Ten lessons in leading challenging schools, as taught by Future Leaders
In three years at The Future Leaders Trust (TFLT) I have been fortunate to visit scores of “challenging” schools and to work with hundreds of inspirational school leaders. Each has brought their own experiences and perspective, but all have been united by a shared commitment to transforming schools and closing the achievement gap – a commitment I will always share.
As I leave TFLT to take up post as Director of Southwark Teaching School Alliance, I can think of no better tribute to the incredible leaders I've worked with than to capture and share some of what they’ve taught me. There are no great revelations here. As is often said, improving schools isn’t rocket science; it’s about simple things done consistently and well. The challenge is that that simple isn’t necessarily easy!
Lesson 1: Great leadership starts with a compelling vision and values
The most powerful leaders are driven by a moral purpose and passion that recognises and addresses the needs and aspirations of every child. They lead schools where high expectations for the academic, personal, social and cultural development of children are at the heart of everything they do. They walk the talk.
Lesson 2: Great leaders are those who are able to break down their vision into specific objectives and empower their staff to drive them forward
Vision and values alone are not enough; leaders must be equipped with the knowledge, skills and attributes needed to bring their vision to life, particularly through empowering their staff. They inspire followers.
Lesson 3: Great leaders invite challenge – from their teams, governors and external sources
Far from being afraid of challenge, successful leaders welcome and encourage it, equipping those around them to ask difficult questions that will deepen their thinking and enhance their practice. They are humble.
Lesson 4: Great leaders use evidence and challenge orthodoxies
They do not uncritically accept the latest initiatives, but use evidence to identify what is right for the children and communities they serve. They do not fear mistakes, but learn from them and evaluate all they do. They are courageous.
Lesson 5: Great leaders understand the importance of looking after themselves and their staff, as well as their pupil
They recognise that burnt-out leaders and staff do not serve their pupils well and that “doing whatever it takes” to improve pupil outcomes need not be at the expense of the wellbeing and families of those employed in their schools. They find ways to nourish and reward their staff and themselves, maintaining a healthy balance between the needs of the school and life outside. They are compassionate.
Lesson 6: Great leaders collaborate
They look beyond their school or multi-academy trust, seeking to share and co-create – as well as magpie – effective practice, so that more children, communities and the wider system can benefit. They are generous.
Lesson 7: Great leaders come in all shapes, sizes and MBTI types
They don’t have to be a big-personality, charismatic “hero head” to be successful in turning round a school. They don’t even have to be brilliant at everything on the job description. Old or young, male or female, extrovert or introvert, they most need a clear vision and the ability to build a strong team around them to deliver it. They are authentic.
Lesson 8: Women have to work harder than men to secure promotion and be considered a success
Women who are young and / or BAME and / or want to combine family and career have to work harder still. As a result, women are underrepresented at headship level. BUT,
Lesson 9: It is possible to break through the glass ceiling
In 2014/15 and 2015/16, more than 50% of those TFLT supported to headship were women. This was largely down to the talent of the women on our programmes, but our women into headship training, mentoring, coaching and shadowing provided some with the extra boost needed to believe they could break through the ceiling to headship and to do it.
Lesson 10: Above all, effective leadership can be learned
Some are born great, but more often successful school leaders achieve greatness through hard work, perseverance and commitment to their personal development.
It has been a joy in my time at TFLT to witness the transformation of participants across our suite of programmes as they have honed their leadership competencies and mastered the practical skills needed to succeed. They make me optimistic about the capacity that exists for the growth of great leadership in our schools.
They have demonstrated again and again how great leaders make great schools and great schools change lives. I feel very privileged to have been able to contribute to their development and share in their ups and downs. So, here’s to all the humble, courageous, compassionate, generous and authentic Future Leaders, who walk the talk, inspire followers and secure better futures for our children.
As I leave TFLT to take up post as Director of Southwark Teaching School Alliance, I can think of no better tribute to the incredible leaders I've worked with than to capture and share some of what they’ve taught me. There are no great revelations here. As is often said, improving schools isn’t rocket science; it’s about simple things done consistently and well. The challenge is that that simple isn’t necessarily easy!
Lesson 1: Great leadership starts with a compelling vision and values
The most powerful leaders are driven by a moral purpose and passion that recognises and addresses the needs and aspirations of every child. They lead schools where high expectations for the academic, personal, social and cultural development of children are at the heart of everything they do. They walk the talk.
Lesson 2: Great leaders are those who are able to break down their vision into specific objectives and empower their staff to drive them forward
Vision and values alone are not enough; leaders must be equipped with the knowledge, skills and attributes needed to bring their vision to life, particularly through empowering their staff. They inspire followers.
Lesson 3: Great leaders invite challenge – from their teams, governors and external sources
Far from being afraid of challenge, successful leaders welcome and encourage it, equipping those around them to ask difficult questions that will deepen their thinking and enhance their practice. They are humble.
Lesson 4: Great leaders use evidence and challenge orthodoxies
They do not uncritically accept the latest initiatives, but use evidence to identify what is right for the children and communities they serve. They do not fear mistakes, but learn from them and evaluate all they do. They are courageous.
Lesson 5: Great leaders understand the importance of looking after themselves and their staff, as well as their pupil
They recognise that burnt-out leaders and staff do not serve their pupils well and that “doing whatever it takes” to improve pupil outcomes need not be at the expense of the wellbeing and families of those employed in their schools. They find ways to nourish and reward their staff and themselves, maintaining a healthy balance between the needs of the school and life outside. They are compassionate.
Lesson 6: Great leaders collaborate
They look beyond their school or multi-academy trust, seeking to share and co-create – as well as magpie – effective practice, so that more children, communities and the wider system can benefit. They are generous.
Lesson 7: Great leaders come in all shapes, sizes and MBTI types
They don’t have to be a big-personality, charismatic “hero head” to be successful in turning round a school. They don’t even have to be brilliant at everything on the job description. Old or young, male or female, extrovert or introvert, they most need a clear vision and the ability to build a strong team around them to deliver it. They are authentic.
Lesson 8: Women have to work harder than men to secure promotion and be considered a success
Women who are young and / or BAME and / or want to combine family and career have to work harder still. As a result, women are underrepresented at headship level. BUT,
Lesson 9: It is possible to break through the glass ceiling
In 2014/15 and 2015/16, more than 50% of those TFLT supported to headship were women. This was largely down to the talent of the women on our programmes, but our women into headship training, mentoring, coaching and shadowing provided some with the extra boost needed to believe they could break through the ceiling to headship and to do it.
Lesson 10: Above all, effective leadership can be learned
Some are born great, but more often successful school leaders achieve greatness through hard work, perseverance and commitment to their personal development.
It has been a joy in my time at TFLT to witness the transformation of participants across our suite of programmes as they have honed their leadership competencies and mastered the practical skills needed to succeed. They make me optimistic about the capacity that exists for the growth of great leadership in our schools.
They have demonstrated again and again how great leaders make great schools and great schools change lives. I feel very privileged to have been able to contribute to their development and share in their ups and downs. So, here’s to all the humble, courageous, compassionate, generous and authentic Future Leaders, who walk the talk, inspire followers and secure better futures for our children.
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