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Bigger size, different challenges?

IMG_0529.JPGI was recently reminded by the ‘new Head of English’ of the specific leadership challenges of schools that are large and diverse. With the advent of super-sized education providers as a ‘system’ organisational solution I began to wonder what it means to a new middle leader and whether thinking more about this may be prudent.

This new middle leader pointed me toward literature and the following quote which further stimulated my thinking.  Thomas Hardy said: “there is a size at which dignity begins and one at which ghastliness begins.” He wasn’t talking about modern educational organisation, but you would be forgiven for thinking he was.  Size doesn’t have to be ‘ghastly’, but there are definitely some things not to forget when leading large educational organisations in order to get the best from the advantages of larger size.  The following provide the ‘skeleton’ I would offer all middle leaders but especially those that find themselves responsible for large numbers of staff and students.

We know that effective change can only occur when people share and understand the common vision. At the very least it’s important that a middle leader as well as a Head teacher can let staff know which direction within the school vision they are heading in. Change breeds uncertainty, so it’s important that staff know their philosophy from the outset. People perform better with clear goals and expectations and students benefit from a team that’s ‘in the know’.  However this provides a challenge for many new to leadership of large faculties or large pastoral teams. The focus on communication and supporting systems has to be firm.

So that things are not ‘lost in translation’ keep things simple. Consistency is born of simplicity. The Ten Commandments, the Green Cross Code or even the rules of ‘Fight Club’; simple and memorable but apparently you’re not supposed to talk about that last one. Take data for example: it doesn’t have to be a maze of different outcomes for different cohorts. It really is just about knowing the students who are underperforming in a class or across the faculty. Underachievement is still underachievement whether you are disadvantaged, FSM, SEND or EAL or none of the above.

Finally of course strategies, systems and initiatives are useless… unless you can convince staff to buy into them. People need to know that you care about them. Take the time to talk to them and actively listen to them.  However many there are. Leading a department isn’t just about making colleagues’ lives easier, it’s about providing them with the platform to feel valued and deliver results that will instil a deeper sense of pride and make a difference to children’s lives.

So actually the advice is the same for all new leaders. Large or small schools/organisations!

Lynne Ackland, Head Teacher, Heaton Manor School

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