Over the last academic year, the DfE has invested significant resources into ensuring that there are relevant training and qualifications available for new leaders. With an explosion of new leaders within the last 2 years (at least in part due to experienced leaders retiring or stepping away from leadership due to Covid and the pandemic), many schools and colleges have found that they have a ‘leadership gap’. This gap has been created as a result of existing leaders sitting at the opposite ends of a spectrum of experience: leaders with significant experience are either close to retirement or stepping back into teaching roles (with 1 in 3 leaders leaving leadership roles within 5 years of being appointed), and freshly appointed leaders have not yet accrued significant experience.
With this in mind, the DfE redesigned and developed a raft of new National Professional Qualifications designed to give leaders an understanding of the theory which underpins effective leadership, as well as the practical skills to effectively lead teams, departments and people.
As effective as these qualifications have been, they are often 12–18-month courses, potentially leaving an additional gap in skills. So, what are the practical skills and situations all leaders should receive training on? What should new leaders prioritise to support their development?
Delegation
Whether gaining a first leadership role in a new setting, or through promotion, the inherited in-tray is likely to be stuffed with tasks left over from a previous leader, as well as any immediate concerns (and this is before starting to make the changes that you would like to make). The first order of business then, is to effectively delegate tasks to suitable members of the team. Often, new leaders have been pace setters within the teaching team they were previously part of – as impressive as this can be, continuing this trend into leadership can often lead to missed deadlines (through seeking perfection) and even burnout. Knowing who to delegate to (and, just importantly, when to delegate) is vital. A priority job on gaining the role should be to identify the strengths and experience of the team, as well as a 1-2-1 discussion around their interests and passions in relation to the role and begin to utilise the expertise you have at your disposal.
Holding Others (and yourself) Accountable
A key part of delegating and getting the day-to-day jobs completed is holding individuals (and teams) to account. Many new leaders find this a balancing act between ensuring solid relationships are built within a team and also making sure that tasks are completed on time, to a good standard. A key ingredient here is making sure that communication is effective: what needs to be done? Who will do it? When is the deadline? Is there anyone else from across the setting who is/ needs to be involved? Does the task require a specific method of completion? Effective communication is vital – always follow up a request or instruction with all of the relevant details in writing, and make sure those to whom you delegate are aware of what ‘successfully completed’ looks like. Remember also that, as Mary Myatt states in her excellent book ‘High Challenge, Low Threat’, sometimes ‘done is better than perfect’.
Difficult conversations
Successful delegation has occurred, you ‘ve communicated all expectations, but the task has not been completed to the relevant standard. Worst still, this is not the first time this has happened. After consideration, you feel a conversation needs to be had with the member of staff. So, what are the steps to take? Timing is vital – complete this conversation at an appropriate time, as early in the week as possible (to head off any ill-feeling before the weekend). When in the meeting, introduce the issue and detail a specific example (giving your feelings on the issue, what is at stake and why it is important). How does the issue involve you? Detail this, indicate your wish to resolve the issue and then welcome any feedback. The important thing to do here is to make sure you are communicating facts, and not emotions.
Developing Others (and yourself)
This is vital. How are you helping your team to develop? How are you continuing your own professional development? Find out what makes the individual members of your team tick – what are they passionate about? What area would they like to improve (in the team, your setting and in themselves)? If you can facilitate this, and support the personal growth of your team, you’ll create an effective team who will work for each other, and for you.