Reflections: My first term as AHT

Autumn Term 2020 has probably been the longest, most challenging term I have experienced since my NQT year. New role responsible for around 30 colleagues, new post holders, new teachers, new trainees, amendments to the exams, tier 2 lockdown, isolating students, isolating staff, testing positive for Covid 19, launching the coaching programme, attending all five modules of the NPQSL and winter are just some of the factors that have made this an interesting term.

As I sit here reflecting on my first term as Assistant Headteacher, I can’t quite believe the whirlwind that has been this term. I wanted to take a moment to note down just some of the key leadership learning from this term. The reflections below aren’t in any order or exhaustive list but merely a way for me to pause and acknowledge.

What have I learned?

1) Explain the vision clearly and the why behind new changes again and again and again as a motivational force. Teachers and school leaders are such generous, kind, empathetic humans. They are more likely to engage and buy in to the vision if they are clear about the role they can play and why it matters. Communication and clarity is key.

I have seen this particularly with the launch of the new instructional coaching programme. Colleagues who were originally cautious about being coached as part of the coaching programme were promoting it by the end of this term because they saw its impact first hand.

2) Teaching, Learning and Curriculum should be at the heart of everything we do as senior leaders. Our role should be to enable and empower teachers to thrive in the classroom. We must create spaces and opportunities for teachers and leaders to learn, reflect and practise key skills that will directly impact on students and their progress. So this term, in our department meetings, we’ve loved focusing on instructional coaching, subject specific CPD and pedagogy content knowledge. Teachers have had time to discuss, share and practise evidence informed strategies. It’s been like a mini TeachMeet every department meeting!

3) Leadership involves helping others become highly effective and successful in their role. This includes helping others develop, particularly new leaders. When leaders are new to a role, it can be challenging to know where to begin. Checklists/task lists to clarify week by week operational tasks for new leaders can help identify what needs to be done and ensure the workload can be managed and chunked in to smaller tasks. I have also loved delivering leadership training for leaders in my team on topics such as knowing ourselves and leading others. It’s been a safe space to explore our vision and values as leaders and rumble with vulnerability.

4) Seeking support from those around us as a new leader is an act of courage not a sign of weakness. Step back, identify the support you need and ask for it. I have had to remind myself constantly that seeking help does not mean I’m incompetent; as one of the DHTs, Michelle Smiley, says to me often: ‘you don’t know what you don’t know.’ In actual fact, I’ve been reminded that asking for help can alleviate some the challenges one faces as a senior leader.

5) Do not make assumptions. I say this because this term, I have directed colleagues to complete tasks and assumed they will know how to do it. The assumption has hindered colleagues from completing the task successfully and then blaming themselves. But I realised it was my lack of clarity that led to this. I now try to model what success looks like with specific tasks and ask colleagues questions to check they have understood it before the task needs to be undertaken.

6) I need to take care of myself in order to take care of others. I need more ‘me’ time because investing in myself, my health and wellbeing is just as important as investing time in others.

7) I have learned to celebrate the good in every day. As a new AHT, I have found the term a gruelling one but noting down three good things in every day has enabled me to see the positives.

8) From the RLE programme and Hannah Wilson’s coaching, I am learning to check my bias for action. I don’t make good decisions when I act in haste or out of anxiety. It’s okay to stop, reflect on the possible options and then act. It’s okay for me to tell others that I need some time to make a well-informed decision. Thinking time is just as important for us as it is for our students.

9) Trust needs to be at the heart of every professional relationship. If we truly want to enable and empower others, then colleagues must trust in us and they must trust that we are on their side. If they know this, they are more likely to understand changes and decisions, even if they do not personally agree with them. If colleagues trust us, ‘difficult’ conversations are easier (not necessarily less uncomfortable though) because they know we are for them and want them to shine. Building relationships based on trust helps with some of the burdens and challenges of leadership.

What’s next?

As an optimist, I like to see the positives even in the most difficult of situations and so, though it has been challenging, I have learned so much this term about myself as a person and leader. I’m looking forward to applying the learning next term and continuing to improve myself in my new role.