Becoming a headteacher

Anxious about stepping up, the Future Leaders programme gave Jo Riley the confidence to make the tough decisions required of a primary head...

Sitting in my office late one night after school, feeling a bit stale and demotivated, I decided it was time to begin exploring some courses that would rekindle my enthusiasm. I had been inclusion manager and deputy head at a primary school in east London for eight years but, although I had completed the NPQH, I did not feel ready for headship.

As I began scrolling through the results of my search, an email popped up inviting me to apply for the Future Leaders programme. Without thinking too much about it, I expressed an interest … and so began my journey.

Fast forward to July 2013 and I am getting ready to take up my first headship in an inner-city London primary school, starting in September. I can honestly say that without the experience of the Future Leaders programme, I would not have had the confidence to contemplate a step up that big. So let’s go back to the beginning.

From the application onwards, the challenge posed by Future Leaders was immediately evident. I found the online assessment harder than I expected (it included a logic test – not my strong point!) and there was an assessment day, during which delegates took part in group tasks and an in-depth interview. I also had to answer essay questions about why I wanted to work with children from the most deprived backgrounds, rather than taking an ‘easier’ route.

It was not easy to have my capabilities and competencies scrutinised and it forced me to really examine myself and my responses for the first time. I began to understand the moral purpose that guides me: my anger at the unfair system that fails children. I thought about the bright and talented people I have known who left school with no qualifications or expectations; the people whom, over the years, I have lost to drugs and alcohol; and the teachers I have met who write children off and think satisfactory is good enough. I began to realise just how much it matters to me that this is not allowed to continue. Working in challenging contexts alongside fellow professionals who were all equally committed to disadvantaged children created a unique situation. One week in particular stands out for me, during which we worked on coaching styles and holding people to account.

I know that I try to avoid confrontation and – as I put it during the weekend – have a tendency to smile outwardly but seethe inwardly. However, I also know that to lead effectively you must be prepared to challenge other people’s behaviours and attitudes. What I have learned is to prepare in advance for difficult conversations and to have more transparent interactions that link back to what is best for the children in our school. On the final training day we received positive feedback from our groups. A college whom I respect enormously said to me: “You won’t just lead a school, you’ll lead a community.” And suddenly, for the first time, I believed I could be a headteacher.

So this is where my journey has brought me. I have been reminded of why I became a teacher, I have learnt new practical skills that I use daily in my work, I have met some amazingly talented people, and I have become part of network of educators, all of whom are all committed to supporting and challenging one another.

I am experiencing huge excitement, tinged with a certain amount of terror, given I could not have contemplated headship a year ago. I know that, for me to lead effectively, I must be transparent about my vision – which is that every child will leave my primary school able to excel both academically and socially. This, coupled with the commitment to ‘no excuses’, will guide everything I do in my first headship.

For more information on the Future Leaders programme, please visit future-leaders.org.uk