Blogs and Articles - RSAcademics

The Bursar’s Role: What development professionals need to know

In many schools, the Bursar and the Development Director work in parallel. Both are focused on the future. Both are under pressure. And both are essential to a school’s long-term success.

But how well do they really understand each other’s worlds?

Our recent report, The Art of the Bursar, developed in partnership with the Independent Schools’ Bursars Association, offers the most detailed picture yet of how the Bursar’s role is changing. It reveals a profession that is evolving fast, with growing responsibilities, rising expectations and a more strategic remit than ever before.

While the report doesn’t focus directly on fundraising, its findings have important implications for development professionals. They help us understand the context in which Bursars are working and the conditions they need to succeed. They also highlight the opportunity for closer collaboration between development and bursarial teams.

The Bursar’s expanding role

Today’s Bursars are no longer just financial stewards. They are strategic leaders. Most oversee HR, estates, compliance, IT and operations. Many also serve as Clerk to the Governors. Almost all are involved in shaping school strategy.

The knowledge required has expanded significantly. Legal and regulatory understanding has grown sharply. Strategic thinking is now the most in-demand skill. And resilience and emotional strength are seen as the most important personal qualities.

Bursars are navigating complexity, managing risk and leading diverse teams. They are also adapting to a sector that many of them joined from outside. In fact, 90% of Bursars surveyed had no prior experience of working in schools before taking up their role.

This means they are learning to lead in a values-based, relationship-driven environment. One where influence often matters more than authority. Where decisions are shaped by consensus. And where the culture is as important as the numbers.

The report also highlights the sheer breadth of the role. Bursars are expected to switch rapidly between strategic planning and hands-on problem-solving. One described moving from negotiating a £3 million loan to unblocking a toilet in the same afternoon. Another spoke of writing a strategic plan late into the evening after dealing with a burst pipe and a payroll issue during the day.

Why this matters for fundraising

Fundraising doesn’t happen in isolation. It depends on trust, alignment and shared purpose. And that means the relationship between Development and the Bursar matters.

Here’s why:

Strategic alignment
Bursars are central to strategic planning. They understand the school’s financial position, its risks and its priorities. Involving them early in fundraising conversations helps ensure that campaigns are grounded and aligned with the school’s long-term goals.

Governance insight
As Clerk to the Governors, many Bursars are closely involved in board-level decision-making. They can help navigate governance processes, shape proposals and ensure that development plans are well understood and supported.

Operational enablement
From due diligence on major gifts to compliance with charity law, Bursars play a key role in enabling fundraising to happen. Their support can make the difference between a good idea and a deliverable plan.

Major donor confidence
Bursars can also play a vital role in supporting relationships with major donors. Their ability to demonstrate robust financial planning, sound investment management and prudent long-term stewardship helps reassure donors that their gifts will be well used. In conversations with potential benefactors, a Bursar’s insight into the school’s financial strategy can strengthen confidence and reinforce the credibility of fundraising appeals.

Cultural integration
The most successful Bursars are those who immerse themselves in school life. They attend events, build relationships and model collaboration. These are the same behaviours that underpin a strong fundraising culture.

Breaking down silos

One of the most consistent themes in the report is the need to move beyond silos. In many schools, support functions still operate in isolation. Development, finance, HR and operations each have their own priorities, their own language and their own pressures.

But the challenges schools face today are too complex for that approach to work. Whether it’s affordability, compliance, staff wellbeing or long-term sustainability, these issues cut across departments. They demand joined-up thinking and shared leadership.

For development professionals, this means building a strong working relationship with the Bursar. It means understanding their world and inviting them into yours. It means recognising that while you may use different language, you are often working towards the same goals.

That might involve:

Sharing insight into donor motivations and expectations

Collaborating on messaging that connects financial need with educational impact

Working together to build trust with governors, parents and alumni

Creating space for joint planning and shared learning.

It also means recognising that Bursars are under pressure. Many are managing immense workloads with limited support. In smaller schools, they may be responsible for everything from payroll to plumbing. Finding time for strategic thinking is a challenge. So is finding time for collaboration.

But when that collaboration happens, the benefits are clear. Schools are more aligned. Campaigns are more credible. And the case for support is stronger.

The latest IDPE benchmarking data highlights just how significant bursarial engagement can be. In schools with the highest philanthropic income, Bursars are far more likely to be actively involved in development. Among schools raising over £5 million per year, 67% report that their Bursar is involved or very involved in development, compared with only 45% of schools raising under £100,000. This suggests that when Bursars and development teams collaborate closely, the impact on fundraising success can be substantial.

A shared understanding

The report shows that effectiveness in school leadership is rarely achieved in isolation. It depends on relationships, shared purpose and mutual respect. That applies as much to fundraising as it does to other areas of school life where the Bursar plays a central role.

When development and bursarial teams understand each other’s pressures, priorities and perspectives, they are better placed to work together. Not just to raise funds, but to strengthen the school’s long-term sustainability.

In a sector where complexity is growing and resources are stretched, collaboration is no longer optional. It’s what makes the work manageable, meaningful and more likely to succeed.

Forecasting Strategy: What weather and consultancy have in common

By Heather Styche-Patel, CEO

Every morning many of us check the weather forecast. We know it will not be perfect but we rely on it. It helps us plan, make decisions and carry on with confidence even when the sky looks uncertain. Strategy consultancy, in many ways, works the same way.

Both disciplines start with data. Meteorologists read shifting patterns in pressure and temperature while consultants read shifting patterns in people, policy and behaviour. In both cases the data is abundant but imperfect. The real skill lies in interpretation, in knowing which trends are meaningful and which are simply passing clouds.

At RSAcademics we describe our work as helping schools shape their future. That means bringing clarity where there is complexity and turning information into insight. We combine research, consultation and market analysis with the lived experience of colleagues who have led schools themselves. The outcome is not prediction, it is preparedness. A strategy, like a forecast, does not tell you exactly what will happen but it helps you respond when it does.

Forecasting is never about being right all the time. The most valuable forecast, and the most effective strategy, are those that help people act decisively without false certainty. Both rely on a balance of evidence and judgement. The meteorologist who notices a subtle change in the wind is not unlike the strategist who senses a shift in community mood or public trust. The best insight brings together evidence, experience and the readiness to adjust when the situation demands it.

There is also humility in both fields. Weather forecasters talk in probabilities, not promises. Strategy consultants should take the same approach. Schools operate in unpredictable conditions, and the landscape can shift quickly when leadership, policy or demographics change. Accepting that uncertainty is part of the picture does not weaken a plan, rather it strengthens the way people think about it. Acknowledging the uncertainty encourages flexibility, resilience and the habit of returning to decisions as new information emerges. The forecast is not the point. The readiness is.

That is why our consultancy work always begins with listening. Every school we work with faces its own set of challenges and opportunities. Some are seeking to grow or diversify, others are strengthening governance, aligning leadership or building financial sustainability. Whatever the context, our role is to help leaders understand the systems around them and navigate with clarity and purpose. Like a good forecaster, we aim to turn complexity into something actionable.

The heart of strategy, like the heart of weather forecasting, is not control. It is anticipation. You cannot stop the storm but you can make sure the roof is sound and the windows are shut. The task is to prepare the organisation so that when change comes, it is ready to adapt rather than react.

At RSAcademics we are proud to help schools do exactly that, to look ahead, to ask the right questions and to make thoughtful choices that stand up in all conditions. If your school is reviewing its direction, exploring a new opportunity or simply wants to be better prepared for whatever lies ahead, I would be glad to talk:

heatherstychepatel@rsacademics.com

Leadership in UK Independent Schools: What’s Changing and Why It Matters for Governors

Appointing a Head or senior leader has always been one of the most important responsibilities of any governing body. Today, it is also one of the most complex.

Our research at RSAcademics – including The New Art of Headship and The Art of the Bursar – is based on in-depth interviews with serving leaders and extensive consultation across the sector. This work has given us a longitudinal picture of how roles are evolving and what that means for schools.

It is research with purpose: we use these insights every day when advising boards and leading search processes.

The Evolving Role of Heads

The New Art of Headship revealed how Heads now carry a set of responsibilities that has shifted decisively.

• Balancing strategy and scrutiny: Governors expect Heads to scope long-term vision while also managing accountability. All schools have had to readjust in the wake of recent changes in taxation. As part of that readjustment, they have had to revise their long-term strategies and forecasts. As such, the ability of the Head to work closely with governors on strategy, and also respond positively to closer scrutiny, has become even more important than it was before.

• Financial leadership: There is a demand for sharper business acumen to navigate tightening budgets and changing market conditions. The Head is expected to take even greater responsibility for ensuring the financial health of the School. As many a Head will testify, this often requires making difficult decisions that may have a profound impact on their school. The difficulty of the decision-making is compounded by a lack of clarity as to how the independent school market will continue to evolve.

• Commercial strategy: Linked to the previous point, Heads are also responsible for leading the drive to build non-core commercial income. A potential income source for some schools might include setting up partner franchise schools overseas. This is a complex and time-consuming process. For some Heads, mergers and acquisitions has become something for them to consider.

• External engagement: Parents, regulators, alumni and the wider community expect greater visibility and responsiveness. Whilst the Head is expected to build relationships with all of these constituencies, there is no doubt that the demands on a Head’s time are considerable. Every Head needs to be able to balance their responsibilities and commitments. They also need to ensure that they have a senior team to whom they can delegate as required.

• Leading with humanity: Sustaining staff morale, wellbeing and inclusivity amid mounting pressures. As part of this process, the Head needs to build professional relationships with their staff on an individual and collective basis. Above all else, regular, clear and effective communication is key.

• Leading with values: Is of as much importance as it ever has been, if not more so. The Head is expected to identify and communicate the School’s values to all constituencies. It is important that those values resonate, especially with the pupils and their parents.

• Educational leadership: In addition to the above, the Head is still expected to be an experienced and thoughtful educationalist. As such, Heads will promote a teaching and learning agenda, they will ensure that pastoral care is of central importance and that the School really does offer a holistic education to every child.

• Compliance: Should not just be box ticking. Central to the Head’s responsibility is to ensure wellbeing of every child and that a culture of safeguarding, as well as health and safety, is established.

These findings have practical implications. In our search processes, for example, we work with governors to design assessments that probe candidates’ financial literacy and ability to engage externally, as well as their educational credentials. Our research confirms what our clients see: the role is broader, more exposed, and ever more demanding.

The Evolving Role of Bursars

Our Art of the Bursar study highlighted that leadership of school professional service areas has also changed dramatically. Today’s Bursars are expected to:

Act as strategic partners to the Head and the governing board. Amongst other things, they are expected to:

• Lead large, complex operations beyond finance alone.

• Safeguard financial sustainability and risk in uncertain times.

• Work with the Head to develop commercial opportunities.

• Ensure compliance.

• Investigate, alongside the Head, the potential for a merger and/or acquisitions.

Again, we see these realities reflected in our appointments work. Governors increasingly ask us to advise not only on technical financial expertise but also on softer skills: resilience, communication, and the ability to work closely with the Head. Our research equips us to guide these conversations with evidence rather than assumption.

What This Means for Governing Bodies

For boards the lesson is clear, leadership appointments cannot be made on precedent alone. It is no longer enough to ask “who has done this before?” The critical questions now are:

• Can this candidate adapt to a changing and uncertain environment?

• Do they have the resilience to carry the weight of expectation?

• Will they inspire confidence across diverse stakeholders?

• Have they suitable experience to deal with the issues at hand?

• Do they really understand the School’s context?

• To what extent does this candidate have personal and professional substance?

We ensure that what governors learn about the process reflects the realities of leadership today.

How RSAcademics Supports Governors

At RSAcademics, every appointment is led by a Senior Advisor – experienced, highly successful former Heads – supported by specialist search consultants. Every Senior Advisor has extensive recruitment experience and is trained in our rigorous approach. This ensures that governors benefit from first-hand leadership insight and robust, evidence-based processes that are continually refined.

The added value of using RSAcademics is that our appointments practice is informed on an on-going basis by our extensive research programme. Because we track trends in leadership and governance, we can help governors assess candidates not just against yesterday’s expectations, but against the demands of tomorrow. Our research also informs our day-to-day work from structuring candidate briefs, to designing interview tasks and facilitating board discussions. This is what sets our approach apart and differentiates RSAcademics in the market. It is also why so many schools return to us: more than 700 worldwide to date, with the majority of our work coming from repeat clients and recommendations.

A moment of opportunity

Leadership appointments can feel daunting, but they are also moments of great opportunity. Using the right process, governors can:

Clarify their school’s strategic direction.
Build stronger alignment within the board.
Secure a leader who will positively shape the future of the school.

Our research shows how the roles of Heads and Bursars are changing. Our appointments practice puts that research into action. And our commitment is always the same: to help schools appoint leaders who will thrive in their roles and strengthen the communities they serve.

Where Promises Meet Practice: The new realities of marketing and admissions

“Why do you write like you’re running out of time?”

By Heather Styche-Patel, CEO

That line from Hamilton the musical plays in my head often. It’s restless and determined, full of urgency and belief in what words can do. Words can persuade, inspire, unsettle or clarify. They can bring order to complexity and light to confusion. For me, that captures something essential about thought leadership. It’s not decoration or performance. It’s an act of service, a way of helping others make sense of a fast-changing world.

When I joined RSAcademics in 2014, my first project was Ten Trends, our seminal piece of thought leadership. It was painstaking work involving interviews, data analysis and months of writing. What struck me most wasn’t the scale of the research but the appetite across the independent schools sector for clarity and context. School leaders wanted evidence, not opinion. They wanted something to hold onto when the ground beneath them was shifting.

That was when I realised how powerful good thought leadership can be. Done well, it serves a sector rather than sells to it. It invites reflection, not reaction. It asks questions that others haven’t yet found the words for.

The phrase “thought leadership” is used often but not always well. For us, it isn’t about declaring a view or amplifying a brand. It’s about thinking and leading, in that order. It’s about doing the research, testing assumptions and sharing insight that others can build on. In our work at RSAcademics, it’s also about responsibility. We serve schools around the world in a sector that is dynamic, complex and, at times, under pressure. In that context, research and writing are not optional extras. They are essential tools for clarity and confidence.

In Hamilton, Alexander writes because he must. He writes to shape ideas, to build understanding, to leave a mark. There is something in that urgency that resonates. We too write because time matters. The challenges facing schools today require careful, timely reflection. Words, when grounded in evidence and empathy, can steady thinking and strengthen decision-making.

Independent schools are navigating extraordinary times. Questions of access, affordability, leadership and identity are pressing. Yet there is also courage, collaboration and creativity everywhere we look. The role of thought leadership is to hold those truths together, to acknowledge the pressures while pointing to the possibilities. It helps leaders see beyond the immediate horizon and gives them tools to plan with perspective.

Writing well about education isn’t just about presenting statistics. It’s about understanding how those numbers play out in the life of a school: how policy changes affect pupils, how demographics influence strategy, how financial trends shape parental choices. The craft lies in connecting data with humanity, evidence with empathy. That balance sits at the heart of how we write at RSAcademics.

We aim to be warm and rigorous, approachable and precise. We listen first. We translate complexity into clarity. And we never forget that behind every data point are people who care deeply about what education makes possible.

Over the years, I’ve seen our research spark new conversations in governing bodies, encourage schools to think differently about strategy and give confidence to leaders making tough choices. That’s the quiet power of thought leadership. It doesn’t shout. It shapes. It helps people see their context differently. It connects colleagues across borders. It gives voice to emerging issues before they become crises. Above all, it reminds us why education matters.

As we look ahead, our commitment to research and insight remains constant. We’ll keep investing in projects large and small, from major international studies to short, sharp pieces of analysis. The questions will change, but the motivation won’t. We write because clarity helps leaders lead better. We write because education deserves thoughtful, evidence-led conversation. We write because in a noisy world, there is still a need for calm, credible insight.

So, why do I write? Because, like Hamilton, I believe words can change what’s possible. Because good research, well told, can move a conversation from fear to foresight. And because when evidence and empathy meet on the page, they can help schools, and the people within them, make sense of the future.

Clerking and leading: Two hats, one head

Among the many complexities of the modern Bursar’s role, one stands out as particularly misunderstood: governance. In our latest report, The Art of the Bursar, we found that around two-thirds of Bursars also act as Clerk to the Governors. In schools with 250–400 pupils, this rises to 75%. On paper, this might appear to be an efficient consolidation of responsibilities. In practice, it introduces a host of challenges and potential tensions.

Clerking is a demanding job in its own right. It involves administrative precision, compliance awareness, meeting management and policy oversight. When combined with the Bursar’s strategic leadership role, the workload can quickly become overwhelming. But the issue is not simply one of volume – it is one of conflict between two fundamentally different modes of operation.

As Clerk, the Bursar must support the governance process impartially, ensuring decisions are well-informed, procedurally sound and legally compliant. As a senior leader, the Bursar is also expected to contribute actively to strategic planning, challenge assumptions, and provide direction. Navigating this duality requires fluency in organisational dynamics, deep understanding of school culture, and finely tuned judgement.

Several Bursars we spoke to described feeling pulled in opposite directions – required to be both neutral facilitator and strategic driver. During key governance periods, such as budget setting or compliance reviews, these tensions can become particularly acute.

One interviewee told us: “When I’m clerking a board meeting and also answering questions on finance strategy, it can be hard to switch hats. I’m expected to minute the discussion while also helping to lead it.”

Our findings suggest that the most effective governance arrangements are those where the administrative and strategic aspects of the Clerk role are clearly separated. Some schools have moved to appointing a dedicated governance professional to manage board logistics and statutory obligations. This allows the Bursar to focus on the strategic advisory aspects of governance – bringing insight, clarity, and confidence to the board’s decision-making.

Advances in technology are also beginning to play a role, with some schools using AI-assisted tools to support the production of accurate, well-structured minutes. This not only reduces the administrative burden but also enables senior staff to focus more fully on their primary strategic responsibilities.

Typically, the Bursar reports operationally to the Head, with appropriate dotted-line accountability to the Chair of Governors or Chair of Finance for financial matters. However, when acting as Clerk to the Board, the reporting line properly sits with the Chair of Governors, reflecting the Clerk’s distinct responsibility to support the board’s independent function. In schools where a separate Clerk is appointed, that individual may report administratively to the Head or Bursar, with the Chair consulted as appropriate on matters of performance and oversight.

In schools where separation is not feasible, it becomes even more critical to establish role clarity and mutual expectations between the Bursar, the Head and the Chair of Governors. The leadership triangle – or ‘square’, when the Finance Committee Chair is included – was consistently cited as one of the most influential factors in Bursar effectiveness.

Where relationships are strong, roles clear and communication open, the governance structure can be a significant enabler. Where they are not, the Bursar’s role becomes more exposed – sometimes untenable. This is particularly true in moments of transition or crisis, where blurred lines can lead to conflict, confusion or decision-making paralysis.

This dual role also carries a time cost. Many Bursars reported that clerking tasks could consume up to 20% of their working time – particularly in the lead-up to meetings or during governance reviews. That time is often drawn from strategic planning or leadership development. Over time, this limits the Bursar’s ability to contribute effectively to broader school improvement.

Our recommendation is simple: review the structure. Be honest about what is sustainable. Where the Bursar acts as Clerk, provide administrative support and ensure their strategic contribution is not compromised by procedural responsibilities.

At RSAcademics, we support schools in reviewing governance structures, clarifying leadership responsibilities, and enabling Bursars to play to their strengths. Because the health of a school’s governance system is often an indicator of the health of its leadership culture.

Need to rethink your governance model? RSAcademics helps schools optimise governance structures and leadership relationships.

What I’ve Learned Supporting Governors Through Leadership Appointments

By Martin Collier, Senior Advisor, RSAcademics

Appointing a Head is one of, if not the most important task that any governing body will undertake. As a Senior Advisor with RSAcademics, what strikes me when working with governors on the appointment of a Head is how much is at stake for the School as well as for the candidates. The appointment process is never just about “finding a Head”. It is about finding the right Head who will be a really good fit for the school in question.

Why governors value external perspective

The context in which schools are operating is rapidly changing. As a result, the nature of headship and school leadership is also rapidly changing. Whilst many governors will have experience of recruitment, including in education, not too many governing boards will be fully up to speed with the current state of the recruitment market for Heads.

There is also rarely full consensus amongst governors as to what their school needs in terms of the profile of the next Head. Whilst governors will invariably have the very best intentions, emotions, loyalties and internal dynamics can lead to differences of opinions. What we bring as an external partner to an appointment process is objectivity and support. The market expertise provided by an external partner can help minimise risk as well as instil confidence. Having served as a Head of two schools and a governor of quite a few more, as well as working as a Senior Advisor with RSAcademics, my experience is that having an external partner advise a governing body through a recruitment process is invaluable.

Rigour in the process

One of the things I’ve learned at RSAcademics is just how rigorous a search process is when it is done properly. Behind every appointment is a great deal of unseen work: mapping the market, reaching out discreetly to potential candidates, analysing in depth the School’s needs, producing published materials which ensure that the School is presented in the best light as well as managing a transparent and fair process. Our search consultants play a vital role in this process. They will normally visit the School, often with the Senior Advisor, to gain as much insight about the School as possible. They will also speak at length with governors. Our search consultants and Senior Advisors combine detailed knowledge of the education landscape with an ability to reach and engage suitable candidates who, for one reason or another, might not have otherwise considered applying. Their work helps to ensure that governing bodies get to see the best possible fields of candidates.

The role of Senior Advisors

The Senior Advisor helps to lead the appointment process. That means that they guide the governors through each stage, from shaping the brief to final decision-making. My experience in education helps me to serve, with confidence, as a sounding board for governors. It also means that I am confident in offering objective and constructive advice throughout the appointment process. Another important aspect of the Senior Advisor’s role is to thoughtfully probe candidates so as to best understand their leadership style and their values. It is also to engage with governing boards to help them clarify the profile of what they want in their next Head. The blend of process leadership and sector insight that the Senior Advisor can provide helps give governors greater confidence when they come to make weighty decisions.

The pastoral element

Of central importance to the search process is the pastoral support offered to all prospective candidates and those who get through to the last rounds of the appointment process. In applying for a headship, every candidate invests not just time but their professional hopes and aspirations. Any such application will also invariably most likely impact on the candidates’ nearest and dearest.

Candidates will have questions; they will also seek advice. It is our job to guide and to nurture candidates through the appointment process, to communicate effectively with them and to be suitably transparent. Every governing body wants to do right by their school community. Our job is to treat candidates with care, fairness and respect, while ensuring that governing boards have the all the information and advice they need to make a choice that will best serve their school.

Why it matters

Over the years, I have seen time and time again how the appointment of the right Head can transform a school. Indeed, schools flourish when the Head is the right fit. And whilst the selection process is demanding, governors consistently feedback that, with our support, they feel not only reassured but often empowered to make the final decision.

That, in the end, is what makes our work so worthwhile.

International Newsletter: Your Application Letter – 10 Top Tips

By Keith Clark, Head of International Appointments

Rarely a newsletter goes by in which we do not make some reference to the importance of letters of application in senior leadership appointments.

The application letter is your opportunity to tell us why: why you, why the role, why at this point in your career, why your experience and skills are relevant.

For a candidate strong on paper, it is a chance to stand out from a crowd – to position yourself in alignment with the role. For those who seem a little less obvious in terms of experience, it is a chance to say, ‘Don’t rule me out.’ This last point can make it useful in EDI terms – a chance to put your experience in context and to draw us to you even if your background and trajectory is a less obvious route into the role.

It is remarkable how many senior leaders don’t pay sufficient attention to their letters of application, even when going for some of the most sought-after roles.

Here are some tips:

1. Respect the reader: Our guidance is to keep the letter to two pages. Sometimes that’s a requirement, sometimes advice. If it’s advice, a compelling, easy-to-read letter makes a limit less relevant. Please do not read the guidance as: show us how clever you are in maximising words on the page, feeling free to use 8-point font and removing any semblance of margins. Such formatting makes a letter very difficult to read – and almost impossible to do so quickly. It can leave us annoyed, and that’s not what you want.

2. Avoid generic: When we say, ‘a letter that is largely generic may risk your application not being given serious consideration’ we do mean it. We want you to tell us why the job appeals and why you are right for it. A letter that tells us who you are but with no attempt to tie it to the job is ignoring the advice.

3. Follow the instructions: If the candidate information says ‘please address your letter to Mr Khalid Akhtar, Chair of the Board’ do not write ‘Dear Selection Committee.’ Your application may well fall on that basis.

4. Your letter is not your CV: Letters that tell us I did that and then I did this and after that… just do not do the job. We will read your CV or application form. We want to know how what you have done relates to the job you are applying for.

5. Avoid unforced errors: You’d be surprised how often a letter supposedly about Pathways International School includes a reference to a completely different school. The best letters have been checked and double-checked.

6. Don’t top and tail: Perhaps the most frustrating letter of all starts off beautifully. And then the second paragraph onwards is completely generic. Until the last paragraph. Reading these letters can make us feel patronised. There is a cleverer variation – specific references throughout an otherwise totally generic letter. Sometimes we are almost fooled. But only sometimes. And only almost.

7. Show you understand: We often find ourselves asking, ‘Have they read the candidate info?’ The letter is a chance to show you ‘get’ the school and the role, and it is this that fires your interest. AI makes this easier – at least getting the basic understanding down. But really owning that understanding needs your authenticity.

8. Don’t overstate: Help us to understand the relevance of your experience, but don’t undermine yourself by overdoing it. Not everyone will be able to meet every requirement, and when you try to prove you do, it becomes difficult to know what to take at face value. We recognise there are cultural differences around how people express themselves in such situations, but statements about matching every single requirement can be implausible.

9. Be honest: You would be surprised how often we read statements we know not to be true. I chair an organisation, Amala, which delivers secondary education in refugee communities, and international school educators have helped us in our work. One candidate claimed to have had a role that I knew was not the case. Equally, we sometimes see falsehoods and exaggerations in relation to schools we know well.

10. Think of the reader: You have taken on board Point 1 and made it possible to read your letter. Now, also try to think about what we are reading. Please try to make it interesting, informative and, well, readable. But remember that your letter may be read by both us and the school, so don’t take too much for granted in terms of earlier conversations.

We know good application letters take a lot of time and a great deal of emotional commitment. That commitment oozes out of the best letters.

We may be reviewing 45 applications for a senior leadership role (sometimes many more), and we spend 10-15 minutes on each application at this stage. We use grids of criteria to assess applications as objectively as we can. But in a field of very credible candidates, which is what we aim for, there may not be much to choose between many candidates. The letter becomes the discriminator. The following are real comments made on applications which serve to illustrate the points we have raised:

‘Strong against the criteria but the letter is totally generic – in a field this strong, it has to be a no.’

‘Intriguing experience – really wanted the application to tell us why. Without that, I can’t see how we justify an interview.’

‘I was in two minds because of their role at [name of school], but the letter makes them a must-see.’

‘A shame: too many mistakes and misunderstandings in the letter.’

‘Brilliant letter – really gets it and shows how his experience would equip him’

Keith Clark, Head of International Appointments

International Newsletter: Unlearning for International Success

Written by Chris Edwards, Senior Advisor

This is the first in a series of articles considering the challenges of taking on a new international headship. Subsequent articles will explore in more detail aspects of leadership that both experienced and first-time international Heads and Principals may want to consider when moving into a new role. We hope that much of what we discuss will also be of use to other senior leaders – and, indeed, to those responsible for making leadership appointments.

“Just because the Chair’s sister or grandmother suddenly comes in to replace her at a Board meeting doesn’t necessarily mean the place is crazy.”

Of all the input gathered from the eighty or so Heads and Principals interviewed for Upwards and Onwards (RSAcademics, 2023), this quotation gets to the heart of the matter. The international school landscape is characterised by profound diversity, and Heads must unlearn, recalibrate and go again if they are to navigate the uncertain but often thrilling world of international headship.

A Unique Blend

From tweed blazers and A levels in 35-degree heat, to temperate forest-based schools eschewing traditional examinations, each international school is unique. It is a blend of its host nation’s culture and educational and regulatory environment, the educational philosophy and expectations of its owners/governors, and its community demographics. And the landscape is changing: the continued growth of international schools is driven not by more schools for expatriates, but by the demand for international schools to serve national markets.

Templates won’t cut it: success for an incoming Head will always be context-dependent.

‘International experience desirable’ is a common line in job advertisements. Our experience of international leadership appointments tells us more: a Principal who demonstrates exemplary leadership and outstanding outcomes in Dubai, say, cannot assume that success will automatically transfer to São Paulo. Substitute almost any jurisdiction, and the statement still holds.

A successful Head, even one who has enjoyed international success, cannot simply transplant their existing frame of reference; they must first engage in a process of deliberate unlearning.

Monocultural to multicultural

An obvious example to start: the Head moving from a national system to an international one. Often, the most fundamental shift will be from a monocultural to a multicultural mindset. Let’s take the instance of a UK Head – or it could be a Head in a very British international school – looking to move to South East Asia.

Regardless of how multicultural her previous school had been on many measures, she may well come from a position of unconscious cultural centrality, where the curriculum, traditions, and behavioural expectations are rooted in a specific national context. But in her new school, the British way is not the only way, nor is it necessarily the best way.

It may come as a shock to our new Head that many more students globally take Advanced Placement (AP) than A level, or that other frameworks such as Mastery Transcript Consortium are on the rise, equally valid and often more appropriate. The ‘gold standard’ is suddenly a moveable feast. The Head may need to champion a curriculum that reflects the school’s diverse student body and prepares them for global citizenship, not just for entry into UK or US universities.

It can also become personal. This was certainly my experience of moving to Southeast Asia. Direct, ironic, self-deprecating British humour and communication had served me well in the UK – indeed, it had also carried me through a spell of middle leadership in a British school in Brazil. Colleagues from that time would probably say it was what I was known for. But I quickly realised that in Southeast Asia, I risked being misunderstood in a culture that values indirectness and formality, and I may even have been perceived as rude. I was forced to unlearn elements of my default style, to become a student of cross-cultural communication, to practise clarity and empathy, and to build my awareness of non-verbal cues.

We would argue that what holds true for a leader moving from national to international contexts can be equally true for those moving between different international environments. Success always requires a degree of reinvention.

A Leader Among Experts

Few if any Heads will characterise their leadership style as authoritative and top-down, but they may inadvertently present as such if they don’t read the international room carefully.

International school faculties are often highly diverse, comprising experienced educators from around the world who expect to be heard and valued as professionals. Many will be very much more experienced in the local context than the incoming Head. A successful Head must therefore adopt collaborative, distributive, and inclusive leadership models. They are likely to be a leader among experts, not an expert above subordinates.

And the parents, some of whom may view the school as a key element of their social world, often have sophisticated global experiences and perspectives. They can make the Head’s world view seem positively parochial. Or they may be part of the host culture in which the Head will only ever be a guest. Many international school parents have very high expectations of their children’s education and well-being, and deference to the new Head does not come as standard. The Head should see parents as collaborative partners, leveraging their diverse experiences as a resource for the school community.

Leaving Experience Behind

Whether an international school serves an international community, a national population or both, it will be very different from a traditional conception of a school with deep, multi-generational roots and a relatively stable student body. Most international schools, even the greatest of them, will be much newer and, in cases where there is a significant international population, they may be defined by their transience.

There is also the obvious fact that the international school is a guest in its host nation – one prominent school we worked with could not even have legal status in its country. In an internationally-diverse school, the temptation arising from this is to create an insular bubble. But this will not benefit the school or its students, least of all the many who are TCKs – Third Culture Kids navigating a complex path between their passport country, their host country and the International school culture as they seek to understand their identity.

Any monolithic understanding of identity and well-being will ill-serve these students or those for whom there is a disconnect between school and local culture. For example, in some countries, it is not unusual for parents to punish (including physically) children who perform poorly in tests. And what to do when a young person wishes to express an LGBTQ identity in one of the many countries where that is criminalised? What needs to be unlearnt to deal with such scenarios? Pastoral care certainly cannot be one-size-fits-all; it must respond to the unique challenges of transition, grief, belonging, and rootlessness that students in international schools – TCKs and others – often face.

Such challenges can be compounded in a school with a significant host nation community. The new Head will experience even greater cultural immersion and there may be significant regulatory, curricular and legal issues to navigate. In China, most notably, the challenge is to create something international while working with a tightly-regulated national curriculum. In other countries, the challenge can seem more manageable – integrating language, local history and religion, for example – but to do this seriously and authentically requires skill, understanding and creativity.

Linking these diverse scenarios – every leadership experience different from most others – is the need for unlearning. The most successful international school Heads keenly appreciate what from their experience is not relevant as much as what is.

Unlearning Inertia

How often do leaders join an organisation with ambitions to effect change, only to hear, “But we’ve always done it this way”? This can be common in established schools in national systems. International schools are not immune to it, but they will often operate differently. They are likely to have shorter histories, exist in highly competitive markets and be accustomed to having change imposed from outside. A Head used to a slower pace of change must unlearn bureaucratic inertia.

Successful international schools require Heads who are agile, responsive, innovative. In very few cases will reputation alone ensure recruitment. Even within well-known groups, there can be huge differences: schools may share a famous name, but that guarantees little. The Head may need to deploy a new set of skills. They may have to become the chief marketing officer with a firm grasp of branding, demographics, and customer service. Similarly, they might have to become adept at managing a complex business model in a legal jurisdiction that will be wholly unfamiliar to them

Humility, Courage and Wisdom

This is only a snapshot. Yet it suggests a journey of humility and transformation. It requires courage to question one’s assumptions, and wisdom to understand that past success is merely the foundation, not the guarantor, for future growth.

In RSAcademics’ experience, the most successful international school leaders are those who, to a considerable extent, unlearn their cultural and operational defaults. By doing so, they stand a far better chance of becoming a true architect of a dynamic, successful, inclusive learning community.

International Newsletter: Making the Best of Your Recruiter

All our candidate material and advertising include words to the effect of ‘For a preliminary, confidential conversation, please contact…’ The same will be true for other recruitment companies working on senior leadership appointments.

We take the view that preliminary conversations are often essential.

It may be interesting to know what we say to client schools about this part of our service: ‘These conversations are at the heart of a good search. They are a space for candidates to explore confidentially whether a role is for them: sometimes we will talk to an individual several times before they decide it is, at other times we will discourage those for whom it is not.’

Potential candidates sometimes come into these conversations with only the most tentative interest in a role. They have seen a role advertised that they may otherwise have skipped over – it’s in a country they have not considered, it’s not the type of school they have typically worked in, they may be a year away from leaving, it may be too big a step up. But they see we are supporting the appointment. They know us, and know they will get good advice. By the end of a first call, they may be thinking very differently – this could be for them.

Or it might not be. And that is absolutely OK. They have saved themselves time and energy, and they won’t regret not having followed up. There could be other positives: the conversation may cause them to think a little differently about their options, and we will be updated on what they are interested in.

Sometimes, the initial interest may be more substantive – actually, we may well have approached the person about the role. There are any number of issues that might be discussed. It could be digging down into the challenges and issues facing a school or the opportunities for growth and development ahead. We want to give the candidate as realistic an understanding as possible.

At other times, it could be more practical – the package, visa restrictions, accommodation arrangements, schooling options. Jean Sullivan, our Head of International Search, may be exaggerating a little when she lists dogs as the most common issue, but only a little.

The conversation is your opportunity to explore whatever is important to you, to help you make up your mind. We want to be having these conversations, and we don’t mind if it takes several calls before you decide. If you do apply, we want you to feel confident it is a role for you. It should also mean you can write that really compelling application letter! There will still be plenty to cover during the process, but you are off to a strong start.

And if you decide against – or we suggest maybe not – nothing is lost. There are candidates who tell us they appreciate that we will always be honest and straightforward if we think a role is not for them.

So, never hesitate to take up the option of a confidential conversation. It really can be helpful in so many ways.