

Every person - educator, child, young person, or leader- has five Cups representing their five basic human life needs: Connection, Safety, Mastery, Freedom, and Fun. These needs are dynamic, with Cups filling and emptying throughout the day in response to changing contexts, relationships, and the unique skills and strategies each person has developed to meet their needs / fill their Cups.  

In wellbeing-centered leadership, it’s important to remember we are not responsible for filling someone else’s Cups for them (Phoenix & Phoenix, 2022). But we are responsible for creating the kinds of environments, relationships, conversations and systems where others are more likely to have their needs met / Cups filled.  

This aligns with Self-Determination Theory (Ryan & Deci, 2017), which identifies three core needs: 

• Autonomy - feeling self-directed 
• Competence - feeling capable 
• Relatedness - feeling connected and valued 

Leadership is not about meeting these needs for people, but creating space where these needs are respected and supported. 

Needs-Literate Leadership in Practice 

Practice Ideas 

• Ask “What do you need right now?” or “What’s feeling unmet? 
• Weave Phoenix Cups into conversation: 
• Which Cup feels most full? Most empty? 
• What helped fill your Cups today? 
• What Cup does our workplace often impact? 
• What daily rituals top up your Cups? 
• Protect team member autonomy by offering choice and voice in tasks and PD 
• Replace fixing with curiosity, co-reflection, and support 

Reflective Questions for Leaders 

• How am I bringing a wellbeing lens to leadership decisions? 
• Where do I feel aligned or divided in my role? 
• What does layered leadership look like in our service? 

Seeing the Dual Role Through a Pedagogical Lens 

Being an Educational Leader isn’t a separate hat - it’s a pedagogical lens that shapes every decision. When we lead with this mindset, the everyday responsibilities of service leadership become opportunities to deepen quality, wellbeing, and connection. 

For example, 

• When building rosters, you’re supporting continuity and relationships, ensuring children and young people are welcomed by educators who know their strengths and cues. 
• When supporting behaviour guidance, you coach through curiosity using strategies like ‘say what you see, ask a question’ or ‘connect before correct’ to shift the focus from control to compassion, and help educators explore the unmet needs that may be showing up through young people’s behaviour. 
• When meeting families, you create space to listen deeply, to honour cultural wisdom, goals, and insights - allowing these contributions to meaningfully shape your curriculum.  
• When working with schools and community, you advocate for environments that honour children and young people’s voices and developmental needs. 
• When leading team meetings, you go beyond updates to nurture reflective dialogue, invite story-sharing, and alignment on a shared pedagogical vision - one that moves beyond a schedule of activities and becomes a thoughtful, child-centred approach to supporting wellbeing, agency, and meaningful engagement. 
• When shaping your environments - often assembled and packed down each session - you’re walking alongside educators asking, ‘What message does this space send about children’s rights, identity, and belonging, even in its temporary form?’” 
• When implementing policy, you bring it to life, ensuring it reflects not just compliance, but your service’s philosophy and ethical stance, with the best interests of children and young people in mind. 

This isn’t about ‘fitting in’ educational leadership - it’s about living it. 

You don’t need to split roles to lead well. Integration brings clarity, purpose, and impact. 

Because in School Aged Care, educational and operational leadership don’t compete - they align to drive quality, connection, and culture. 

Practical Strategies for Integrated Leadership 

1. Make Wellbeing Visible in the Everyday 

• Open meetings with relational check-ins 
• Use the Phoenix Cups Framework to explore individual and team needs 
• Acknowledge emotional labour in reflections 

2. Lead Reflectively and reflexively 

• Pause before decisions: Whose needs are we responding to? 
• Seek team input early in planning 
• Journal or peer-reflect to notice patterns 

3. Design Supportive Systems 

• Include pedagogical and wellbeing goals in QIP 
• Map shared responsibilities  
• Use  My Time Our Place V2.0  to ground operational choices  

QIP Connections 

Potential QIP Goal: Strengthen integrated leadership by embedding a wellbeing-focused approach across management and educational leadership. 

Strategies May Include: 

• Develop a team ‘Cup Filling Plan’ 
• Incorporate wellbeing into professional conversations 
• Embed collaborative in leadership practice

Final Word 

Leadership in SAC is complex, layered and deeply relational. Let’s retire the ‘two hats’ metaphor and instead, let’s lead with one role, many layers - where wellbeing, pedagogy and operations sit side by side. That’s how we lead not just effectively, but sustainably. 

At Phoenix Support for Educators, we’re here to support your shift in practice through meaningful professional conversations. Our coaching, mentoring, and leadership circles are tailored to meet you where you’re at - and to walk alongside you as you grow. Whether it’s co-creating reflective tools, facilitating workshops, or contextualising your QIP goals, we’ve got you.