TLs form alliances in schools by being visible and demonstrating their purpose. They are the "information managers" in the context of the school. By identifying the training and development needs of their colleagues, TLs can provide help and support where it is needed. Law and Glover (2000) discuss the importance of teams having a "common task" and of recognizing the "complementary contributions" members make to shared goals (p. 4). TLs who manage their time in order to allow time for training and supporting their colleagues (p. 6), who build relationships and demonstrate understanding and cooperation (p. 14) are better able to lead teams.
I agree that the personal qualities of empathy, warmth, and good communication skills enable TLs to build effective teams. Law and Glover (2000) also mention genuineness and concreteness and the importance of sharing the school ethos (p. 15) as necessary ingredients in building effective teams.
Reference: Law, S. & Glover, D. (2000). Leading Effective Teams. In Educational Leadership and learning: practice, policy and research (pp. 71-86). Buckingham, England: Open University Press
