Hayes, Tony

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Rising stars andsitting tenantsA picture of deputy headship in one London borough and how someof its schools are preparing theirdeputies for headshipTony Hayes, Headteacher, Hayes Primary School, BromleyS U M M E R  2 0 0 5S U M M A R Y  P R A C T I T I O N E R  E N Q U I R Y  R E P O R Twww.ncsl.org.uk      How should headteachers influence their deputies toencourage them into headship? What is their role indeveloping a programme of school-based preparation for headship?IntroductionTeachers are entering deputy headship and then deciding not to become headteachers. This is a double problem for the profession. Firstly, potential headteachers are being lostto that role, and secondly, these deputies become “sittingtenants” blocking the route to headship and preventing“rising stars” from getting that essential managementexperience that will effectively prepare them for headship.In Bromley, where this study was carried out, some deputiesare getting good advice and support from their headteachers,are given real leadership development opportunities, and aregoing on to become effective headteachers. However, somedeputies are given low-grade tasks and do not receive thesupport and encouragement from their headteachers that willlead them towards headship. Finally, there are some deputieswho, although in a supportive environment, have decidedthat headship is not for them.My view is that, as a profession, we must ensure that rising stars are encouraged to become headteachers. Inparticular deputy headteachers must be given the leadershipopportunities and the support that will enable them to fulfilthe role of the headteacher. Many headteachers do realise the importance that the development of their deputy has to the profession, and support their deputies into headship. I suggest that deputies have an entitlement to good supportwithin the school. The projectInitially, a short survey of all primary schools in Bromley wasconducted to gain an overall picture of deputy headship inBromley. All schools were contacted to find out whether thedeputy at the school was interested in becoming a headteacherat some stage in the future.During a period of 12 weeks, 11 primary headteachers wereinterviewed together with a senior local authority adviser.Following the interviews, two short case studies wereconstructed, describing more fully two unusual but innovativeapproaches to deputy headship recruitment and training.The aim of the work was to gain a picture of the state ofdeputy headship in one London borough and to establishwhat activities were occurring in primary schools in Bromleyto prepare deputy headteachers for headship. Headteachersmay like to compare the results of this study in Bromley tothe situation they are familiar with in their own local authority.A surveyThe results of the small survey were enlightening. Of the 76primary schools in Bromley, only 22 deputies and assistantheads were actively considering headship out of a total of 87(25 per cent). A further eight said they may be interested atsome time in the future. Five schools had no deputy at thetime of the survey. If this pattern is repeated throughout thecountry, this must have significant implications for the futuredevelopment of our school leaders. Not only has a largeproportion of our deputy headteachers decided that headshipis not for them, but this also means that career deputiesacting as “sitting tenants” impede the route to headship for others. The 25 per cent of deputies and assistant heads looking to headship in Bromley contrasts with other research. In arecent national study, for example, over a third of deputies(37 per cent) say they have no plans to take up headship(MORI, 2005).In my survey, I found many capable and effective deputieswho had decided not to go on to headship. There was avariety of reasons why they chose not to become headteachersincluding impending retirement, family commitments, illness,and a negative perception of headship. In-depth interviews ofnew and experienced headteachers investigated how theywere prepared for headship and how they, in turn, are trainingtheir own deputy for headship.Findings and conclusionsFrom in-depth interviews of 11 headteachers, I found someexcellent practice in terms of preparation for headship.However, not every deputy receives a positive experience. The majority of deputies in Bromley do not want to be headteachers. In a survey of primary schools in Bromley, I found only 22 deputy headteachers or assistant headteachers out of a total of 87 who were interested in headship (25 per cent).  In a time of headteacher shortage, career deputies are not only a loss to headship but as sitting tenants they block the route to headship.A successful deputy headship that effectively prepares a deputy for headship is dependent on:– the relationship between the head and the deputy– the experiences and opportunities given to the deputy– an ambitious deputy who will take advantage ofthe aboveA modelMy discussions suggest that the ideal model for the school-based development of any deputy headteacher is a symbioticrelationship where the deputy and the headteacher draw oneach other’s strengths and each uses his or her own individualassets to augment the skills of the other.The headteacher and the school will particularly benefit froman ambitious deputy who will be anxious to learn all aspectsof the job. A successful deputy headship with a record ofeffectively implementing management initiatives is invaluableto take into headship interview and on into first headship.This relationship will be one in which the headteacher seesthe deputy as an equal in the school, has the courage toshare the leadership of the school, and presents the deputy to the governors and staff as a parallel professional whocarries his or her full support and confidence.Headteachers should give their deputy real responsibility,involving them in all decision making, large and small. Ratherthan minor management tasks such as organising rotas orarranging courses, for example, an ambitious deputy mightbe allowed to run staff meetings and INSET sessions, possiblygiven the responsibility for implementing certain governmentinitiatives. They will, of course, need the time to completethose tasks, but a headteacher will find considerable strengthin having someone who shares and actively supports his orher vision for the school.In an ideal model the headteacher’s time is freely given to discuss issues and solutions with the deputy as they arementored from appointment to headship and beyond, withheadteachers even advising the deputy on when and whereto apply for headship. Deputies will need to be funded andsupported through the NPQH programme, given release time as necessary, and the headteacher should engineeropportunities for the deputy to manage the whole schoolfrom time to time.In return a headteacher can expect an ambitious deputy to be enthusiastic and willing to take on tasks from the head. In sharing leadership they will help shape and manage thecurriculum together, working in partnership to manage staffand deal with discipline and parental problems. Classobservation, scrutiny of work, and monitoring planning areall high-level tasks that can be shared with the deputy. In this model, headteachers can enjoy the experience ofseeing their “rising star” mature into headship. They will notonly get considerable pleasure from the development of theirdeputy but will also be supporting the profession as a wholeby ensuring that a new, effective and competent headteacheremerges from their school.RecommendationsThis study is small-scale. Nevertheless it does suggest that:Headteachers should be offered guidance on how to prepare deputies for headship.Deputy headship could be considered a training position. Ideally, it should be a temporary post – after five years a deputy with no interest in headship could become “senior teacher” with no loss of pay or status. This would prevent deputy head teachers from becoming sitting tenants, freeing up the deputy head’s position for an ambitious teacher to move through to headship.Local authorities need to monitor the development ofdeputy headteachers from their appointment to their move into headship. Authorities should interview deputies who decide not to move into headship to determine whether a different school or a course could re-establish their ambition.Local authorities might facilitate the movement ofambitious deputies between schools to develop their skills.The government and NCSL must continue to raise the positive profile of headteachers within the profession, and within society more generally, in order to increase the numbers of teachers wanting to move into school leadership.ReferenceMORI (2005) The State of School Leadership in England, DfESResearch Report 633   The research summarised here is part of NCSL’s ResearchAssociates Programme, which offers an opportunity forschool leaders to contribute towards the College’s research anddevelopment agenda. NCSL provides support for school leadersto undertake study, engage in enquiry and impact on practice. The programme includes: study visitsteam enquiriesindividual enquiriesresearchers in residenceuniversity project attachmentsWe welcome enquiries about the Research AssociatesProgramme. For details, please contact martin.coles@ncsl.org.ukFor an information pack and application form, please contactjo.denyer@ncsl.org.uk or telephone 0115 872 2040.05S U M M E RTo order a copy of this publication please emailresearch@ncsl.org.uk quoting ref. RAS/HAY/05£2, when charged forNational College for School LeadershipTriumph RoadNottingham NG8 1DHT: 0870 001 1155F: 0115 872 2001www.ncsl.org.ukResearch associatereports available insummer 2005: Virtual leadership – a small school reality? What impact can e-communication have upon the role of a headteacher in a small school? Peter Ralley, Headteacher,Thomas Barnes Primary School Tamworth, Staffordshire. Paul Cockcroft, St Mary's CE (A) Primary School, Market DraytonFaith, Hope and Charity: setting out to create anew culture in merging schools. Sarah Harris, Director,Urban Schools CompanySummary and full reports of these and previous research associate studies are available from the NCSLwebsite at www.ncsl.org.uk/researchpublicationsPrinted on environmentally friendly paperPB68                     

Rising stars and sitting tenants: a picture of deputy headship in one London borough and how some of its schools are preparing their deputies for headship

Rising stars and sitting tenants: a picture of deputy headship in one London borough and how some of its schools are preparing their deputies for headship

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