Growing teams and building relationships…Part Two
Growing teams and building relationships
Reflections of a headteacher
Part two:
The relationship with your Site Manager: If I am honest I have always found this relationship a tricky one to manage. For most of the schools I have worked in they have been a difficult person to work with for an array of different reasons. Moreover, as a young feisty female leader my requests have not always gone down well! Especially as I have led PE, P.Arts and events/ CPD so have by default made more demands of the site team than others have. As someone who is very house-proud, this has translated into me being very ‘school-proud’ too – I am the one who sees the cracks, the chips, the litter, the rips and breakages that need addressing. I can hear them rolling their eyes as my requests come in.
From the outset I have built rapport with our site manager and we have an understanding about our direct, honest, open and transparent lines of communication. I can tell him he is being grumpy and he can tell me I am being demanding. The Fierce Conversations training for all of our staff has enabled this and I have not shied away from the difficult conversations but in return I get loyalty, respect and understanding. We have a sparring dynamic and we can laugh off what could become tension and conflict in other contexts. In different schools I have worked in the Site Manager has been line managed by different people in the Leadership Team, my SBL is responsible for this area of the school and as our team grows this is a relationship I will need to invest in and preserve from a distance, as I need to empower her.
The relationship with your DHTs: My relationship with my Headteacher when I was Deputy Headteacher was strained. I moved from being an empowered Assistant Headteacher who was trusted and respected by my then Headteacher to someone who had to prove my credentials over and over. I hated being micro managed and felt like my autonomy had been removed. I had a lack of female role models in both Leadership Teams which has most definitely influenced my leadership style. The relationships and dialogue between the male-heavy Leadership Teams I developed in were of a particular style. Moreover, I have been shaped by working in a highly successful MAT, with high performing schools, leading in very challenging schools with a focus on rapid school improvement, with rigorous systems, serving a community of high social deprivation and high staff mobility. I have spent a lot of time reflecting on where lies my authentic leadership style and how much I have inherited from my training years.
So I have made conscious decisions about the space and autonomy I give my DHTs to develop their leadership styles in their new roles and their new context. I have actively encouraged them to be outward-facing, to be governors, to develop partnerships, to find a coach and to apply for the NPQH. I have tried where possible to remove some of the barriers which stifled me. I have tried to be supportive without micromanaging, whilst still quality assuring what we do as we are setting our own standards in each new task, process and system we create. I also plan to expose them to some of the areas of Headship that you do not experience as a Deputy Headteacher. Why do we have hidden aspects of the role? There are areas of my role I could have been better prepared for had I known what I needed to know. The 3 of us are really different but our experiences, qualities, skill sets and personalities compliment one another well.
The relationship with your Governors: I have presented to Governors in previous schools, I have had link meetings re areas of responsibility, I have been a primary school Governor and Trustee to gain insight, but nothing really prepares you for the relationships you need to develop with your Governors. I found myself in the unique situation of recruiting my own interim board of community members, and supporting their transition to our new MAT structure of SSBs (School Strategy Boards). Governance within academies has additional nuances to interpret and landscapes to navigate as we also have trust members on the SSB. Agenda setting, chairing, reporting and lines of communication and accountability have needed defining and clarifying by and for all of us. There have been learning curves and pits for all of us in our first year. Our Chair and Vice Chair have spent an increasing amount of time in the school, getting to know our staff and our students, their support of our team, our community and our vision and values has been unwavering and is really appreciated. This culminated in a full day’s experience last week for them to shadow us from 8am-4pm to see what a day in the life of our school is truly like, warts and all!
The relationship with your Staff Team: Being part of a start-up school is a unique experience for all of us. The initial team is small, so relationships are intimate and intense. Whatsapp groups for the different teams have helped us to bond and stay connected. We know each other really well in some ways, but a year in still have a lot to learn about each other. We are like a family in that we have strong bonds but we are passionate and committed – we wear our hearts on our sleeves and have our tense moments too. We are conscious that as we scale up we need to try and hold on to what is working and learn from what is not working. My whole team as a Headteacher is the same size as my team as an Assistant Headteacher, but it is going to grow exponentially over the coming years. When I reference this in conversations that in 5 years’ time we will have 1650 students across two sites with staff in excess of 150 I do have to brace myself as the butterflies start flapping inside! I am grateful to have 5 years to grow in confidence and experience as we scale up together.
At the moment although we are all busy and stretched we do not have a structural hierarchy, so I am quite accessible to staff and students – my open office door feels like a bus stop most days as people pop in to see me. I don’t like things to fester and have always had the office that is dubbed the ‘crying room’ in the school as I am a ‘fixer’ and often the human sponge for the emotions that need expressing and managing.
As we move into our 2nd year and our 5 leaders, 10 teachers, 15 support staff and 120 students triples in size at our secondary site, alongside our primary school opening with our sibling team and pupil cohort I am already thinking about how I am going to manage existing relationships, whilst establishing new ones. I have started reflecting lots on is how to maintain these relationships when we scale up next year and when I am split across two sites. There is definitely a book or a blog out there I need to find and read to give me an epiphany about this as we move into year 2!
Connecting and noticing are part of the wellbeing 5 and are key to relationships and I am thinking about booking in a weekly staff clinic and also having a weekly staff coffee morning in our wellbeing room as #hotchocfri is a favourite for our students, but the staff would love it too!
The relationship with your Community Partners: No-one warned me about the onslaught of introductions, the invites and the initiations of collaborations. As a new Headteacher, in a new Trust, in a new community, in a new region this is the hardest bit of the job in some ways as there is not a directory, nor a route map, of who is who! I am really mindful that I do not want to snub anyone unconsciously when we invite people to events or when the school is invited to send a representative to a local event. The 20+ invites from local church leaders was a diary nightmare in term 1, but we have tried to box clever and create community meetings and tours to collapse invites into different groups. My protocol is to arrange a meeting at school, arrange a tour, invite our guests for family dining or a coffee and a chat, but this is time consuming to say the least. My social life has changed quite a lot as I find myself as local business awards and church celebrations!
The relationship with your Students and your Parents/ Carers are a given but I have already written too much so that can be part 2 of the blog on a later date. I also want to reflect on we communicate across our Trust as those relationships are vital to our success too. I am also thinking of a follow up blog on Communication Matters as we are working on a Communication Strategy to streamline what we communicate, to who, when and by whom.
