40 School Leadership No-Nos + 24 Golden Rules! A light-hearted, yet thought-provoking look at school leadership.

1. N -N S
SCHOOL LEADERSHIP
by
John Searl

2. 2
Part 1. P. 3 - 23:
Part 2. P. 24 - 44: Explored
Part 3. P. 45 - 69:
Contents
©Not As We Know It Limited 2014 www.notasweknowit.co.uk
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3. N -N S
SCHOOL LEADERSHIP
Part 1
Great school leaders are never heard speaking like this!

4. My door is always open!
DO NOT DISTURB!
“Can’t you read the sign? Don’t you realise
how busy I am? Can’t this school function
for five minutes without me being
interrupted? Sometimes I think I’m the only
person in the building capable of taking a
decision. I would work at home, but I know
the chaos I would come back to!”
“Everyone knows my door is always
open! I’m always available, no matter
how busy I am. It is so important for
me to be accessible at all times. I know
just how much everyone depends upon
me!”
4
HEAD TEACHER
More - see Page 25

5. I'm never ill!
I’m not a well person!
“You see, I’ve never been the same since
our boat trip down the Nile. I shouldn’t be
in today, but I know the school needs me,
so I come in anyway. Could you take my
assembly for me, please? And my break
duty too? I’ll be in my room, but I mustn’t
be disturbed. I have a terrible headache!”
“Oh! For goodness sake! Where can I
get cover from at this time of day? You
don’t see me taking days off school
every other week, do you? Ring at 4
o’clock and tell me whether you will be
in tomorrow. Not that I’ll find a supply
teacher worth employing!”
5More - see Page 26

6. Inspectors are fools!
“Get out the good cups and buy some
decent coffee. Get out those outstanding
lesson plans we bought online. I want
everyone in on Saturday to put up displays.
We’ll send Miss Hapless’s class on a trip and
Mr Hardnut had better go sick. I’ll borrow
Mrs Brilliant from St. Best Academy. I’d
better exclude Damien for the week!”
“You know they’ll decide the outcome
before they set foot in the school, don’t
you? The only thing they care about is
data. They are all failed teachers, of
course. They just enjoy being nasty and
the whole thing will be a nightmare!”
Inspectors are evil!
6More - see Page 27

7. What shall we do then?
“I believe schools should be democratic
organisations, where every voice is heard. I
don’t want my opinion to be dominant, so I
won’t express it. Every decision will be
arrived at through school-wide discussion
and debate. We’re all equal here. So ….
what shall we do then?”
“Please find enclosed the 5-year school
plan. It took me hours to dream up and
the printing cost a fortune, so we must
stick to it, regardless. Governors and
staff, please note, I have allocated
specific roles and responsibilities to each
of you. Begin by reading my vision for
the school on Page 1!”
I have a cunning plan!
7More - see Page 28

8. I never teach!
“Of course, I don’t teach! Where would I
find the time to indulge myself with
teaching? Don’t you realise how long it takes
me to deal with the post and the e-mails?
You should see the number of forms I have
to fill in every day. Anyway, my time is far
too costly to be wasted on low-skill tasks like
teaching!”
“Of course, I teach every day! What do
you think ‘head teacher’ means? It is up
to me to set the standard for others to
aspire to achieve! Every child is entitled
to at least some excellent teaching each
week!”
I teach every day!
8More - see Page 29

9. I always wear a tracksuit!
“What you wear is not important, it’s what
you are that counts. I wear a tracksuit at
school because it makes me look manly and
because the blonde NQT thinks I look ‘rugged’
in it. People who wear suits are just stuffed
shirts covering up their own inadequacies. In
the summer, I wear shorts and a T-shirt. I’ve
got great legs, so why wouldn’t I?”
“The way I dress sends a clear message
about me and my values. After all, we
are professional people and must live up
to the very highest expectations of
society. It is so important to have
standards!”
I always wear a suit!
9More - see Page 30

10. Catch me if you can!
“I’m sorry, I can’t see you now. No, this
afternoon is out of the question. I’m on a
course all day tomorrow. On Wednesday, I
have wall-to-wall meetings. Thursday is my
office day and I’ve so much to catch up with.
I would see you on Friday, but I’m playing
golf with the Chair of Governors. Try to
catch me next week!”
“Miss Green! You’re 30 seconds late for
class. Mr Brown! Your tie is undone.
Mrs Grey! This book isn’t marked. You
boy! Why are you out of class? You girl!
What are you doing here? Good grief!
They simply can’t be trusted!”
Round every corner!
10More - see Page 31

11. It’s here somewhere!
“It may look untidy to you, but I know where
everything is. Really. If it’s not in the pile at
the top right, it will definitely be here at the
bottom left. Normally, I go straight to things
I’m looking for. It must be because you are
watching me; unless someone has moved it,
of course. I hate it when people mess up my
system!”
“I have an in-tray, an out-tray, a non-
urgent pending tray, an urgent pending
tray, a small job work-in-progress tray, a
big job work-in-progress tray, a post tray,
a work-for-home tray, an in-house
message tray, a confiscated jewellery
tray, a confiscated love-letter tray ……”
A place for everything!
11More - see Page 32

12. A ladle full of bile!
“Well, I suppose I shall have to give you an
outstanding grade for that lesson, but you
could have given me a decent chair to sit on.
Your planning is far too detailed. Are you
trying to show everyone up? The children all
seem to love you, of course. Goodness
knows what you promised them!”
“There, there. I’m sure that lesson was
not typical and anyone could have made
the same mistake. I bet your planning is
usually written beforehand and anyway,
you did very well to remember it was a
maths lesson. Yes, it was inadequate,
but that’s only one step away from
requires improvement. So, go on, give
me a smile!”
A spoonful of sugar!
12More - see Page 33

13. Your class is so …!
“I don’t know what you have done to your
class. They are so rude and badly behaved.
Don’t you set any standards for them? I told
them that I would sit and read my book until
they were ready to work, but they just
ignored me. The whole lesson went by like
that, so you’ve got a lot to catch up on. You
really need to sort them out!”
“You are always telling me how difficult
your class is, but they were absolutely
fine for me today. They didn’t want to
do the maths lesson you planned, so
they took a vote and decided to draw
instead. I’ll talk to you later about
behaviour management!”
They were fine with me!
13More - see Page 34

14. Lock that stock cupboard!
Anything you want, just ask!
“Yes, Bursar, I told Mr Smith to order more
computers. No, I didn’t get three quotes;
I’ve got more important things to do.
Besides, Fleecem Company have always been
good to us. Anyone would think it’s your
own money! What do mean we can’t pay
the wages next month?”
“Who left this door unlocked? There
were seven boxes of pencils in here
yesterday and now there are only six.
Why should anyone want more pencils
already? Good grief, these teachers have
no idea how hard it is for me to keep the
surplus topped up!”
14More - see Page 35

15. Always in last!
“There’s absolutely no point arriving too
early, because as soon as I arrive everyone
bothers me with their problems. I never get
any real work done until they are all in class.
Even when I do wriggle free of the staff,
there always seems to be a parent ready to
pounce. Anyway, I like to give the deputy
experience of being in charge!”
“I make sure I’m always first in school in
the morning. It keeps everyone on their
toes. I get here at 6.30 and most
teachers arrive by 7.15. I must have a
word with the deputy though. He
doesn’t get here until 7.30. A shockingly
bad example, I call it!”
Always in first!
15More - see Page 36

16. I’m low tech!
“I write letters on paper using a fountain pen
and put my appointments in a diary. I add
up sums in my head and use a dictionary for
words I’m not sure of. When I want to talk to
someone, I go and see them. I’m not against
technology - I’ve just bought a mobile phone.
Does anyone know what URACWOT means?”
“I switch my coffee maker on using my
car phone, so it’s ready when I arrive. I
get my e-mails on head-up display in my
glasses and we hold leadership team
meetings by 3D video link. I do lesson
observations by CCTV and give feedback
using the online docu-bank. It’s great. I
hardly speak to anyone face-to-face!”
I’m high tech!
16More - see Page 37

17. Hate badge collectors!
“All these school awards are a waste of time
and money. We don’t need men in suits
telling us what to do and how to do it. It’s
just a big ego-trip for the head teacher.
Some schools can barely write on their
letter-headed paper for the logos. What is
the point of all that navel-gazing anyway?
We’re fine as we are!”
“We received our Healthy-Sporting-Arts-
Investor-in-Logos School award
yesterday. Another feather in the cap
eh? Now we’ve got more logos on the
letterhead than St Braggard’s. Brilliant!
No wonder parents queue up to put their
babies’ names on our waiting list!”
Love badge collecting!
17More - see Page 38

18. H.A.P.P.Y!
“My sense of humour keeps everyone
smiling. I’m always playing practical jokes on
the staff and they love it. The children enjoy
my funny stories in assembly and they go
back into class roaring with laughter. Parents
can’t wait to read my joke of the week in the
school newsletter. How can the inspectors
say we are failing when we are all so happy?”
“I know I said I would, but that was
yesterday. Heavens above! You can’t
expect me to be cheerful every day. I’ve
got the most stressful job and nobody
seems to appreciate that. You don’t have
to take responsibility for everything that
goes on here, but I do. No, I will NOT go
in the stocks at the school fete!”
Guess my mood!
18More - see Page 39

19. Off with her head!
“Stop snivelling you little wretch and come
with me. The school’s ‘one-strike-and-
you’re-doomed’ behaviour policy is absolute,
so it’s no good begging for mercy. Just think
how devastated and ashamed your parents
will be. You must suffer the consequences of
your diabolical actions. The inevitable and
immutable punishment is …..!”
“Boys will be boys, Mrs. Cross. Marty
says he didn’t mean to put the paint in
your handbag and that it was all an
accident. He has promised to behave
from now on and I’ve told him he can go
back to class. He’s a good boy really. I
think you should apologise for shouting
at him!”
He meant no harm!
19More - see Page 40

20. Keep your distance!
“Please do not refer to me by my first name,
even if the children cannot hear you. It is
very important for me to maintain a proper
distance from the staff. After all, familiarity
breeds contempt. I’m only interested in how
well you do your job, so your personal life is
no concern of mine. Of course I will not
attend your wedding! Whatever next?”
“We’re one, big, happy family here. The
staff see me as their friend and even the
parents call me by my first name. Our
social life is great and we’re often down
the pub together. It’s great to meet with
staff and parents in an informal setting.
I’m especially friendly with Alex’s mum!”
I’m everyone’s friend!
20More - see Page 41

21. At my last school! (2)
“I can’t begin tell you how awful it was. The
staff couldn’t teach, the children just rioted
every day and the parents were a nightmare.
I’m not one to gossip, but the site manager
and the bursar were definitely misusing the
medical room. Just you wait to hear about
the goings-on at the PTA wine-tasting!”
“Of course, at Perfect Primary we were
all outstanding teachers. The children
were far more challenging than here, but
the school was always top of the league
table nevertheless. This school could
learn a lot from good old P.P. - about
everything really!”
At my last school! (1)
21More - see Page 42

22. Female teachers!
“Aren’t they just awful? All they do is gossip
and fix their make-up. They always go on
about how good they are at ‘multi-tasking’,
but try asking one for a cup of coffee when
they’re marking. They consider themselves
superior, but teaching them the offside rule
is impossible. They do bring in good cakes
though and ….!”
“Aren’t they just awful? They only have
two things on their mind and we all
know what they are. They leave
unmentionable items of clothing all over
the staffroom and never pay their coffee
money. If we didn’t need them to do
boys’ games ….”
Male teachers!
22More - see Page 43

23. I’m the worst!
“I really don’t know why the governors
appointed me. I feel completely out of my
depth and totally unprepared for the job.
I’m sure the staff don’t like me and the
children seem to be ignoring me. Why do
the parents keep pointing at me? Everyone
expects so much and no-one has told me
how well I’m doing!”
“As the best teacher in the school, it is
my responsibility to share my expertise
with others. I am a natural-born leader,
of course, and I command the loyalty and
respect of all my staff. I am loved by the
children and admired by the parents. I
don’t want to sound big-headed, but …!”
I’m the best!
23More - see Page 44

24. N -N S
SCHOOL LEADERSHIP
Part 2

25. 25
My door is always open!
DO NOT DISTURB!
Obviously, if you need to talk to someone in private, you have to shut the
door, so it cannot be “always open”. It is important for staff, children and
parents to have formal and informal opportunities to speak to you, but
don’t utter statements that defy logic and irritate everyone! Make clear
to staff and children that a closed door means, “Please do not interrupt,
unless it really cannot wait.”
Of course, if something is urgent and serious enough, you may have to be
interrupted, no matter what. If someone does knock on the door with a
less than important issue, then a calm and polite response is required,
even if it has to be, “I’m sorry, I can’t deal with that just now, please see
Mrs X.” … or “Please see me later.” … or “Please put a note in my pigeon-
hole.” You can reinforce the rule later, so don’t keep the person in your
room waiting while you have a whinge at the rule-breaker outside!
See Page 4

26. 26
I’m never ill!
I’m not a well person!
When a member of staff is off sick it can present the head teacher with a
difficult problem to solve. Listening to some head teachers, however,
one might imagine that members of staff deliberately get ill just to be
annoying. Rudeness is no way to encourage a swift return to work.
Some head teachers not only enjoy very good health, but they really let
you know about it! When illness does strike, these same people often
become the biggest wimps around and, naturally, their suffering is far
worse than yours or mine!
Even when you suspect that the person calling in sick is ‘swinging the
lead’, wish them well and tell them not to return to work until completely
recovered. Of course, if you see them in the gym later on ….!
See Page 5

27. 27
Inspectors are evil!
Inspectors are fools!
Whatever your opinion of inspections and inspectors they are facts of life
that you need to deal with sensibly. Members of staff facing the prospect
of multiple lesson observations do not need to be regaled with horror
stories you have heard on the grapevine about the inspections of
neighbouring schools.
Don’t try to con the inspection team. If you are proud of what goes on in
your school every week, ask everyone to keep to normal routines. If you
are not so proud , you can look forward to some interesting
conversations with the lead inspector! A plan, already being
implemented, to address issues you have previously identified, might
save the day.
Remember, no-one enjoys inspections, but good head teachers use them
to the advantage of the children in their school.
See Page 6

28. 28
I have a cunning plan!
What shall we do then?
Well yes, one would expect the senior professional to have a toolkit of
strategies and techniques for school self-evaluation and improvement.
The problem is that schools are not like cars, which can be put through a
series of diagnostic tests and then mended by the simple replacement of
the odd spare part, or computer chip. Schools are communities with a
foundation of traditions and ideals that need to be considered and built
upon. If the governors, staff and parents think you are a power-crazed
dictator, even a really cunning plan may come to nothing.
Schools are not democracies. By and large, the buck stops on the head
teacher’s desk. Consensus is good, but if you have already made your
mind up, don’t hold a sham debate. Be clear and honest about this, and
let it be known that even when you think your mind is made up, you will
listen to differing opinions. Do what you think is right, but keep listening!
See Page 7

29. 29
I teach every day!
I never teach!
Some head teachers have no choice about their teaching commitment.
In smaller schools, an element of regular class teaching may be part of
the job description and those who choose that environment are to be
admired for their energy and multi-tasking skills!
Some head teachers believe it is important to have regular contact with
the classroom in order to stay “in touch”, whilst others think it is essential
for maintaining their credibility with the staff. Some are reluctant to
expose themselves to possible failure in the classroom and others think
it’s not a good use of their highly paid time. Some want to be a model of
good teaching and others just want to show off.
Whether you choose to teach, or not, just make sure your reasons are
about what is best for the children. “I enjoy teaching” is not reason
enough!
See Page 8

30. 30
I always wear a suit!
I always wear a tracksuit!
Non-verbal messages are an incredibly important aspect of school
leadership. With the school community often numbering in the
hundreds, or thousands, people see you many more times than they talk
with you, or hear you speak.
What you wear, your facial expression and your body language are vital
elements of your communication strategy. Whilst there are no hard and
fast rules, there are pitfalls to be avoided. The football touchline is no
place for high heels and a governing body meeting is no place for shorts.
Standing to attention in the middle of the staffroom does not make for a
relaxing break and rocking back on your chair in assembly hardly sets the
best example.
Try looking in the mirror and thinking deeply. Chances are you will be
frowning. Now there’s a challenge for the thoughtful school leader!
See Page 9

31. 31
Round every corner!
Catch me if you can!
Staff want the head teacher to be visible and supportive around the
school, but they don’t want their every move monitored. The children
need to know that you are taking an interest and might be around the
next corner (!), but break and lunchtime duty staff do not want you
undermining their authority on the playground.
Staff and children need to know that it is possible to speak to you when
they need to, but you haven’t the time to be solving every problem in the
school.
Balance making yourself available for informal conversations at breaks
and lunchtimes, with a polite insistence that people ‘go through the
channels’. “Have you spoken to Mr. Y?” is a gentle way of reminding folk
not to leapfrog the management structure.
See Page 10

32. 32
A place for everything!
It’s here somewhere!
As much depending upon your star sign as anything else, you may, or may
not, be well-organised! Those who are naturally tidy and efficient have a
head start in creating an organisation that is effective. Of course,
efficient is not the same as effective and a good filing system does not
improve standards, but an efficient school stands a much better chance
of achieving its objectives.
For those head teachers whose normal state is untidy chaos, there is little
hope, and we can all wish that a different career is beckoning for them. It
is not good enough for head teachers to rely on an efficient staff to keep
the organisation running smoothly. Disorganised leaders frustrate and
distract all of those who are trying to do their jobs well.
See Page 11

33. 33
A spoon full of sugar!
A ladle full of bile!
School leaders have a duty to give staff honest and accurate feedback on
their performance. For teachers, this may include the outcomes of
lesson observations, but every member of staff is entitled to know how
they are doing across the range of their work, and not just at formal
meetings. Well timed, informal guidance and praise work best.
Books have been written on how to deliver feedback and it is certainly
one of the most challenging aspects of the school leader’s role. The
often forgotten point is that by the time the feedback is being given, it is
already too late to get it right. Everything depends upon the relationship
between the two people involved and the state of both their minds at the
time. If the relationship is one of mutual respect, and the time and place
are well chosen, the chances are that things will go well.
See Page 12

34. 34
They were fine with me!
Your class is so …!
A particularly easy trap for a head teacher to fall into is the casual, public
comment that undermines the confidence and/or standing of a member
of staff. Especially with class teachers, it is only too easy to say
something that implies fault or incompetence.
By and large, teachers dread the words, “I’ll take your class tomorrow.”
There is an hour of frantic tidying up, closely followed by a rushed
attempt at making the planning decipherable. Then the day on the
course is wasted because the teacher is too worried to pay attention.
Worst of all, there is the humiliation over the next day’s morning coffee,
as the head teacher loudly declares the shortcomings of the class, the
poorly organised resources, or the impossibility of following the planning.
Better to follow that great rule, “Engage brain before opening mouth!”
See Page 13

35. 35
Lock that stock cupboard!
Anything you want, just ask!
With staffing and fixed costs eating up most of the budget, the money
left for supplies and services is never enough. Commonly, 90% of budget
discussion time is spent on 10% of the budget. School budget monitoring
is not straightforward and the inability of many local authority finance
departments, and school financial software packages, to give the head
teacher an accurate, ‘current’ picture does not help.
Whilst experienced head teachers can use a combination of seaweed and
tea leaves to judge how things are going, less experienced leaders may
need to devise a system of subject/department allocation that errs on
the side of caution. This can lead to an end-of-financial-year spending
rush, but better that than a deficit!
A “Needs? Yes! Wants? No!” approach can work quite well.
See Page 14

36. 36
Always in first!
Always in last!
Some head teachers never stop telling the world how many hours they
work each week. They are proud of the sacrifice they make on behalf of
the school and often put pressure on their staff to arrive early and stay
late.
Some other head teachers are rarely seen in school. Often late to arrive,
they are frequently seen accelerating out of the car park before lunch.
They seem to take every opportunity to go on courses and to get involved
in committees and working parties.
Of course, the real danger is when these two types of head teacher are
wrapped up in one person. The demands of school leadership are
daunting and the pressures to attend events out of school are great.
Perhaps the ability to say “No” should be on the job description!
See Page 15

37. 37
I’m high tech!
I’m low tech!
No quantity of gadgets, gizmos and gigabytes will help to improve the
leadership of a technophobe. Equally, use of all the electronic wizardry in
the world will not make a weak head teacher better.
In the hands of a competent and sensitive school leader, technology can
transform communications and be an effective management information
tool. Used appropriately, it can be employed to inspire and support
better teaching and learning. However, a head teacher who uses e-mail
to give difficult messages, or who thinks that everything worth knowing
can be found in a spreadsheet, is not an effective user of technology.
School leaders have no choice but to engage with technology. It must be
hoped that they don’t put their brain on ‘stand-by’ when the computer is
switched on!
See Page 16

38. 38
Love badge collecting!
Hate badge collectors!
Of course, badge collectors are just that. They seek simply to promote
both their schools and themselves.
As for the cynics, some are just too lazy to seek the awards. Some lack
the confidence to apply, fearing failure. A third group, often highly
competent school leaders, genuinely can’t see the point because they
have no doubts about their own and their school’s superiority.
Many head teachers, however, use the awards to challenge their own
thinking and they see working towards the outcome as a way of providing
interest and achievement for both children and staff. Provided this
doesn’t distract from the core business, that’s great!
See Page 17

39. 39
Guess my mood!
H.A.P.P.Y!
They are few things more draining for the staff and children than
worrying about which mood the head teacher is in each day. Leaders
who indulge themselves in moodiness clearly do not understand how
important it is for the members of an organisation to have confidence in
the way they will be treated.
Nearly as wearing is the head teacher with excessively comedic
tendencies. Some things in life are more serious than others and
laughter is not always the best medicine. Also, it is unfair to inflict jokes
on a captive audience who feel duty-bound to laugh.
A sense of humour is an essential tool in school leadership. Emotional
intelligence and the ability to keep some things to oneself are important
too!
See Page 18

40. 40
He meant no harm!
Off with her head!
School leaders often struggle to get members of staff to implement the
behaviour management policy consistently, but the problems really begin
when it’s the boss who strays from the script.
It is difficult when a teacher has reacted with excessive disciplinary zeal
to a low level issue, but nothing undermines a teacher’s authority more
quickly than a head teacher who fails to support them in front of the
children. Quick-thinking leaders will find a way of leaving both child and
teacher feeling that justice has been done, even though a later
conversation about policy interpretation may be required.
Thank goodness, the sadist has long been banished from our schools, but
head teachers should watch out for unguarded angry outbursts when
under stress! They sound much worse than intended and can’t be
withdrawn!
See Page 19

41. 41
I’m everyone’s friend!
Keep your distance!
Suddenly, relationships are different! Having accepted the post of head
teacher, a multitude of traps open up before you!
As the school leader, you want to get on well with everyone and you
want everyone to get on well with each other. You know that your job
will be easier if people like you, so you do your best to be friendly, but
take this one step too far and you upset those you are trying to befriend.
“Friendly, but not friends” is the answer. Keep it professional.
Of course, if you try to keep it professional and go too far in the other
direction, just as much trouble awaits. Like it or not, people’s personal
lives are important to you, because the state of their lives out of school
may affect their performance in it. Your staff will appreciate you taking
an interest in them as people, not just as workers. It’s all about balance.
See Page 20

42. 42
At my last school! (1)
At my last school! (2)
Especially when new in post, it is incredibly difficult for a head teacher to
avoid frequent reference to their previous school. Whilst it is quite
natural to use examples from previous experience when explaining ideas
and proposals, your new staff will note, and quite likely resent, every
mention. Get your deputy to listen out for lapses and warn you with a
secret sign, or make a joke of it with your staff and ask them to boo each
time!
You will quickly lose the trust and confidence of your staff if they hear
you being less than discreet about your previous school. Every staff
member, child and parent must feel they can come to you in confidence
and that you will respect their privacy. The words, “ Can you keep a
secret?” should never come from your lips!
See Page 21

43. 43
Male teachers!
Female teachers!
Putting down one’s own, or the opposite gender, is a popular and ancient
pastime, and the basis of many a joke and one-liner. Unfortunately, for
the school leader, such comments will inevitably end in tears!
Working with children is tiring and emotionally draining. On any given
day, there may be at least one member of staff feeling fragile. A throw-
away, ‘amusing’ comment can easily be taken badly by someone feeling
low, and not just on their own account.
This may seem like political correctness, but leadership in school is about
relationships and they are far too important to risk damaging for a cheap
laugh!
See Page 22

44. 44
I’m the best!
I’m the worst!
As they walk through the door on their first day in post, head teachers
turn into strange and alien beings! Gone are the eager-to-please
deputies they once were; gone are the teachers who were willing to take
advice; gone are the colleagues who used to chat so easily over coffee. In
their place are creatures quite unrecognisable from their former selves.
Some have turned into power-crazed monsters, despots, who spread fear
and loathing wherever they turn. Some have morphed into self-adoring
gods, whose sole mission is to bring enlightenment to the unseeing.
Some, possibly the most dangerous of all, have become jelly-fish;
nervous, tentative creatures, who have reached their highest level of
incompetence; watch out for their sting! Fortunately, most are just fine,
although it should be remembered that:
“Head teachers are a form of life, but …!”
See Page 23

45. of
School Leadership
Part 3
The dos, don’ts and remembers that will make you a better leader.

46. 46
Never go to school in a dirty car!
#1

47. 47
Don’t step in too quickly.
#2
You might end up on your xxxx!

48. 48
Remember: One sentence from you ….
#3
…. can mean a week’s work for them!

49. 49
Never finish a praising comment with ….
#4
…. BUT…!

50. 50
Don’t tell 400 parents off, when ….
#5
…. three of them park badly !

51. 51
Don’t ask to see someone ….
#6
…. in their 15 minute break!
Sit down?
Coffee?
Loo?
I wish!!

52. 52
Think! No matter how relaxed you feel ….
#7
…. they never forget you’re the boss!
SCHOOL BBQ

53. 53
Don’t let anyone feel ignored!
#8

54. 54
Smile and say, “Good Morning” ….
#9
…. to everyone you see!

55. 55
Make good manners school rule #1 ….
#10
…. and be the best example!
May I?

56. 56
Remember: School staff need calories ….
#11
…. and you should provide plenty!

57. 57
Don’t moan at all the staff ….
#12
…. when one person gets it wrong!

58. 58
Remember: Staff are people ….
#13
…. who have lives out of school!

59. 59
It’s good to show you are human ….
#14
…. just don’t overdo it!

60. 60
Make yourself available ….
#15
…. for the informal word.

61. 61
Always sound positive ….
#16
…. no matter how steep the climb!

62. 62
Delegate, trust and support.
#17
Don’t “micro-manage”!

63. 63
Promote confidence and enthusiasm ….
#18
…. by giving permission for risk-taking!

64. 64
Listen to the children.
#19
“Out of the mouths of babes!”

65. 65
Meetings are unavoidable ….
#20
…. so prepare and make them work!

66. 66
Be observant of feelings and moods ….
#21
…. and respond with care!

67. 67
No matter how you feel inside ….
#22
…. look calm on the surface!

68. 68
Make your own learning a priority.
#23
There’s no excuse with the Internet!

69. 69
Know ….
#24
…. when it’s time to go!

70. 70
Curricular Targets (Without Levels)
Target Sheets across the Curriculum: Years 1 to 6
This excellent resource provides target sheets across the National Curriculum
using the hugely popular "Not As We Know It" formats for pupils, parents and
teachers.
Assessing and Developing Leadership in Schools
Assess and develop the attributes of leadership in school. Supports performance
management of the leadership group.
Developing a Teaching for Learning Policy
Transform the quality of teaching and learning in your school. Engage your staff
in deep thinking about how and when children learn best.
Visit our website at