Individualized Head of School Transition

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Individualized Head of School Transition Plan

Things for Boards and New Heads to Consider

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There are many great articles and lists of actions that boards, newly appointed heads, and schools can follow during a transition in the head of school position. With decades of experience supporting schools and heads through such times, we’ve seen that “Head of School Transition” is not an event, but a process. The Educational Directions team offers schools, boards, and leaders the following guideposts during that transition journey, many of which are not always found in those articles and lists.

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1)????????????We recently heard a retired head say, “I wish my board had realized when they hired me that I wasn’t the savior some of them expected me to be.”

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The best leaders build teams that use their collective talents to address problems and advance organizations. Getting to know the community, and building a team with the board, administrators, faculty, staff, parents and students will set the new leader up to be the leader most communities desire. Even the most talented heads need great relationships and partnerships to succeed. An important element of any transition is supporting the leader in the development of a team and partnerships.

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2)????????????The honeymoon year will pass.

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Most new heads are fortunate to experience a honeymoon period with the board and community. Yet, like any great marriage or partnership, the honeymoon will end. Having a plan in place to sustain the head and their relationships with the various constituents is essential. All leaders have imperfections. When community members start making those weaknesses an issue, having a process in place to support the head is critical. Clearly, a wise trustee knows to speak to the head and get the back story about any concern raised by a community member. Once one understands the concern, responses could range from a simple discussion with the head to providing the head with a professional development process that might include an executive coach.

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3)????????????One size does not fit all.

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Just like we hope our children will be celebrated and supported according to their strengths and needs, new heads and their families have similar needs. While the one-time gesture of dropping off a meal or arranging a playdate is always kind and appreciated, some families may need designated members of the transition team to check in weekly or even more frequently depending upon the needs and complexity of the family that joins the newly appointed head. There could be positive stresses like the birth of a new child or a difficult stress like the illness or death of a family member that complicates a partner's ability to engage in community events. The individualized transition plan requires knowing the type of support the newly appointed head and the family will be open to.

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4)????????????Knowing how to step back may be difficult for some community leaders.

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Often during the change of leadership transition, members of the community attempt to fill voids that they believe exist. The “void fillers” may have had all the best intentions but with the arrival of the new head, they need to be pushed back to their appropriate positions in the school. Rather than have the newly appointed head engage in these often sticky situations, there should be a member or two of a transition committee ready to address any member of the community who is not honoring correct boundaries. This will probably require board leadership. The sooner these issues are addressed, the better the new head and the community will be able to move forward in a positive manner.

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5)????????????As important as it is for the board to be invested in the smooth transition of leadership, it is equally important that the members of the administrative team be engaged.

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The head of the transition committee and newly appointed head may want to develop a plan for involving the administrative team and start building the administrative partnerships that will be essential for student, faculty, and school success in the first year and beyond. It is important for the new head and transition team to create opportunities for members of the admin team and the new head to begin that process before her or his arrival on campus, usually during the hit-and-miss months of summer vacations. The real work begins after July 1, but the foundation should be laid in the months prior.

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6)????????????Someone on the transition team should be responsible for providing the new head with information to learn about the founding story and founding vision of the school.

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Knowing where the school has been will help guide the newly appointed head in the creation of the shared vision for the future. It is worth noting that there is nothing beneficial in speaking poorly of past heads or boards. Learning about the past should be done in the spirit of understanding the culture and circumstances that have positioned the school for the new head to advance, and the school’s continued success.

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7)????????????Think beyond the walls of the school.

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An essential part of any transition is introducing the new head to community and education leaders from organizations not necessarily immediately connected to the school. Meetings with the director of the accrediting association, with local heads, key players in the Chamber of Commerce or city government, churches, synagogues, and community organizations are important. A well-informed transition committee will know the importance of the timing of these meetings. In some communities they may need to happen in the first months, in others they may not be as pressing.

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8)????????????Build a bulwark in the “first relationship.”

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Transition plans usually talk about the importance of the “first relationship” between the board president/chair and the new head of school. What is not often mentioned is going beyond getting to know and understand each other to the deeper dialogue of establishing how they will work together during a crisis. It is not unusual to have a disruptive crisis of one sort or another pop up during the early months of the new head’s tenure. Do the work ahead of time so you are not rebuilding the boat during the early parts of the journey. Establishing a “no surprises” footing and the commitment to working closely together and backing each other will help the new head and the school community work through that crisis whatever it might be. Given the importance of this “first relationship” and the intentional work and time required to build it, it’s advisable for the board chair to not change for the new head’s first two (or more) years at the school.

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Strong boards are able to plan ahead and have people and systems in place to ensure that the transition goes well for the new head, the new family, board and greater school community.

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The team at Educational Directions deeply understands that the proper steps in the transition of leadership are as important for the long-term health of the school as is the selection of the new head. We welcome and encourage all boards and new heads to reach out to us in co-creating your transition plans for success.

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?Educational Directions Partners:

Chris Arnold, Jerry Larson, Matt Heershe, Risa Heersche, Susan Lovejoy, Mike Murphy, Renata Rafferty, Amy Richards, Sam Richards, Meera Shah, John Watson, Jay Underwood