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1405823704_COVER 16/6/05 11:03 PM Page 1

second edition
MASTERING DEPUTY HEADSHIP
second edition
‘Trevor Kerry has many years of experience as teacher, researcher, trainer
and manager. This is a valuable, well-written book on the craft of an

MASTERING DEPUTY HEADSHIP

important but neglected constituency.’

Professor Ted Wragg, University of Exeter

Mastering Deputy Headship is essential reading for all aspiring

and newly-appointed deputy heads. The second edition has
been comprehensively revised, to provide you with a practical
guide to the leadership and management skills required in this
demanding role.
The new edition of this bestseller includes three new
chapters, and offers vital guidance on:
MASTERING
●
●
the first few weeks in role
the management of change
● performance management
● up-to-date coverage of the NPQH
● coping with learning, teaching and curriculum
DEPUTY HEADSHIP
Acquiring the Skills for Future Leadership
responsibilities
● managing a budget and handling your school finances
● time-management skills

This text includes a range of practical activities and is designed

to be interactive. To ensure complete effectiveness, it is both
realistic in its approach and readable in its construction.

Trevor Kerry is the first Emeritus Professor of the University of Lincoln.

He was previously Visiting Professor at the International Institute for
Education Leadership at the same university. His career has embraced many
management posts: headship of department in secondary schools, SENCO
in the primary sector, head of site in FE, senior roles in initial teacher
education, and senior general adviser/inspector for Norfolk LEA.
Trevor Kerry

Trevor Kerry
www.pearson-books.com
MDH_A01.qxd 21/06/2005 11:28 Page i

Mastering Deputy Headship

MDH_A01.qxd 21/06/2005 11:28 Page ii

Leadership skills in education management

Series Editor: Professor Trevor Kerry

Other titles in this series

The Head Teacher in the 21st Century

Being a successful school leader
by Frank Green

From Teacher to Middle Manager

Making the next step
by Susan Tranter

The Special Educational Needs Coordinator

Maximising your potential
by Vic Shuttleworth

Effective Classroom Teacher

Developing the skills you need in today’s classroom
by Trevor Kerry and Mandy Wilding

Forthcoming

Middle Leadership in Schools

by Sonia Blandford

Performance Management in Schools

by Adrian Percival and Susan Tranter
MDH_A01.qxd 21/06/2005 11:28 Page iii

Mastering Deputy
Headship
Acquiring the Skills for Future
Leadership

Second edition

Professor Trevor Kerry

MDH_A01.qxd 21/06/2005 11:28 Page iv

PEARSON EDUCATION LIMITED

Edinburgh Gate
Harlow CM20 2JE
Tel: +44 (0)1279 623623
Fax: +44 (0)1279 431059
Website: www.pearsoned.co.uk

First published 2000

Second edition published in Great Britain 2005

©Pearson Education Limited 2000, 2005

The right of Trevor Kerry to be identified as author of this work has been
asserted by him in accordance with the Copyright, Designs and Patents Act 1988.

ISBN 1 405 82370 4

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data

Kerry, Trevor.
Mastering deputy headship : acquiring the skills for future leadership / Trevor
Kerry.—2nd ed.
p. cm. — (Leadership skills in education management)
Includes bibliographical references and index.
ISBN 1–405 – 82370 – 4
1. Educational leadership—Great Britain. 2. School management and organization—
Great Britain. I. Title. II. Series: Leadership skills in education management series.
LB2900.5.K47 2005
371.2′00941— dc22
2005044187

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without either the prior written permission of the
publisher or a licence permitting restricted copying in the United Kingdom issued by the
Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP. This book
may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of
binding or cover other than that in which it is published, without the prior consent of the
Publishers.

10 9 8 7 6 5 4 3 2 1
09 08 07 06 05

Typeset in 10.5/14 pt Latin725BT by 35

Printed and bound in Malaysia

The publisher’s policy is to use paper manufactured from sustainable forests.

MDH_A01.qxd 21/06/2005 11:28 Page v

TREVOR KERRY is Professor Emeritus in the University of Lincoln and

formerly Visiting Professor in the International Educational Leadership
Centre, University of Lincoln. He holds an MA in education management
from the Open University, and MPhil and PhD degrees in education from
Nottingham University.
Trevor’s fundamental interest is in effective teaching. He was research
officer with two national projects on teaching methods: the Teacher
Education Project (1976–1980) funded by the DES, and the Developing
Pupils’ Thinking Project (1981–1983) for the Schools’ Council. He has taught
in primary, secondary, further and higher education, and held posts in
initial and in-service teacher education. He has been Principal Lecturer in
Educational Research at Charlotte Mason College; Head of Department
and Pro-Principal at Doncaster College of Further & Higher Education;
Senior General Adviser (INSET & FE) with Norfolk LEA; and Staff Tutor
for education in the East Midlands Region for the Open University. More
recently he was also the part-time special needs coordinator at a primary
school in Lincolnshire. He has written over 150 journal articles, and writ-
ten and edited more than two dozen books, and has taught students
pursuing higher degrees in education management at MSc, MBA, EdD
and PhD levels.
Professor Kerry was engaged in the Schools for the Future Project at
Lincoln University. In this role he has written extensively on the five-term
year and other time-related issues in school management. He is well known
in this field as a consultant and lecturer and – with his wife, Dr Carolle
Kerry – he runs TK Consultancy offering in-service training to schools in
the areas of teaching skills such as questioning and educating the more
able. He is currently Vice-Chair of Governors at Brooke Weston CTC in
Corby, and acts as critical friend to two primary schools.

v
MDH_A01.qxd 21/06/2005 11:28 Page vi
MDH_A01.qxd 21/06/2005 11:28 Page vii

Contents

Series editor’s introduction xii

List of tasks xiv
List of tables xvi
List of figures xviii
Preface xix
Acknowledgements xx
How to use this book xxi

1 Starting off 1
Introduction 2
Preparation 3
The first morning 7
First encounters 8
Coping with being de-skilled 9
Being put to the test by colleagues 10
Coping strategies for the first day and first week 12
Linking theory to practice 13
Summary 14

2 Working relationships with the headteacher 15

Establishing trust 16
Trust and communication 17
Developing a vision 18
Factors in partnership 20
Summary 22

3 Roles deputies play 23

Job description 24
The 15 key roles for deputy heads 24

vii
MDH_A01.qxd 21/06/2005 11:28 Page viii

CONTENTS

The job description revisited 38

Summary 40

4 In at the deep end 41

Introduction 42
Critical incidents 42
How the incidents were collected 43
The outcomes 44
Effective and less effective responses to the
critical incidents 47
Learning from critical incidents 48
Summary 51

5 Relations with other staff 53

Consultation 56
Communication 56
Conflict 65
Summary 67

6 The deputy as leader 69

Leader or manager? 70
Leadership 71
Some more characteristics of leadership 74
Leadership styles and organisational styles 75
What kind of organisation do you belong to? 78
Leadership style and the role of the deputy 78
Leader as team player 80
Why teams fail 83
Summary 83

7 Managing personal time 85

Problems of time 86
Distinguishing the important from the urgent 87
Keeping a diary 89
Using a filing system 90
Dealing with mail 91
Using marginal time 92
Summary 93

viii
MDH_A01.qxd 21/06/2005 11:28 Page ix

CONTENTS

8 Learning, teaching and curriculum responsibilities 95

Learning 96
Teaching 99
Curriculum issues 104
Continuing professional development 107
Summary 110

9 Driving forward a specific project 111

Introduction 112
A curriculum and learning issue: a scenario 112
Analysis, reporting and written communication skills 112
A sample report 115
Reflection 125
Summary 126

10 Standards and quality 127

Total quality management 128

Defining the mission and intentions of the school 130
From principle to policy 132
Governors and quality 134
Planning for quality: the School Improvement Plan 135
Monitoring and evaluating quality 138
Accountable for what? What to monitor and evaluate 141
Statistical monitoring 142
The role of the deputy in monitoring and evaluating 144
Summary 145

11 Dealing with parents and governors 147

Dealing with parents 148

Face-to-face meetings with parents 148
Problem solving with parents 151
The deputy and the governors 154
Summary 156

12 External relations 157

Marketing the school 158

Conveying messages: the school brochure 161

ix
MDH_A01.qxd 21/06/2005 11:28 Page x

CONTENTS

Widening external relations: the welcoming school 166

Summary 168

13 Mentoring, performance managing and interviewing 169

Introduction 170
Mentoring: wise counsellor or the blind leading the blind? 170
Performance management 173
Targets in performance management 175
Training and support 176
The place of performance management in the
development of the school 176
Conclusion 176
Interviews and interviewing 178
Summary 181

14 Chairing skills 183

The order and procedure of meetings 185
Helpful hints for chairs 190
Members’ ploys 192
Summary 194

15 Planning, brief reporting and public speaking 195

Planning: the background 196
The planning process: an overview 197
Reporting briefly 199
Public speaking 202
Summary 206

16 Budgets and finance 209

Some theoretical issues 210
Budgeting and management 211
Budgeting: some practical issues 212
Spending the budget 216
Summary 218

17 Coping with change 221

Introduction 222
The story 222

x
MDH_A01.qxd 21/06/2005 11:28 Page xi

CONTENTS

Attitudes to change 224

Images of change 225
The change process 230
Change and the deputy: advice and procedures 232
Summary 236

18 Personal development 239

The learning school 241

How to learn 242
Pathways to promotion 247
Summary 248

Tailpiece 249
Afterword 253
References 256
Index 259

xi
MDH_A01.qxd 21/06/2005 11:28 Page xii

Series editor’s introduction

The nature of schools and the educative process is changing. Indications

are that the early part of the twenty-first century will see the fastest, and
the most far-reaching, changes in schools and schooling since the com-
pulsory education system was established. The signs are there if we have
eyes to see them:

n Advances in technology will alter the nature of learning. While school

has been characterised by the need for groups of people to assemble
together to listen to a teacher, the computer, its software and the Internet
are making learning accessible to anyone, according to need and inclina-
tion, without their having to come together.
n Technology, through the computer and through video-conferencing, gives
access on a local level to global opportunities. If they have the tech-
nology, pupils in Britain can access the very best lessons and the very
best teachers from anywhere in the world. In place of thousands of
teachers teaching thousands of different, more or less good, lessons on
a topic, the student will be able to access the most complete and dynamic
lesson regardless of where it is taught.
n Computers even threaten the concept of school time. Since the com-
puter gives access at unlimited times and in unlimited places, learn-
ing need no longer be associated with time slots at all.
n But it is not just computers or other forms of digital imaging that are
driving the forces of education into new channels. Economics play a
part. School buildings are inflexible and costly, yet they often remain
unused for more than 80 per cent of the time – during vacations,
evenings, nights and so on. Costly plant lying idle is a luxury that soci-
ety may feel unable to afford.
n Increasingly, we can see non-teachers and teaching assistants of
various kinds becoming more central to the education process. There

xii
MDH_A01.qxd 21/06/2005 11:28 Page xiii

SERIES EDITOR’S INTRODUCTION

was a time when no adult but a teacher would have been found in a
classroom. Now schools often have a greater complement of technicians,
administrators, nursery assistants, special needs assistants, students from
care courses, voluntary helpers and counsellors than they do of teach-
ing staff.

Combined with these incipient changes we can see other trends at work.
Accountability continues to dominate government thinking, with league
table scores and measures of value added being constantly revised and
adjusted. While pupil progress is being measured in these ways, staff, includ-
ing heads and deputies, are increasingly subject to performance manage-
ment. Changes in society are having a profound effect on schools, with
many pupils now drawn from families affected by marriage break-up
or which are non-traditional in composition. Government legislation
tightens the noose of control on schools in all kinds of ways, from defin-
ing healthy eating to requiring tighter site security. More and more schools
are reorganising to provide pre- and post-school child care of one kind
or another, from breakfast clubs to homework clubs.
So key areas – how learning takes place, where it takes place, when,
its quality, the type of plant required, the nature of the people who deliver
it – are all in the melting pot. If ever there was a moment for developing
a new breed of educational leaders who could span the effective manage-
ment of the present system and forge a path into the future, this is it.
This series is therefore dedicated to achieving those ends: to help edu-
cation managers at various levels in the system to become the leaders now
and the pioneers of the future. The titles are all written by people with
proven track records of innovation. The style is intended to be direct, and
the reader is asked to engage with the text in order to maximise the train-
ing benefit that the books can deliver.
Change is rarely comfortable, but it can be exciting. This series hopes
to communicate to school leaders something of the confidence that is
needed to manage change, and something of the fulfilment that comes
from meeting challenge successfully.

Professor Trevor Kerry

xiii
MDH_A01.qxd 21/06/2005 11:28 Page xiv

List of tasks

1 Reviewing your career to date 3

2 Examining your preparations for the role 6
3 Coping with the first crisis 11
4 Establishing or improving rapport with the head 17
5 Losing confidence 19
6 Devising other models of deputy/head relationships 22
7 Equipping yourself for curriculum management 26
8 Revisiting your (potential) job description 39
9 Reflecting on a critical incident 51
10 Handling a delicate staffroom situation 55
11 Deciding between consultation and negotiation 56
12 Analysing communication skills 59
13 Analysing the value of different communications structures 64
14 Reflecting on your skills as a leader 74
15 Assessing your organisation’s style 78
16 Being a team member and team leader 81
17 Prioritising and tackling jobs 89
18 Sorting the mail 92
19 Familiarising yourself with the quality of learning in your school 97
20 Improving learning and attitudes to learning 98
21 Observing teaching 101
22 Familiarising yourself with the whole curriculum 104
23 Reflecting on a major project for innovation 125
24 Reviewing your mission statement 131
25 Delivering quality in a National Curriculum subject 137
26 Drawing up a format to collect statistical data 142
27 Interviewing parents: preparation 149
28 Dealing with a difficult interview with parents 152
29 Scrutinising school brochures 161
30 Deducing the messages about complaints for school procedures 167

xiv
MDH_A01.qxd 21/06/2005 11:28 Page xv

LIST OF TASKS

31 Selecting a mentor 173

32 Recalling your worst ever meeting 184
33 Inventing your own committee ‘animals’ 193
34 Writing a brief report for committee 202
35 Analysing a brief written report 202
36 Examining one of your own budget initiatives 215
37 Base budgeting 216
38 Cutting times . . . or making the most of what you’ve got 218
39 Identifying characteristics of change in schools 229
40 Organising your personal professional development programme 246

xv
MDH_A01.qxd 21/06/2005 11:28 Page xvi

List of tables

3.1 The role of a pastoral deputy 27

3.2 Job operations performed by a pastoral deputy 28
3.3 Job description 1 – Primary deputy 39
3.4 Job description 2 – Secondary deputy 40
3.5 Job description 3 – Secondary deputy 40
4.1 The data collection pro forma 44
4.2 Percentage of critical incidents assigned to each job role
by deputies 45
4.3 What deputies did well during critical incidents: some generic skills 47
4.4 What deputies did badly during critical incidents:
an agenda for training 48
4.5 What deputies learned from reflecting on critical incidents:
an analysis of skills 49
5.1 Barriers to effective communication 58
5.2 Dimensions of listening 60
5.3 Some procedures to minimise conflict and its effects 66
8.1 Pro forma for general lesson observation 102
8.2 Pro forma for observing a specific teaching skill 103
8.3 In-house professional development 107
8.4 Setting up an input from a speaker 108
8.5 Using outside experts effectively 108
8.6 Judging the effectiveness of professional development 109
8.7 Possible Ofsted criteria for judging a school’s
professional development 109
10.1 Clients and their expectations 129
10.2 Elements in a good policy 133
10.3 Extract from a primary school improvement plan 136
10.4 Extract from a secondary school improvement plan 137
10.5 Some factors that might be included in a quality audit 141
10.6 Management information data, June 2005 143

xvi
MDH_A01.qxd 21/06/2005 11:28 Page xvii

LIST OF TABLES

11.1 Guidelines for pastoral or advisory interviews with parents 150

12.1 Legal requirements relating to school brochures 162
13.1 Key advice for performance managers 177
14.1 Some useful skills for chairs 191
15.1 A project planning outline 200
15.2 Rules for writing a brief report 201
15.3 A sample brief report for analysis 203
15.4 Some rules for successful public speaking 204
16.1 Merits and demerits of incremental and zero-based budgeting 211
16.2 The budget process 212
16.3 Budget layouts 213
17.1 Open and closed cultures 231
17.2 Developing leadership attributes for change 235
17.3 Beyond the cutting edge of change – 11 principles 236

xvii
MDH_A01.qxd 21/06/2005 11:28 Page xviii

List of figures

5.1 The wheel of communications 63

5.2 The circle of communications 63
5.3 The chain of communications 64
6.1 The inter-relationship of management and leadership 71
7.1 Deciding on important and urgent tasks 88

xviii
MDH_A01.qxd 21/06/2005 11:28 Page xix

Preface

The readers of this book will be deputies in post and those aspiring to a
deputy headship in both the primary and secondary sectors.
The book begins with the assumption that the reader is applying for a
deputy’s post, but moves quickly to examine carefully the tasks that are
expected of deputies in post. Thus, whether already appointed or seek-
ing appointment, the reader will be guided to the necessary skills for the
job. Indeed, the book would be invaluable reading in preparation for a job
interview for a deputy headship, as well as being a manual of practice
for a practising deputy.
A glance at a sample of advertisements for posts as deputies in just
one edition of the Times Educational Supplement gives a clue to why such
a book is important.
Job 1 requires someone:
n who has high expectations of pupil behaviour and achievement
n who demonstrates excellent organisational and interpersonal skills
n who has the ability to manage a leading role in curriculum development.
Job 2 needs:
n high expectations of children’s learning
n a positive, caring attitude, enthusiasm and a sense of humour
n ability to inspire, lead and motivate
n commitment to partnership working with the head, parents and governors.
Job 3 puts a further gloss on the role in demanding someone who:
n is an excellent classroom practitioner with a successful track record in
their subject
n is energetic in working individually or as part of a team
n can bring the best out of colleagues.
The intention of this book is to help you become such a paragon!

xix
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