One person, wise in long years of valuable experience, commented that the major omission in my booklet, ‘Essential pieces: a jigsaw of a successful school,’ was the importance of the head teacher. “Surely,” she said “once you’ve got that right all the rest will follow?” Of course, I acknowledged her point and, in my defense, argued that it was so well known that it scarcely seemed necessary to mention explicitly. But the exchange set me thinking once again about an elusive issue, that has always intrigued me: that if we could simply observe and write about what truly successful head teachers do – how they spend their time, how they do what they do, what time they spend on different tasks – we would have discovered yet more in our search for the secrets of school success. In fact, there has been no major research….and very little has been written on the subject. So how have the really successful heads spent their time? Are there common elements? If so, what are they? Well, I believe the answer is ‘yes’.

 The changing challenge of context. There are common elements, but of course they are performed in very different ways according to the personality of a head teacher; the context of the school which they are leading; and the length of time they’ve been there. These are important variables – and must act as a health warning on what follows.

Quality relationships – especially with staff among the many stakeholder groups – parents, students, government, staff, community leaders – all the very successful heads I’ve known have confessed to giving absolute priority to staff. “After all,” said one, “I have 200 members of staff, teachers, teaching assistants and other supporting staff. The time, and the quality of the time, each of them gives to the students is what makes a difference. I can do only so much, of course. I model behaviour I’d want them to copy. “So I do believe passionately that every student can succeed and that staff know that. And I make my assemblies and the teaching I do (which is inevitably precious little) as rivetingly good as I can make it. But in the end, it’s the teachers, who in five lessons a day provide the important experience for the pupils. So it’s the quality of 1300 lessons a week in my five form entry school which makes the difference. Along, of course, with how students interact with all staff in the corridors, the office, the playground and on their way in and out of school. Students follow the model set by the staff.”

This head’s comment underlines that enviable time when the head clearly trusts the staff. Mutual trust is a constant feature of successful schools. Energy, enthusiasm, hope whether one’s leading in a classroom, in a faculty or the whole school, it’s essential to have ‘energy enthusiasm and hope’. We use hope not optimism, because there is the promise of delivery: it’s a matter of determination not opinion. When someone said that teachers and head teachers needed ‘unwarranted optimism,’ that’s what they were getting at.

Leaders will regard crisis as the norm and complexity as fun. They will experience a lot of both. They need an endless well of intellectual curiosity to feed speculation about what’s possible, to keep asking questions rather than continually providing the answers. This is stimulated by their listening, reading and writing habits: neglect any and you are putting your leadership standards at risk. Finally, they need a complete absence of paranoia and self-pity. Making coherence As a leader, whether of math or the whole school, you are credited with seeing further and wider on that topic than others. You make coherence. To make coherence of the leaders of math or English etc, a head needs to listen. They need to put their expert knowledge about math or English together in a coherent whole, while simultaneously making sense of the context – the local community, the national changes, the turnover of staff and pupils, the availability of resources. Vitally, they fit this into a view of the future, that translates into a collective vision for the school community. Inevitably – however much the process is shared, as it should be – the leader in a large organization cannot be in continuous touch with the various stakeholders. They will make regular systematic contact – replete with acts of unexpected kindness and thoughtfulness – but the contact cannot be constant. It is essentially important, that at times of crisis, the leader digs deep into determination and doesn’t fall prey to self-pity. So, without more ado, let’s proceed to the six key tasks of headship

This head’s comment underlines that enviable time when the head clearly trusts the staff. Mutual trust is a constant feature of successful schools. Energy, enthusiasm, hope whether one’s leading in a classroom, in a faculty or the whole school, it’s essential to have ‘energy enthusiasm and hope’. We use hope not optimism, because there is the promise of delivery: it’s a matter of determination not opinion. When someone said that teachers and head teachers needed ‘unwarranted optimism,’ that’s what they were getting at. Leaders will regard crisis as the norm and complexity as fun. They will experience a lot of both. They need an endless well of intellectual curiosity to feed speculation about what’s possible, to keep asking questions rather than continually providing the answers. This is stimulated by their listening, reading and writing habits: neglect any and you are putting your leadership standards at risk. Finally, they need a complete absence of paranoia and self-pity. Making coherence As a leader, whether of math or the whole school, you are credited with seeing further and wider on that topic than others. You make coherence. To make coherence of the leaders of math or English etc, a head needs to listen. They need to put their expert knowledge about math or English together in a coherent whole, while simultaneously making sense of the context – the local community, the national changes, the turnover of staff and pupils, the availability of resources. Vitally, they fit this into a view of the future, that translates into a collective vision for the school community. Inevitably – however much the process is shared, as it should be – the leader in a large organization cannot be in continuous touch with the various stakeholders. They will make regular systematic contact – replete with acts of unexpected kindness and thoughtfulness – but the contact cannot be constant. It is essentially important, that at times of crisis, the leader digs deep into determination and doesn’t fall prey to self-pity. So, without more ado, let’s proceed to the six key tasks of headship. Leaders will regard crisis as the norm and complexity as fun. They will experience a lot of both. 9 10 One: create energy A head’s own example – what they say, how they behave, who they are – is one of indomitable will and a passion for success. They don’t talk about staff. They ask ‘what if’ speculative questions. They are fussy about appointments, taking care not to fritter time with ‘energy consumers’. Because they are full of hope they look for optimists – those who say “how we could” rather than “why we can’t.” They show interest in every aspect of school life. Two: build capacity Heads set an example. They teach themselves and are observed by staff doing so; or they take over a class to let others observe somebody else’s practice. They rotate the chairing of meetings to grow the skill of others. They ensure young staff members are involved in a ‘school improvement group’ and act on their suggestions. They have a programme for staff development, that considers the better future of individuals, as well as of the school. They know and cherish all the interests of all staff – especially those which the staff used to do in previous jobs or in the world beyond school. They use the collective first person pronoun “we” rather than the singular “I”. They take the blame when it’s not their fault and they are generous with praise to others for collective success. They set an example of learning, for example, by adopting an annual learning plan. They read and share articles, and encourage others to do the same. Three: meet and minimize crisis At a time of genuine crisis, they find cause for optimism and hope, for points of learning. They stay calm. They acknowledge their own mistakes. They are ‘pogo-stick’ players: they can simultaneously be in the thick of things, yet still be seeing the wider picture. A present crisis is the source for vital learning and future improvement. They themselves show willing to be a ‘utility player’ – one who ‘in extremis’ will turn their hand to any task. Four: secure and enhance the environment They ensure classroom teaching and learning materials are well-organized and in plentiful supply. They make sure the management arrangements are seen by staff as ‘fit for purpose’ – right in detail and serving the needs of staff and pupils alike. For example they often review meetings to ensure that ‘transactional’ or ‘business’ meetings are minimized. The staff handbook is repeatedly updated. The computer system works and provides a useful database for staff, each of whom have laptops. Students and parents have access to lesson plans, homework tasks, reports and progress grades, both at school and remotely, by the Internet. They improve the staffroom and the whole environment of school – visually and aurally. The six tasks of headship

This head’s comment underlines that enviable time when the head clearly trusts the staff. Mutual trust is a constant feature of successful schools. Energy, enthusiasm, hope Whether one’s leading in a classroom, in a faculty or the whole school, it’s essential to have ‘energy enthusiasm and hope’. We use hope not optimism, because there is the promise of delivery: it’s a matter of determination not opinion. When someone said that teachers and head teachers needed ‘unwarranted optimism,’ that’s what they were getting at. Leaders will regard crisis as the norm and complexity as fun. They will experience a lot of both. They need an endless well of intellectual curiosity to feed speculation about what’s possible, to keep asking questions rather than continually providing the answers. This is stimulated by their listening, reading and writing habits: neglect any and you are putting your leadership standards at risk. Finally, they need a complete absence of paranoia and self-pity. Making coherence As a leader, whether of math or the whole school, you are credited with seeing further and wider on that topic than others.

You make coherence. To make coherence of the leaders of math or English etc, a head needs to listen. They need to put their expert knowledge about math or English together in a coherent whole, while simultaneously making sense of the context – the local community, the national changes, the turnover of staff and pupils, the availability of resources. Vitally, they fit this into a view of the future, that translates into a collective vision for the school community. Inevitably – however much the process is shared, as it should be – the leader in a large organization cannot be in continuous touch with the various stakeholders. They will make regular systematic contact – replete with acts of unexpected kindness and thoughtfulness – but the contact cannot be constant. 

By: Ms. Grace S. Ponce | Teacher III | Culis Elementary School | Culis, Hermosa, Bataan