It’s All Part of the Search

I have spent my career in Jewish day schools and am privileged to work with so many incredible leaders—Heads of School, Division Heads, and Principals. We are faced with many challenges in our schools, and some are within our control.

As I look out on the field and see the schools searching for new Heads, I am struck by a significant gap between perception and reality. Often, search committees, boards, and donors believe their school and community are unique and will naturally attract the best talent. This confidence can lead them to look over the shoulder of their current Head and dream about what is next. In some cases, they even begin informal discussions with other Heads in the field about their interest in coming to their school.

What is true is that our field is small. Many professionals bridge different communities and have a deep understanding of what is happening across numerous schools. We talk to each other, we learn, and we observe. The way a current Head is treated profoundly impacts whether others in the field will consider the school an attractive opportunity. This is true whether the current Head is unaware of the search (though they often find out) or has been informed. It is especially critical when a school has decided to part ways with a Head. Until that person’s last day, unless otherwise specified, they should be treated as the Head of School.

Within my own sphere of influence, I actively discourage my clients from applying to schools where the Head has been treated poorly. I know my colleagues who are coaches and consultants feel the same way. Here is the basic standard I would expect of lay leaders in a school where a Head is in his/her last year:

1. Clear Communication: Provide the Head with clear and advance notice of what they should and should not participate in.
2. Transparency: Ensure open communication about what is happening in the school, including decisions affecting the current academic year.
3. Inclusion: Include the Head in all programs related to the current school year.
4. Respectful Recognition: Offer a thoughtful and respectful thank-you at events.

Our schools are learning environments in every way. How we treat our employees models the behavior we hope to instill in our students. This often requires overcoming feelings of sadness, anger, or disappointment, but it remains essential to a school’s culture and to the interest of future leaders.

When you begin a search, ensure that all those associated with your school can confidently report a caring, professional, and kind environment.