I want to be a Headteacher. There, I’ve said it. I didn’t always want to be a Head. In fact I didn’t used to want to be a senior leader, or even a teacher. What I wanted to be was a journalist,but a proposal for an MA that straddled the domains of History and Literature put paid to that when both the BA and ESRC wrote to tell me that the other would be the ideal people to give me a grant for that (not bitter, honestly!!!).
And so the lure of an extra year as a student, funded by the taxpayer on a PGCE course, led me to apply for a teaching qualification late in the summer of 1995. I was bloody lucky. I had northern teacher training providers listed alphabetically to call about places on English or History programmes and got my first and only ‘yes’ from York University. But still I only wanted to be a journalist and so I planned a career path that would see me spend five years in teaching supplemented by pro bono journalistic work, perhaps through professional newspapers and the like, en route to my dream job.
Did I say I was bloody lucky? Well, even more so than I first realised as I was taught by Chris Kyriacou and Mary Bousted and had Geoff Barton as my first Head of English on my first teaching placement. Between them they made me realise that I wanted to be a good teacher, at least before I left to write for a living. Geoff even made me revise my career plans to defer the journalism a bit more and spend a few years as a Head of Department. This would, of course, help me in my quest to be an award-winning hack.
And then I got started properly teaching as an NQT and something weird happened: I fell in love with the job. All my plans to write semi-professionally drifted away under the pressures of planning, marking and sheer bloody determination to do well. Even so, I still only had hopes for middle leadership apropos of a successful career in writing: I was just prepared to postpone the writing. Still no dreams of leadership, let alone Headship.
Years passed (sorry James Theo, as it probably feels like they are right now waiting for this post to get to the point) and I secured junior departmental leadership roles in three schools before finally landing an internal promotion to become the Head of English.
I had four wonderful years in that role before ‘the itch’ started to, well, itch and I began, by degrees, to realise that middle leadership held more frustrations than I could cope with. Don’t get me wrong, I loved the job and still think that it is the best, most fulfilling role I have ever held in a school. It’s just that it is the worst at exactly the same time: you are constantly squashed (or pulled apart) by the needs and demands of the teachers you have responsibility for and the needs and demands of the SLT you have responsibility to. I have more respect for those that have and hold this role for years and years than for anyone else in schools.
The fifth and final year of my departmental leadership role was the most excruciating of my career. I could see, and suggest, better ways of doing things than our school leaders but I could make nothing happen and found myself at odds with them even as I wanted them to take a chance on me as one of them. It was a treacherous tightrope and I walked it tentatively at times and terrifyingly at others. Journalism was forgotten by this point and the only writing I did was schemes of work, departmental policies and proposals to SLT.
Finally (or so it seemed to an ambitious me), in 2005, I was promoted to Assistant Head. I won’t bore you further with any more of the backstory but in the eight years that have followed I have become progressively more determined to make the biggest leap of all and take on a Headship. Now, with six years of Deputy Headship behind me, I’m beginning to seriously think about the role and, quite frankly, I have a lot of fears that I wanted to talk about here. The post is ‘inspired’ by two things I have recently read: John Tomsett’s beautifully vulnerable post about being Head when the results went badly and this story about the Head of Wellington Academy this morning. But it is also a post borne out of other things I have read, heard or seen down the years.
So here they are. My fears about applying for, interviewing for, securing and taking up a Headship post.
Will the right job ever come up?
To my mind, schools need to find the right Head and Heads need to find the right school. I can’t, in all conscience, be the Head of a religious school, a single sex school, an academy chain or a selective school. Nor do I want to be the Head of a school that has gained massive renown for good or bad reasons: Mossbourne and Quinton Kynaston are two Headships that have come up recently which have the “not with a bargepole” sign upon them for a first-time Headship. As a result very few Headships have come up recently within a geographical area I would be happy with. What if they never do?
Will a real Headship ever come up which isn’t aimed at second-time Heads?
As more and more schools go down the Executive Headship model it seems that fewer schools are advertising for ‘real’ Headships, by which I mean a Head who has full autonomy and full accountability for the inputs and outputs of a school. Many of these real Headships are clearly looking (and pricing themselves) for those who have already been successful Heads, particularly those in London where I currently teach.
What if my application doesn’t persuade governors?
Headships are the only teaching posts in schools where the decisions about who to appoint aren’t automatically made by teachers. How honest can you be about the needs you can see from the various sources of information you have about a school advertising a Headship? I’m not one for flattery when I see gaping holes and I’m not one to hold my tongue when I see the need to speak my mind. But governors may have been reassured unnecessarily by outgoing Heads or be more keen on someone who will tinker than someone who will overhaul, even if an overhaul is needed. Is it better to promise less and deliver more? I’m not sure that I can do that. These issues have been accentuated by the decline of local authority involvement in Headship appointment and the subsequent increase in the use of recruitment consultants in the process.
How do I know if the finances at a school contain ticking timebombs?
We have certainly entered what may well be a prolonged period of relatively (if not actually) declining budgets in school funding. At the same time we have, through academisation and the cutting of budgetary red tape, entered a period of less transparency in terms of how budgets have been run in schools. Without demanding the opening up of ‘books’ to a personal accountant, how can a Headship applicant be certain that there aren’t major budgetary constraints hidden away somewhere in the fine print that will shackle their ability to bring about school improvement? It feels like a leap in the dark and yet, on a two day interview with a real focus on being interviewed and upon teaching and learning, I would want to be secure that the school was secure. Heaven forbid that I, or any other Headship applicant, gets this one wrong.
What is the quality of the current staffing, including the leadership team?
In some ways this is the least of my worries, but it is still there. I have always been a great believer that a truly effective leader (or manager if you will) can get the best out of people, even when those people have not had a history of showing their best. But getting the best out of people, rather than just chucking them off the bus and onto the scrapheap, necessarily takes time and especially so for Heads recruited externally. If a school needs to move forward quickly to avoid special measures or to move above floor targets this is a circle that needs to be squared without the luxury of time but with the necessity (for me anyway) of humanity.
What about those accountability measures?
Ofsted seem to be recognising that new Heads need time to run their school rather than be looking over their shoulders to an imminent inspection. That is welcome and I hope it comes to pass that schools with new Heads get the same exemption from inspection as Free Schools currently receive. That leaves exam results to worry about (and let’s face it, any Ofsted exemption can be overturned in the face of poor exam results). Whilst accepting that exam results, and the consequent league tables, are part and parcel of being a Head, the floor targets (currently at 40% 5A*-C including English and Maths but soon to rise to 50% despite the possible changes to accountability mechanisms undergoing consultation) are the floor targets. They have a massive impact on school reputation and therefore upon student numbers and therefore upon school budget. New Heads mustn’t shun struggling schools but there is a perverse incentive to avoid schools with high proportions of low ability students on entry, because keeping your head above water (no pun intended) is hard when faced with the blunt indices of fixed thresholds. And even though Ofsted suggest that progress is as important a measure as floor targets, try telling that to anyone who reads a newspaper on the day the league tables are published.
What if what has worked for me in one context doesn’t work in another?
I genuinely try not to worry about this and with some success. Having worked as a Deputy Head in two very different schools in very different contexts I’ve already learnt this lesson the hard way. I hope that I have learnt it well enough to ensure that I don’t even try and transfer what works at my current school into a new Headship. Of course there will be features borne out of philosophical commitment that I would like to see if I can take with me, but I’m happy enough to start anew if that is what is required. Finding the pulse of a new school should be enough to get the heart of any school leader racing: heart transplant is definitely not the answer.
What if I’m no good at it?
I suppose that this, above all other worries, is the one that concerns me most. I have been very lucky ever since I entered this wonderful profession and no more so than as a school leader. I have worked as SLT in two schools, both of which have found themselves on an upward spiral of increasing results, improving esteem (self and other) and with a commitment to doing things right, with teaching and learning at the heart of their improvements. It’s very easy, in these circumstances, to ascribe this success to the leadership of a school generally and to one’s own role in that leadership particularly. But it’s a nonsense. Quite often in these last eight years the best results have been achieved by listening, not talking, or by turning back, not ploughing on. Most notably, and a key theme running through all of my posts I hope, the transformational successes I have witnessed have come about when the teams I have worked in have drawn real leadership out of support staff, classroom teachers, middle leaders and even students themselves.
And what if empowerment of others isn’t the answer after all?
So maybe I shouldn’t worry if I am good enough. Maybe instead I should be worrying about whether I am confident enough and brave enough to continue to let go of the tight reins of control and instead invest complete trust in others. There is so much at stake for Heads that it must be very hard to trust one’s instincts. I confess that I do fear the implications of getting this one wrong. A long time ago I was in a panel deciding whether to interview candidates for an English post and one applicant had been a Head of a school that was judged inadequate: we decided not to interview that person. Although it was for all the right reasons a part of me still feels a chill when I consider myself in their shoes. Maybe if that unthinkable comes to pass I could turn my hand to journalism again, even though that once cherished dream job has long since been supplanted by the dream job I currently have.
Despite all of these fears (and with apologies to John Tomsett) this much I know…
…I still want to be a Headteacher. Finding a school, impressing enough to be appointed, handling finances, supporting staff, facing accountability, locating the pulse of a new place, being good enough in myself and being good enough to bring the best out of others are all legitimate concerns. But they are also aspects of becoming a Head of which I am legitimately hopeful, and hope is by far my favourite quality in humans and one that has served me well enough so far. In truth I am hopeful of becoming a Headteacher, and a good one at that, because of these fears and not in spite of them. I take pride in being a school leader (despite my occasional rants against the less desirable elements of leadership I see and have sometimes mistakenly shown) and I hope that by the time I retire I can take pride in achieving and serving well that one remaining leadership role that I aspire to. After all, Headship is a far more important contribution to building a better future than writing tomorrow’s chip wrappers. Isn’t it?
John Wootton
September 1, 2013
Yes Keven, it’s a different thing altogether when you are the main man! As a deputy for 11 years myself, I know I still do not carry the full weight of responsibility. It’s too late for me now, but it has to be one of the greatest jobs ever – the key to it is letting go of the responsibilities you used to have and understanding that whenever you delegate, the job will never be done as well as you would have done it!
Michael Tidd
September 1, 2013
What a fascinating, and in some ways inspiring, post. I would imagine that half the challenge behind deciding to be a Head now comes from the realisation of the many barriers, limitations and pitfalls. Once you at least have a vague idea what you’re getting into, then maybe you just have a hope of surviving that leap!
Best of luck with the search for the right place to exercise that ambition!
Paula Ward
September 1, 2013
A great post. I too felt that I would be overlooked for an existing head… It almost put me off applying for my dream job. I took the risk and got the job! A 37 year old 5ft 2 woman and a young mum – regularly told I look like a teenager and previously coming ‘second’ twice to two older candidates, both existing heads. I’d put up with the prejudiced LA Adviser ‘as a young mum do you think you could cope with the demands of headship’, and conversely being told i was too professional and business like – and didn’t come across as a parent! However, with over eight years of senior leadership experience i was confident that it was a job I could and can do. It felt right from the outset. Like you I had seen local jobs that didn’t appeal to me. I was happy where I was and only wanted to apply for something which felt right. Your posts say a lot about you as a leader. You will undoubtedly inspire and impress a team of governors – and find a school where you are right for it – and it is right for you. Good luck! Thankyou for sharing!
kevenbartle
September 2, 2013
I really enjoyed reading this. It would make an interesting blogpost in its own right. Thanks for the positive feedback and the lovely comments at the end. They are very much appreciated.
Tracey
September 1, 2013
Hi there! I am a primary deputy and have the same knd of journey as you. Two yrs ago I did not think I would be a deputy. After a year my HT supported me in applying for the Future Leaders programme. Wow! It has changed my mind as to what I am capable of now. It consists of an Induction Day, then two weekends and then two weeks in the summer hols. It is the best training anyone could ever receive. Coaching through the whole process by experienced headteachers. This year was the first year of primary candidates. Spending that amount of time with over 70 secondary colleagues is fantastic. Have a look at it. You can still apply for headship during it but you would have the most amazing support network behind you.
http://www.future-leaders.org.uk/
The selection process is rigorous – long application and an assessment day. You have to be commited to closing the gap in a challenging school.
But I know that I will be ready to take that next amazing final step in a year or so now.
Thank you for your post. Really enjoyed reading it! Tracey.
debrakidd
September 1, 2013
You go for it. For two reasons. You know what a challenge and responsibility it is – you’re no glory hunter. And secondly, because you have enormous warmth and integrity – it comes across in all your writing. Don’t hesitate and good luck!
teachingbattleground
September 1, 2013
Reblogged this on The Echo Chamber.
steve
September 1, 2013
What a great read. I’m currently as Asst Head and am going through the same sort of thought process.
About to start my 5th year as AHT (although our SLT structure effectively sees me doing what are DH jobs in many other schools) and spent a year on a ‘future heads’ development programme in the LA.
I had a DH interview last year (1st attempt) at a very challenging school but withdrew at the end of day 1 because it just didn’t feel ‘right’ – couldn’t nail down whether that was about me, the school, the combination or a more fundamental level of self doubt.
In terms of headship I have a clear vision of my values and what my school would look like, feel like and smell like but there is something within me that just says, with a young family, would it be a risk for them if things didn’t pan out? Would I be selfish taking that risk on?
kevenbartle
September 2, 2013
Get that Deputy Headship first is, I suppose, the best answer to those last questions. It’s definitely a different role to Assistantship, knowing that there’s very little between you and Acting Headship: I did two weeks of it a couple of years ago and it opened what I thought were already wide eyes.
You sound like you did EXACTLY the right thing with that interview for a DHT post. All SLT posts need to be right when there’s so little hiding place for when you get it wrong. Good luck with your future applications and thanks again for the comment.
kalinski1970
September 1, 2013
Just have to leap Keven…what I did with the advice that it is a process that you have to be honest about who you are. Communicate that and you will find the school that you fit and then you have a chance. Good luck
Jill Berry
September 2, 2013
Brilliant post, Kev. I still maintain that headship is the BEST job in a school and that if you have the right temperament, you will find joy in it – and immense satisfaction, despite (or perhaps even because of?) the pressures. Your posts tell me that you have the temperament, the good judgement and sense of moral purpose which are essential. The temperament is a deal-breaker. The skills continue to develop over time – people skills and resilience are key, I’d say (and there’s plenty of evidence in your writing of those too).
I was a head for 10 years following various leadership roles (and I was a Head of English too) in five other schools – and I’ve experienced the range of state and independent, comprehensive and selective, single sex and co-ed, secondary and all-through schools. (You don’t mention independent schools but I have the long barge pole ready to pass you!) Since finishing in 2010 one of the things I’ve been involved with is supporting governors with heads’ appointments. It’s all about match, and confidence. You can only be yourself, and if a gov body doesn’t appoint you (even if you feel the school is a match) then you console yourself by recognising that you wouldn’t have wanted to work for/with them anyway – if they can’t see your potential they don’t deserve you! The right school is out there. It’s good to be discriminating here, especially as you’re not unhappy in your current role/desperate to move.
I’m also doing a doctorate in educational leadership and focussing on the transition between deputy headship and headship. If you didn’t see this, have a look at the 6 min presentation from #SLTeachMeet in Edinburgh (38 mins in) on the transition: http://www.l4l.co.uk/?p=8754
And if you do see a job you want to apply for and would like to talk it through with someone at a bit of a distance, just DM me. Supporting aspiring and new heads is what I most enjoy doing now!
kevenbartle
September 2, 2013
Wow. Thanks Jill. So many lovely comments in this that I don’t really know where to start. Thanks for the offer of a chat. I may well take you up on that at some point!! Will have a look at the video later as am about to drop Millie off. Take care and thank you again.
kevenbartle
September 2, 2013
Just watched it after all. Lovely visual images on the slides and some messages that reflect what I was thinking when I wrote the post. I would love to see some more of your research when it is available and if you are happy to share it.
Jill Berry
September 2, 2013
Absolutely. Should finish the data generation by Feb and will then be pulling together the analysis/finishing off writing in time to submit in the autumn. But have done a lot of reading/thinking already so would be happy to have a conversation at any point. It is fascinating stuff!
DrMacBatts
September 2, 2013
Come and be a UTC Principal. A blank canvas. I’m scared and excited all at the same time!!
The Decorated Feline
September 2, 2013
Hi Keven,
Great post, and summed up almost exactly the thoughts I had about teaching initially too. I’m now starting my third year as a head (Jill was involved in my appointment!) and it is the best job in the world; stressful sometimes, yes, but thrilling. I’ve just got in from our first full day back, and the buzz I get from seeing a positive and excited staff team (including now a number of my own appointments) can’t be matched. Go for it!
Gwen
Maureen Andrews
September 8, 2013
Hi Kev I’m late on this one. Like Jill I believe headship is the best job in the world. We’re in challenge circumstances and reaching floor etc is tough BUT despite the manic ness, the constant working (sometimes!) and the huge accountability I WOULD not do anything else. Worries about being distanced from the children I just don’t. I teach and I also have 500+ children who rely on me to make a difference. My days are surrounded by kiddies. The right school is key but don’t let that hold you back as well. Sometimes you can know too much. Both my schools have had huge hidden challenges I hadn’t known about and had I known I wouldn’t have taken them, yet both have been my ‘spiritual’ home. I never thought I could find another like my first headship and thought I’d be a bit more dispassionate about my second but totally fell in love with the place and I’m going no where. You’ll be an amazing head who will make a huge difference to the lives of the children and staff. Headship needs you. So I agree with Gwen Go for it!
Ian Duffy (@ianduffytweets)
September 10, 2013
For what it’s worth Keven, I’d recommend being bold in your analysis at interview as and when it arises. When my governing body was recruiting recently for a new head to follow the long-time incumbent at the same time as converting to an academy, we were looking for thoughtful insight and a willingness to be radical. The answers did split the interview panel, but that gave us the opportunity to question what it was that we really wanted and needed. And yes, we appointed a first-timer!
Good luck.
kevenbartle
September 10, 2013
Thank you. It was good to hear this. To be honest I think that I couldn’t (or wouldn’t) be anything less than bold on interview, but from past experience I think I perhaps am too bold in the application letter. Might save the boldness for the time when I can respond to any concerns arising from it.
Thanks again.
Kev