We want an inspiring Head who can lead with vision and raise standards, say schools

 

The identikit of a desirable headteacher is one who is an inspirational and visionary leader, and with the ability to improve a school’s standards.

That’s the finding of a study into what are the characteristics and attributes schools looked for in a new headteacher, and what the priorities for the job are.

Nearly two-thirds (63%) of ads identified Leadership Skills, slightly more than Inspirational ones (60%). Just over half (51%) wanted heads to focus on school improvement, and 46% said they were looking for someone with Vision.

The analysis looked at over 200 national advertisements for heads that appeared in February and March 2012 and was carried out by education marketing specialist Peter Berry.

"There’s a consistency in how schools describe their ideal candidate, although most are also looking at a range of other qualities and aptitudes" says Berry, former Director of Marketing & Communications at the National College for School Leadership (NCSL).

"There’s a widespread requirement for someone who will be able to develop partnership and community links, and who can be a motivational force in the school" Berry continued. Ranked alongside these, with around a third of adverts mentioning them, is an emphasis at looking at teaching and learning.

Berry added that there were some differences between primary and secondary expectations.

"Overall ads for secondary heads ask for more, and there are different priorities for the two sectors. Improving school standards, for example, is specified by 64% of secondaries but only 43% of primaries. And Strategic Thinking is asked for in a quarter (25%) of secondary recruitment, but it only features in 5% of primary ".

Other "Top Twenty" requirements include focus on Every Child Achieving their Potential (26% overall), Management Skills (25%) , Communication Skills (22%), being Passionate (20%) and being Ambitious/Having High Expectations (20%).

Berry also highlighted one other difference between primary and secondary, an emphasis, or lack of it, on staff development. "It was mentioned in 14% of secondary ads but in just 2% of primary. I can’t believe it is less of a priority but perhaps the greater numbers of staff in secondaries makes it more immediately an issue to mention".

Berry believes the results can help candidates and schools. "It does seem that lots of ads used the same words and phrases. Recruiting the best head means that schools need to position themselves as accurately and distinctly as possible. What makes an advert stand out could well be the bits that aren’t quite so common"

"Those looking for a headship can use the results to ask, directly or indirectly, why hasn’t the ad mentioned this particular characteristic or issue? It helps a potential candidate to assess what to probe further on in their conversation with the school or at interview".

The analysis looked at 238 advertisements placed in national media in the period 17 Feb 2012 – 9 March. There were 174 primary school advertisements and 64 secondary school.

Top 20 Characteristics & Priorities Overall

238 Primary and Secondary Schools

 

 

 

 

�@	%
1. Leadership	63
2. Inspiration	60
3. School Improvement/ Raising Standards	51
4. Vision	46
5= Teaching & Learning	35
5= Motivation	35
7. Partnership/Wider Community Working	34
8. Every Child Achieving	26
9. Management Skills	25
10. Communications Skills	22
11= Passionate	20
11= Ambitious/High Expectations	20
13. Enthusiasm	18
14. Energy/Drive	17
15. Commitment	16
16. Interpersonal Skills	15
17. Inclusivity	14
18. Strategic Thinker	12
19= Empowering/Supportive	11
19= Creative/Imaginative	11

 

 

 

 

 

Top 20 by Phase

 

 

PRIMARY 174 schools	%	SECONDARY 64 schools	%
1. Leadership	60	1. Leadership	70
2. Inspirational	56	2. Inspirational	69
3. Vision	48	3. School Improvement/ Raising Standards	64
4.School Improvement/ Raising Standards	43	4. Vision	41
5 = Teaching & Learning	35	5. Partnership/Wider Community Working	38
5= Motivation	35	6. Teaching & Learning	36
7. Partnership/Wider Community Working	34	7. Motivation	34
8. Every Child Achieving	26	8. Management Skills	31
9= Communications Skills	22	9. Ambitious/High Expectations	28
9= Passionate	22	10= Strategic Thinker	25
9= Management Skills	22	10= Every Child Achieving	25
12. Enthusiasm	19	12. Commitment	23
13. Interpersonal Skills	17	13. Communications Skills	20
14= Energy/Drive	16	14= Passionate	17
14= Inclusivity	16	14= Drive/Energy	17
16. Ambitious/High Expectations	15	16. Enthusiasm	16
17. Dynamism	13	17= Creative/Imaginative	14
18. Commitment	12	17= Staff Development	14
19. Empowering/Supportive	11	19. Change Management	13
20. Creative/Imaginative	10	20. Empowering/Supportive	11

Posted on: 3rd May 2012 in

Message Turns Into Reality

I’ve nearly changed my opinion about Milton Keynes. To be more accurate it was nearly changed for me. And how it happened is a lesson in communications.

Recently I’ve been working with the excellent Stantonbury Campus in the “town”. A school that is on a sharp upward curve, and much more than a school too with a big range of community facilities and activities.  Anyway, as many people will know, Milton Keynes can be challenging for visitors to get their bearings.  So, in talking about catchment areas and the like, it was interesting to hear talk of “north of the city” and “in the west of the city”.  Had I missed the announcement that it was now the City of Milton Keynes? I recalled that it had bid for city status but thought that it didn’t get the status.

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