Are you considering making the leap? Maybe you’re applying for headship roles, or have already secured one and are wondering how best to manage the transition.
The blurb for Dr Jill Berry’s leadership transition book “Making the Leap – Moving from Deputy to Head.”
Edging towards the final pages, I can attest that the first Amazon review could have so easily have been my own words.
I loved reading this book. Having met Jill and seen her speak, watched the work that she does promoting people-centred leadership on social media and hearing of the great consultancy work that she has done with senior leaders, I was desperate to get my hands on a copy. Whenever you anticipate the work of someone you admire and respect there’s always a little trepidation, you don’t want to be disappointed. Right from the first page I was inspired, reading Making the Leap is like a conversation with Jill. It is thoughtful, reassuring and always makes you consider your own position in our own bubbles and our impact on the larger world of education. Kelly Leonard
I needed little encouragement to ordered a copy of Jill’s book for my winter break reading. I recorded and tentatively shared my reflections with Jill. I thought that I’d summarise my textual highlights, intertwined with personal reflections of my first term as headteacher, thankfully Jill tolerated me was encouraging.
Introduction
Chapter 1 offered a gentle opening with plenty of reasons to share the book with other senior leaders and colleagues seeking or having recently secured a headteacher role. I can see this book becoming the gift headteachers give their aspiring deputies.
It has been a hugely challenging first two terms in my new role for various reasons. In reflection, the metaphor on p13, “building a bridge as you walk on it,” really has felt like that at times. On the positive side, I’ve got plenty of bridge building materials – going into the second term I may be more restrained and shall survey the other side of the ravine.
Jill’s DM to the first chapter feedback was typically unselfish.
Think about all the learning that has come from the unexpected challenges you’ve faced. And the opportunities to build your resilience. Reflect on anything you wish you’d done differently, what you’ve learnt from that and how that has helped you to hone your leadership skills? Jill Berry
I took great solace in reading the final page.
Aspiring heads need to have sufficient self-belief to recognise that much of being a head they will learn from the experience of being a head. p13
After one term, I had to admit to Jill that I had learnt a lot, and regrettably, perhaps more than I would have hoped.
References to Jill’s personal experiences left me “a little disappointed.” Disappointed in that [Jill] you had a lot of support in your current school and new school. References to Jill’s PhD summary was interesting. One can’t help but think that the move into headship is so very variable, if not unique.
Lots to take heart from up to p19-31. There is a growing sense in my thinking that the DHT to HT move has the most potential energy for both good and bad. Making the leap, onto the a leadership team, not too far behind, though less volatile and somewhat protected.
Applying for headship
A chapter of sound and sensible advice.
P43 Vision – In the new system era, groups of school or MATs, influencing vision is not really available, change is more challenging and movement restrictive. The larger the size of the cluster the more umph required to make any change.
P48-60 I found very useful. No doubt almost ever new headteacher has had to manage the relationship with the incumbent and with “senior staff” as outlined in your book. However, I did report that in the changing landscape of education, I am aware of more than a handful of new headteachers taking on “vacant” roles. A situation that was not presented in the PhD research group or Jill’s own experience. Sadly, I think it is not an uncommon as it once was.
P70-71 DORSET CC application actually shared a desired response structure to job roles. STAR – state the situation, the tasks and actions undertaken and then the results. In my Headteacher practice / governor preparation sessions – my structured STAR responses assured the governor panel. For what it is worth.
Lastly – on preparations. There are plenty of services to showcase the schools exam / accountability. I think that’s important to know the school. Is the school on the up, plateauing or a downward trend?
P74 with regards to presentation, finishing short of time permits you to call time for questions, or gives the opportunity to extend an answer. Being cut off for over running is a cardinal sin and equates to poor personal organisation.
It would be interesting to know how many interviews headteacher undertook in order to secure an appointment.
I then took a break from the book over Christmas, picking it up again after the festivities.
Part 2 to follow.
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