Yes, Boss!

Although new to headship, Dr Craig Avieson’s research experience tells him it’s not always easy for people to be open and honest with the man in charge, which is why middle leaders form a vital link...

On September 1st 2014, I sat in my freshly-painted headteacher’s office, convinced that leaving my lecturing role to become a headteacher was the right move. I had missed working with children and, enthused by the passion of trainee teachers, wanted to make a direct impact on challenging schools. Here was my chance to put all that practitioner research to good use.

Staff were a little suspicious of my credentials at first and I was quizzed on the ‘exact nature’ of my school experience – lecturing PGCE students seemed to have little credibility. But once they’d found out this was my fourth school and I’d twice been a member of the SLT, the questions soon began to subside. (Parents were more interested in why a doctor would want to leave a hospital to work in a school!)

One term later, there have definitely been occasions when academia has given way to the pragmatism of school-based experience, but research has still driven many of my decisions, particularly when it comes to leadership. And one example in particular comes to mind.

During four years of action research, I did a lot of work on pupil voice, which is about empowering children – though I soon discovered much of this was just as applicable to adults. After all, who doesn’t like to be listened to? The theory highlights four concepts: space, voice, audience and influence. So, in the first instance, people need a space in which their voices can be heard and it’s up to leaders to create this. Many schools use annual surveys for this purpose, but other opportunities to feed back can be few and far between, particularly when time is tight. Despite the constraints, at the start of my new headship I was determined to make room for termly staff review meetings, and it’s a decision that has already started to bear fruit (though it is far from the complete solution).

Voice is about facilitating someone else’s point of view. When I ask an NQT for her thoughts on a particular approach, I am often met with enthusiasm, positivity and eagerness. But just because I’ve asked the question doesn’t mean she is going to be completely open with me – and who could blame her? It can be hard to be absolutely truthful with those in a position of leadership.

I remember when I was teaching, and how every time my headteacher asked to see me, I would reflect on all the things I had done wrong and wonder which might be the topic of conversation. And so, when I walk around my own school each morning asking how staff are, and am greeted with, “Very well, thank you! How are you?” I think it’s important not necessarily to take such ‘feedback’ at face value.

This is why middle-leaders are one of the most important layers of staffing for me; they are the link between my perspective and the real views of teachers and support staff. It’s why, at least in part, I decided to increase the number of middle leaders at my school from two to six in my first term. And it’s why I will continue to invest in middle leadership capacity, not only to bridge the gap between staff and the SLT, but to support succession planning too.

That brings us to audience and influence, which cover who listens to staff, and what impact this actually makes. In many schools, you wonder whether the views of teaching assistants, volunteers, midday and admin staff have the same weight of those of the teachers. One of my main messages during our October INSET was that there is no hierarchy of status – everyone has an equal responsibility and role. Many staff have found this empowering, but again I feel I must be careful as this is only my perception and not necessarily the view of all.

I regard myself as a novice headteacher, but I still firmly believe in the ideals of listening to your staff and using middle-leader systems to ensure this communication is effective. People improve schools, not systems. Now, whenever I think of a new policy or strategy, I quickly remind myself of the key people who will be driving it.

Dr Craig Avieson took part in Future Leaders – a leadership development programme for aspiring headteachers of challenging schools. It offers a residency year, personalised coaching and peer-support through a network of more than 300 Future Leaders. To apply, nominate a colleague, or find out more about the programme, please visit future-leaders.org.uk/teachprimary

About the author

Future Leader Dr Craig Avieson is Principal at Great Yarmouth Primary Academy – part of Inspiration Trust. He has previously been employed in schools across Norfolk, Suffolk and London.