Middle leadership in secondary schools
The National College’s research into middle leadership in secondary schools facing challenging circumstances (2006) investigated the characteristics of effective middle leaders. It built on the College’s work on learning-centred leadership, and focused on the factors that might explain why some departments in some schools are more successful than others.
- About the research project
- What these middle leaders do
- Characteristics of these effective middle leaders
- Conclusions from the research
About the research project
Practising middle leaders were asked to investigate what other middle leaders were doing to make a difference to pupil learning. The research took place in 21 departments in schools facing challenging circumstances. It explored the characteristics of successful middle leaders and the strategies that they deploy.
The project was carried out in 2006 over a period of 18 months and was led by Professor Geoff Southworth and Professor John West-Burnham.
What these middle leaders do
Based on this research project, successful middle leaders achieve two important things. They develop conditions that are highly conducive to student learning and they create a culture of learning among the staff that supports creativity, change and improvement.
Middle leaders achieve this through a number of common strategies.
They model effective practice by:
- leading by example
- sharing good practice
- working hard to build a department that reflects the leader
- being committed, passionate and driven
They know what is going on by:
- monitoring student and teacher effectiveness
- ensuring accountability is clear and understood
- having explicit and agreed criteria and protocols
- basing reviews and decision-making on evidence
They use dialogue to influence by:
- focusing on students and learning
- being open, transparent and supportive
- ensuring dialogue is continuous, formal and informal
- focusing on improving practice and sharing strategies
- using conversation to develop everyone’s understanding about learning
- using conversation to influence colleagues and students
They build effective structures and systems by:
- being meticulous and detailed in their planning
- ensuring there are handbooks, schemes of work and other tools
- having sophisticated student data systems
- reinforcing consistent approaches
They work to retain staff by:
- developing high levels of trust
- ensuring staff feel empowered
- ensuring there is positive regard in relationships
They use professional development well by:
- ensuring that continuing professional development (CPD) is classroom focused
- ensuring that CPD is primarily in-house
- acting as lead learner and developer, making CPD an ongoing activity for all
They promote a positive culture by:
- encouraging high aspirations and celebration
- focusing on growth and development
The charateristics of effective middle leaders
No two middle leaders in this research showed exactly the same combination of qualities. However, all had a highly effective balance of leadership and management skills, personal and organisational concerns, and relaxation and rigour. They fulfilled the classic notion of 'tight-loose' leadership and management.
High-performing middle leaders offer the following.
A focus on learning.
- a strong emphasis on achievement and high expectations
- a genuine focus on the individual
- learning for both students and staff
Consistency
- public and explicit expectations
- established routines, systems and procedures
- monitoring and review based on evidence
- personal practice that exemplifies consistency
A caring attitude.
- a focus on quality relationships
- sensitivity to students’ social environment
- positive regard: student-student, teacher-student, teacher-teacher
- caring relationships between pupils and staff
- personal practice that models care
Commitment
- help and support beyond formal requirements
- responses to student needs
- creative and innovative strategies
- personal practice that demonstrates commitment
High expectations
- an impetus to be the best
- high expectations in every aspect of school life
- personal practice that sets and models high standards
Conclusions from the research
The following strategies tell us how middle leaders operate. They were identified through work on learning-centred leadership and reinforced through this research.
- In many successful departments, the focus was on individual students’ learning rather than on the teaching of the subject.
- The personal qualities, leadership strategies and management skills of middle leaders are often the most significant variables influencing departmental effectiveness.
- Successful middle leaders have the ability to combine personal engagement, professional credibility, a range of leadership styles and systematic management.
- Middle leaders are highly visible, open and available and they work in a transparent way.
- The most effective middle leaders combine personal and organisational imperatives and balance high trust with directive intervention.
- The most effective departments displayed a high level of consensus about principles and practices.
- It is possible for high-performing departments in challenging circumstances to work in isolation.
Related publications and resources
Middle leadership in school facing challenging circumstances - full report
Middle leadership in school facing challenging circumstances - summary
Diagnostic review - reflect on your own practice
Getting out through the middle
Learning from the middle: a study of the impact of leading from the middle in two city schools
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