What It's Really Like to be a New Head of School

Laura Fuller brings her diverse and broad experience as a classroom teacher, department chair, division administrator, and head of school, in 4 different regions of the country, to her role as consultant for head of school searches and executive coaching.

Most new heads of school have been uniquely trained for headship through years of grooming in independent schools. Many have taught for years, and served as department chairs, deans, division heads, and assistant heads of school. Through this wide array of experiences, they have been exposed to diverse and challenging situations involving academia, faculty and staff, student and personnel discipline, community culture, parent interactions, admissions, college counseling, and just about anything you can imagine occurring in a busy independent school. Most new heads of school believe they are well-prepared for the challenges of leading an independent school due to their diverse and extensive experience. They have watched their own heads of school as they managed the complexities of leading schools and many even privately believe they themselves can perhaps do this job just a little bit better! New heads of schools who feel this way are justified in their beliefs and, I would argue, that confidence and idealism going into the position is not necessarily a bad thing. New heads of schools are also energized and excited about the opportunity that lies ahead. They see this next step in their career as finally reaching the pinnacle of what they have been working toward for years. These new heads are full of knowledge and ideas about what it takes to head a school and are thrilled to finally be at the helm where they can now make a significant impact on a school. One that allows them the independent control to shape school culture and emphasize mission-centric objectives and goals. It is a heady time for those who love independent schools. They have carefully thought out how they will enter this school. How they will spend the first year listening and learning about this school’s unique culture and demonstrating their respect for learning about the ethos of their new community. Ironically, with respect to all of the above, they could not be more wrong. . .

Leading an independent school is an extraordinarily difficult job. However, it is not because the items listed above are not important – they are – but they are not the hard part. What takes most new heads by surprise is the complexities of managing the nuanced areas of this job that they have never experienced and have no knowledge of at all. This is because you simply cannot imagine it until you are in the actual seat as the head of the school. Very few new heads have anticipated the nervousness of their new community as the various constituents anticipate and adjust to their new leader. This uncertainty often leads to intense scrutiny of the new head, a tendency of some to be skeptical of the new head’s intentions, and judgmental about most of what the new head says, does, or even writes. Most new heads of schools do not understand that this transitional time may not bring out the best in some people. Couple this with the normal tendency of children to sometimes misbehave, and difficult decisions need to be made that are unavoidable. So much for listening for the first year! Most new school heads are forced to make difficult, unavoidable, and often unpopular decisions within the first few months of the school year. Boards can be equally nervous about their new hire. They are sometimes unsure of what exactly they should be doing to support the new head of school. They even lose sight of this support as their main responsibility and can be negatively swayed by other board members, parents, and/or faculty, often in the wake of a difficult decision or situation that involves the head making one of what will be many difficult choices. There is almost never enough time for the community to learn to truly trust their new leader before challenges to this trust arise. Adding to the nuance of this scenario is the fact that most day school boards are made up largely of current parents. This parent-heavy governance structure is complicated in its own way as parent board members are under pressure or influenced by their parent friends within the community and often feel responsible for exhibiting their empathetic response to their friends’ requests and/or concerns. As far as making independent decisions, that rarely happens if the head is smart enough to recognize the value of consensus when making important choices and establishing culture.

None of the above is anything that a new head of school has experienced or can even imagine before they are actively in the role of head of school. While the scenario painted above may seem somewhat dismal and defeating, it does not need to be. Understanding and anticipating the reactions of the community can go far in helping to manage the inevitable times of stress that arise during the first year or two of a new headship. Having the access to and counsel of an experienced former head of school, one whose only job is to support the head of school - and who does not have an agenda at the school - is priceless during the first years of headship. An experienced former school head or executive coach will understand the nuance of entering a new school community fraught with nervous constituents. The executive coach will be able to partner with the new head each step of the way during this all-important transition period. Beginning several months before the new head even sets foot on campus, the executive coach will be helping the new head of school to lay out an impactful and well-communicated entry plan, establish reasonable and measurable goals for the first year, and begin to nurture important relationships with faculty, students, administrators, parents, donors, and, perhaps most importantly, with the individual board members. The executive coach will guide the new head to the vitalness of pacing when making changes that are necessary and those that are educationally enhancing. The executive coach will assist the new head of the school in anticipating the reaction of various constituents to every decision the head makes, including how the gender, race, background, or any other individual characteristics of the new head may impact how each constituency receives decisions and information from the head. Female and/or minority new heads face an array of specific challenges that, when anticipated and approached thoughtfully, can be managed and even leveraged for the good of the school and the success of the new head of the school. Boards are vitally important to the functioning of the school but good governance is an art and a science and the new school head needs to partner with the board chair to ensure that the trustees are well-trained and coached in practicing good school governance. Additionally, while the head of school is expected, rightfully so, to take care of everyone else in the community, there has often not been much thought as to who will support and encourage the head.

I point out all of the above not to alarm new heads of school, but rather to help them and their board chairs understand the extraordinary positive impact an executive coach can have on ensuring that the new head of school, board chair, trustees, and the school community get off to a strong start in what will hopefully be a long-tenured headship. This is what stabilizes schools and this may be the most important investment a school can make in the professional development and preparation of their new head of school. Providing a coach, support person, and overall empathetic and experienced partner for the head of school during this often-turbulent transition period, is perhaps the most important initial investment a school can make as they anticipate the arrival of their new head of school.

Respectfully,

Laura J. Fuller

Executive Coach with The Education Group

Former Head of School