8 Thing an Aspiring Head Should Know Before Becoming a Head

8 Things an Aspiring Head of School Should Know

?Recently, I asked some independent school heads, past heads, association directors and search consultants what they believed were seven things an aspiring head should know before becoming a head of school. As expected they provided some thoughtful insights. They also provide more than seven very important skills, values, beliefs and understandings one needs to understand before becoming a head.

?The ideas from respondents were condensed into eight essential prerequisites and an additional 41 related skills and experiences that an aspiring head would want to have experienced before becoming a head of school prepared for success.??

?1. Be clear about why you want to be a head and what a head does.

Being a head of school entails great responsibility. Knowing why you think you are ready and what you plan to achieve is essential for initial and continued success throughout your career. For many heads, the work is a calling. There is a great need to serve students, teachers, and a community. The desire to lead and influence a large community is often a driver. Successful people know what they will be expected to do. Of course, much of being a leader is knowing how to deal with the unexpected (Who was ready for a pandemic?) Aspiring heads need to know their capacity for working with adults more than children. The head is leading a business that is very different from many of the businesses parents and board members serve. Have you observed a head who finds joy in the work? What brings you joy?

?2. Know yourself.

Are you physically, emotionally, intellectually, and socially ready for the work? Do you know what kind of leader you will be? Do you know the kind of school mission that aligns with your own? Great leaders know themselves. Will the work and responsibility of a head match with who you are and what you value??Self-knowledge leads to a clarity of purpose.?Aspiring heads need to know how the position will challenge their physical, intellectual, social and emotional strengths and weaknesses. Your values will be challenged and, like all leaders, the head needs to know where the lines will be drawn and boundaries established. Courage is essential. Past experience in leadership roles is essential before becoming a head. Experienced heads universally recommend that one know what kinds of missions one is willing and able to support and those that are not good fits. This level of self-knowledge is essential for one to experience success and happiness.

3. Engage in experiences that will prepare you for success.

?Have you engaged in experiences that give you an understanding of the governance and operations of a school? Clearly, there is no one size fits all formula for being a successful head. However, people who understand that a school may be a business but does not operate or excel in ways other businesses may can do well as heads. Having an understanding of how children develop and what they need to excel in their future is important. Knowing how to relate to teachers is essential. Knowing that preschool, lower school, middle school and upper school teachers are motivated by different factors is useful. Being experienced with parents, trustees, and donors is useful for one who wants to succeed. The head who has experience with the curriculum, admissions, advancement, governance, strategic planning, security, and professional organizations is at an advantage when trying to lead a school and support people who are in those vital roles. Some aspiring heads have attended workshops for aspiring heads and others have been fortunate to have heads and mentors who have exposed them to a broad range of school leadership activities. One must know that what has worked as a division head or department head may not work once you become the head. You must be willing to adapt to the role and expectations. Ideally, an aspiring head knows when to use a range of leadership skills and styles. Experienced heads advise new school leaders to know how they will build and lead the teams. Have you had experience building a team? Team building is essential for success as a head. Having a commitment to the professional development of everyone at the school including the faculty, administration, board, and head is essential work. Heads care for the personal and professional lives of their people. While students are the center of all discussions, all other community members must be growing and developing for a school to thrive.

?4. Build and maintain supportive personal and professional networks.

One cannot lead a school alone. Having people in the school community who are good partners and supportive is essential for one’s success and happiness. Beside the school community, experienced heads and leaders know the advantage of having an external network of mentors, thought partners and friends who can be objective confidants. The different and objective points of view can help a head stay focused especially when the rest of the world is “blowing up.”?Mentors and thought partners can let a leader know when they may be missing the obvious. Having advisors who are not part of the head’s community can provide a safe feedback system that is difficult to replicate from within the school community.

?5. Take care of yourself

Knowing how to care for oneself is another element of self-knowledge.?A great head of school spends enormous energy caring for others. Some heads and boards will often set plans in place to ensure the head is healthy, operating at full capacity, and avoiding burnout. Regrettably, others will not. It is essential for aspiring heads to know how they will remain energized. Knowing and scheduling activities that allow for renewal is as important as scheduling the first day of school. Heads who practice self-care get to see more first days of school than those who do not.

?6. Ensure your family is ready for the nature of your work.

How involved will your spouse/partner and children be in the school and community? One of the most important rules of successful leadership is knowing it is not about you. Smart boards and smart schools understand that they are bringing the full family to the school. Although not required, many heads and their families benefit from supporting one community. More importantly, a head is more than the job. The balance between family and school is important for an aspiring head to understand. A mentor once told me that it is expected to go through a period of imbalance when one starts a new position. However, she added, if that imbalance persists, it is a sign of poor health and something will eventually break. Just because it may be time for a person to want to be a head does not mean the spouse/partner family is ready. In strong relationships, these topics have been explored way in advance. And still, just like new heads learn that there is more to the job than first expected, families can find the same. Keeping the work-family balance in view is essential.

?7. Understand what it means to work with a board of trustees.

Yes, the head is the one employee of the board. However, successful boards and heads are in a partnership. Success is dependent on one’s ability to work with the board of trustees. Trustees are volunteers. They select a head to lead the school and that includes helping the board be the best they can be. Knowing how to ensure that the governance of the school is healthy, productive and forward thinking is critical. Working with the board leadership and outside resources to ensure the board is mission focused, strategic, and mindful of their roles and the responsibilities of the head leads to success. Without the support of a healthy-minded board, even the best head will struggle to thrive and advance the school.

?8. Identify other professionals who will support your candidacy.

Unless you are an internal candidate and people already know you well, there is a strong likelihood that a board seeking a new head may reach out to references. In some instances, the search consultants will check with references. Hopefully, you have consistently showed care and concern for others and you have grown personally and professionally over the years of your career. Having a range of advocates including your current head of school, peers, faculty, parents of students and trustees will help. In some cases, aspiring heads need to be confidential within their current community.?If that is the case, you can rely on a past head and other leaders who have faith in you. It is important to check and be sure they will advocate for you to be a head. If the person does not know your professional successes and readiness, you do not want to list them.?

?The standing joke that search committees want the head to be “God on a good day” holds some truth. Yet, many wonderful mortals thrive as heads around the world. There is no perfect model. Each school at a particular time will thrive when the right leader is selected. What might be great at one school could be terrible for the school across town. Most schools going through a search process settle on one head. This means that many wonderful candidates will need to wait for a school to view the strengths they possess. One may need to be patient could be the ninth thing aspiring heads should know.

?Many thanks to the following contributors.

Jay Underwood - Educational Directions-Editor

Jerry Larson - Educational Directions-Editor

Kalyan Balaven - The Dunn School

Arvi Balseiro - The Cushman School

Carl Carlson -The Walker School

Shannon Graves - Vanguard School

Peter Kraft - incoming Head at St. Stephen’s Episcopal School 2023

Mary Menacho - ISACS

Matt Micciche - Lancaster Country Day School

Dan Morrissey - Crossroads Academy

John Novick - North Park School

Petra Obritzber - The Discovery School

Bob Thomas -The Walden School

Tambi Tyler - Colorado Springs School

Joe Williams - New Hampton School