I have learned a lot in a short space of time during my first year of headship last year and into my second year this term. I’ve developed my knowledge and understanding of school budgets, I know a lot more about the importance of working positively with governors and I have improved the way I measure the impact of school improvement priorities.
All unquestionably important aspects of headship and all of which require a great deal of work, planning and focus. However, I have been thinking recently about what other people perceive the role of a head to be, whether or not these assumptions are accurate, and whether my behaviour at school reinforces stereotypes of headteachers.
I have come to realise that staff, students and parents all have differing views on what a headteacher actually does, but there are definitely some common themes.
I am conscious of being locked away in my office too much and even when I have a heavy day of meetings scheduled I make sure that I get out at break and lunch time to mix with students.
It is important for me to be a visible presence around the school. As a result I think students are largely oblivious to the aspects of my job that sometimes keep me behind a desk and they now expect to see me out and about during the day.
Some students would say that their perception of my role is making sure students are in the correct uniform, on time to lessons and behaving themselves around the site. I have encountered headteachers who wouldn’t dream of going out at break, picking up litter when they walk past it, or challenging students about uniform. However, for me this is important for two reasons.
First, it is a role-modelling exercise for staff; I don’t believe I can expect them to do anything I wouldn’t do myself. It is obvious to me that I cannot be a one-man uniform and litter enforcement officer so I need every single member of staff to challenge students on the basic expectations and that starts with me.
Second, students need to know that as the headteacher I take the basic school rules very seriously and that I am prepared to get my hands dirty.
I have also thought about what parents perceive my role to be. Some parents are very realistic and perceptive with regard to the role of a headteacher, others on the other hand probably hold onto the memories of their old headteacher and as a result have an out-dated perspective on what a head does.
Something parents of younger students are used to seeing the headteacher on the school gates at the start and finish of each day. I actually didn’t do a great deal of this as an assistant head, or even as deputy and with the benefit of hindsight I wish I had.
Now I am out there every day from 8am welcoming students in and at the end of the day making sure they leave safely and sensibly. This has proven to be extremely valuable in terms of the messages it sends to students, staff and parents.
By being the first person to welcome students in the morning I think it sets the tone for the day. It also sends a positive message to parents who know where they can find me first thing in the morning (not always a good thing) and it demonstrates that I take the entrance into school at the start of day as seriously as I take student conduct at lunch and break time.
Staff perception is interesting; some staff implicitly understand the complexities, challenges and pressures that come with headship, others are oblivious to what is involved.
What I have learned in the past year is that I am the only one who can influence the perceptions of headship of those around me. For all the complex situations I have to deal with as a head, of which the majority occur behind closed doors, shielded by a cloak of confidentiality, there are a host of other really simple aspects which are completely visible for all to see.
- SecEd’s headteacher diarist is in his second year of headship at a comprehensive school in the Midlands.