Headteacher succession

I’ve read two things in TES magazine recently which touch on the subject of headteacher succession, and each made me thoughtful.

The first was this, by Mark Leppard (April 2025): https://www.tes.com/magazine/leadership/strategy/how-headteachers-can-help-their-school-with-transition-planning. Mark, the head of The British School Al Khubairat in the United Arab Emirates, offers his advice to serving heads who will work with their governors, and perhaps with their HR managers (if they have one), to make arrangements for the process of appointing their successor in due course.  As Mark says, even if this is some way off, “every school leader eventually steps down, and so being prepared for this reality is sensible.” 

I would agree with that.  Certainly in the second half of my ten year headship, I gave more thought to the idea of legacy, and what I wanted to leave behind when I moved on from the school.  I was also committed to doing all in my power to support the process of appointing my successor so that the school didn’t suffer, in any way, from the transition.  Mark also says: “I have heard on numerous occasions from new heads or school boards about how the change of leader has proven jarring for the school community.”  This was definitely something I was determined to avoid, as far as it was within my power.

The second article I read, which touched on the same subject, was a piece written by Emma Seith (May 2025) which reports on a panel session at the annual conference of the Council of British International Schools (COBIS) in London earlier in the month.  In the session, a group of experienced governors and Chairs shared their views on how to govern schools successfully.  As with the Mark Leppard article, the focus was on the international school sector, but, in both pieces, the points raised were just as relevant to a UK setting.

At the end of the article, it was reported that Bonnie Ricci, an executive director at the International Council Advancing Independent School Accreditation (ICAISA), suggested that a school takes three years to recover following the departure of a principal, whether planned or not, so losing a leader as a result of issues with poor governance is definitely something to be avoided.

That comment struck me forcefully.  I recognise that there are times when headteacher succession does not proceed smoothly, but the suggestion that schools routinely take such a long time to adjust to a new leader was not something I had ever come across before.  I am convinced that if all those involved in the process, including the governing body/trust, the outgoing head and members of the wider school community, including the Senior Leadership Team and HR professionals, and, once appointed, the incoming head, approach the process in a considered, careful and methodical way, the school should not suffer.

Following my ten years of headship I completed a doctorate, where the focus of my research was the transition from deputy to head.  I wrote a book based on my research findings, my own experience and learning, and my wider reading: ‘Making the Leap – Moving from Deputy to Head’ was published by Crown House in 2016.  We also recorded an audio version of the book in 2022.  It is heartening that the book still sells well, as new aspiring heads emerge all the time, and they are my principal audience.

However, as I explain in the introduction, I hope the book will also be of interest to governing bodies and all those involved in the process of recruiting, appointing and supporting incoming heads.  It contains practical advice as to how this can be positively achieved.

This is the advice I would give to governors, to serving heads who are supporting their governing bodies to manage the transition from one school leader to the next, and to the heads who follow them:

1. The outgoing head needs to be very clear that this is not about THEM, and their ego, but about the school.  They have to navigate the process in such a way that they invest in and commit to supporting their successor and making the transition as smooth and positive as it can possibly be.  I recognise that they may be dealing with some complex emotions as they step down, and/or move on, but they need to keep in mind that this is the last thing they will do for the school they are leaving – ensuring that the school is in a position to build on all they have achieved and go on to accomplish even more in the future.
2. Governing bodies need to do careful research and to plan the appointment process carefully.  This requires them to be thoughtful and thorough, but to ensure the time frame is appropriate and they do not risk losing good candidates because they drag their feet.  Governors may wish to appoint an external education consultant to support them through the process: they may have relied heavily on their head’s educational expertise in the past, but now recognise that it is not acceptable for the outgoing head to drive the selection of their successor.  Alternatively, they could research what the different professional search firms can offer – look at several and choose the one they believe best suits their context to guide you through the different stages of the process. (Perrett Laver, Saxton Bampfylde, Odgers Berndtson, Anthony Millard Consulting and RSAcademics, for example, as well as organisations like ASCL, do extensive work in the field of headteacher recruitment).
3. Governors need to be clear about what exactly they need from their new school leader.  I believe consultation with the wider school community, in addition to their own reflections and constructive debate, should feed into this.  The different groups should feel privileged to have been asked for their views, and be confident that they have been heard, while accepting that ultimately the governing body will make the final decision about the appointment.  The selection panel should be completely transparent with candidates about terms and conditions, including remuneration – most definitely at short-list stage, if not before – so that if a candidate is ultimately offered the post, they know exactly what it is they are signing up for.  In order tor this to be the case, governors should also be open about the finer details of the school’s stability and financial situation: again, certainly by the short-list stage.
4. I strongly believe that all candidates have to be sensitively and respectfully treated, the process needs to be very well-organised, and stated timelines should be adhered to.  There should be the recognition that those applying for headship invest a great deal of time, energy and effort into the process, and they deserve constructive and helpful feedback at the end if they are unsuccessful.  I have offered advice to schools holding interviews here. 
5. Once appointed, the incoming head should manage the lead-in period between being offered the role, and formally stepping into it, with sensitivity and good sense – I devote a chapter to the lead-in period in ‘Making the Leap’.  It is a tricky time, as the new incumbent may well be fulfilling a demanding role in their current school, as well as beginning to prepare for the move. They need to be fully aware that their predecessor is saying goodbye to the school, and ensure that they are accorded appropriate time and space to do that.

I believe that if the steps above are taken, a change of head can be energising and uplifting for a school, even if the head who is leaving has been successful and will be missed.  All change can be exciting and productive, and a school can take a significant step forward if headteacher succession is navigated with good sense, compassion and strong judgement.

I’d be very interested to read your thoughts, and any other suggestions, in the comments below.

Many thanks for reading.