Purpose: The article asserts that systems thinking and its concurrent organizational processes are central organizing structures in schools, yet "hide in plain sight" and are therefore underexplored and underutilized in leadership theorizing. Design/methodology/approach: By exploring the theoretical literature concerning school organization and leadership, tensions and contradictions within the literature are surfaced. The article examines and critiques distributed leadership theory and provides new directions for thinking about leadership practice based on school organization literature. Findings: Recent work (Kruse and Johnson, 2017; Murphy, 2015, 2016) suggests that schools are far too complex to be led and managed by a single dedicated leader, yet the practice of leadership remains largely reified within the literature (Bryk "et al.," 2015), Insofar as leadership theory relies on narratives derived from and about work of "the" leader, it ignores the larger system. A contrasting literature is that of distributed leadership (Gronn, 2000; Spillane, 2006). Yet, even within that literature, the focus remains on interpersonal interactions and conjoint actions concerning school operation. While not dismissing the importance of leadership as a theoretical and practical construct, thinking about leadership as less a property of individuals and more a variable within effective organizational practice holds promise for the study of educational leadership. Originality/value: This article extends the existing literature by suggesting how systems processes and structures serve school leaders in addressing the leadership demands of fostering continuous (rather than episodic) change, processing information and creating contextual local knowledge with the potential to enhance school outcomes.