Category: Featured Content

Schools often view the visits and appointment days as decisive tests of leadership capability and alignment with the school’s values and context. From the candidates’ perspective, however, these days are also a source of critical information about the school itself. What candidates experience during the day often confirms or challenges the impressions they have formed earlier in the process. They can be make or break for candidates as well as clients.  

The welcome sets the tone. In post-process feedback, candidates frequently comment on how prepared and calm the start of the days felt. Where arrival is smooth and expectations are clear, candidates tend to perform with greater confidence. Where it feels rushed, unwelcoming or uncertain, performance and interaction can be affected in ways that have little to do with capability. 

The structure of the days also matters. Our experience shows that candidates engage more effectively when the schedule allows time for reflection and meaningful interaction. Overly compressed days can limit what panels see and reduce the quality of discussion when decisions are made. It’s best to ensure expectations are clear when candidates are meeting senior leaders and to ensure they know who they are meeting and when, and who will be leading the discussions. For panel interviews, again, the candidates should know who will be on which panel and how long the interviews will be and what, if anything, should be pre-prepared.

Consistency is another important signal. Candidates notice when messages about priorities and culture feel aligned across different conversations. Where inconsistencies appear, even small ones, they can raise questions about clarity and cohesion. Feedback from recent searches suggests these moments often influence how candidates feel about joining the school. 

Unscripted interactions are particularly revealing. Candidates regularly refer to encounters with staff or pupils when describing their overall impression of a school. These moments are powerful indicators of everyday culture. 

Effective visits and appointment days are not about perfection. They are about coherence and authenticity. When the experience reflects the school accurately, panels gain better insight, and candidates are more likely to answer with honesty. Better decisions are the result.  

If your school has a senior leadership appointment approaching, our executive search specialists can help you design an appointment day that reflects your culture clearly and supports confident decision making.

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When a school begins an appointment process, attention often turns to the later stages: the shortlist, the interview day, the final decision. Yet much of the success is shaped long before those moments. In our experience of senior leadership executive search, there is so much that can be done at the start to enable a process to move forward with confidence and result in the appointment of an outstanding candidate. 

One of the clearest is ensuring alignment. When the Board and senior leaders share a clear and realistic understanding of the role and its context, decision-making tends to remain focused throughout the process. Where this alignment is weaker, we often see hesitation or difficulty reaching an agreement later on. Testing and strengthening alignment at the outset is a core part of our work as executive recruiters.

The quality of the brief is another important signal. We see stronger engagement where briefs are honest about challenge as well as opportunity. Early and effective refinement of the brief helps attract the best possible candidates who are genuinely well matched to the role and the school and its future needs.

The initial response from the market can also be revealing. Early conversations highlight how the role is perceived externally and which aspects of the school’s story prompt interest or uncertainty. The questions candidates ask often point to areas where greater clarity is needed. We use this early insight to help schools adjust their narrative before momentum is lost – again this ensures the best possible field.  

Care and time dedicated to candidate stewardship matters too. Timely communication and clear expectations influence candidate confidence and commitment. In our experience, searches with consistent early communication are more likely to sustain a powerful field through to final interview. 

These early signs may seem subtle, but they lay the foundations for a great field, confident shortlisting and robust final decisions. Successful appointments are rarely the result of a good final interview. They are shaped by the quality of preparation and insight at the beginning of the search just as much as the assessment process in the final stages. 

If your school is planning a senior leadership appointment and would value evidence-informed guidance at the earliest stage, our executive search team would be pleased to talk.

Start the conversation

In our work, we speak to candidates who bring honesty and hope and sometimes vulnerability to conversations about their futures. They often tell us how different our approach feels. They notice the care we take, the time we give, the honest advice offered (even when the message is not the one they hoped for). These comments matter, because for us this is not only recruitment. It is a moment in a person’s life that carries weight. 

Applying for a senior role in a school is never a simple task. It asks people to reflect deeply on their purpose, their experience and their hopes. It requires emotional energy long before an application form is submitted. There is anticipation, excitement, self-doubt and the quiet pressure of wanting to do justice to years of work. It is easy to forget how demanding this can be when seen from the outside. Part of our responsibility is to meet candidates with empathy as well as rigour. Each project is a job for us, but it is more than a job for the people applying. It is a fork in the road, a future imagined, a decision that touches their families, their identity and their sense of what comes next. Good search work should recognise this. It should give candidates clarity, not confusion. Thoughtful, relevant advice, not platitudes. And a process that acknowledges the person behind the application.

We listen carefully because candidates deserve to feel heard. We give honest feedback because it helps people grow, even when it is difficult to receive. We take time because the quality of our work depends on understanding the people involved, not just their application documents. Care is not a soft extra. It is part of the rigour that makes a search process effective and fair. 

The emotional toll of applying for a job is often invisible. Candidates hold their hopes quietly. They carry the weight of decision-making while continuing to lead their schools. They share personal motivations with us that they may not voice elsewhere. Recognising this does not compromise our impartiality. It strengthens it. It reminds us to be clear, consistent and respectful at every stage. 

At RSAcademics, we believe that excellent search work sits at the intersection of care and good judgement. We are trusted to hold people’s ambitions with integrity. We aim to create a process where candidates feel informed, respected and understood, whether they progress or not. That is how we support candidates as they navigate one of the most significant decisions of their professional lives.

If you would like to explore how we approach this balance of empathy, personal engagement and rigour in search and selection, we would be glad to continue the conversation. 

Continue the conversation

As the expectations placed on Bursars continue to grow, an important question is emerging across the independent sector: does the traditional job title still reflect the nature of the role? Increasingly, the answer appears to be no. 

In our latest research report, The Art of the Bursar, Bursars described a role that is now deeply strategic, emotionally demanding, and organisationally central. It is a role that spans finance, HR, estates, compliance, IT, operations and governance. It is a leadership role, not simply a management one. And yet, the structures, job titles and even sector-wide expectations surrounding the role have not always kept pace. 

Some schools are responding by redefining the role entirely – splitting finance and operations into separate posts, or introducing new roles such as Chief Operating Officer or Director of Compliance. Others are enhancing capacity by creating support roles beneath the Bursar, or by revisiting governance structures to relieve pressure around clerking and regulatory oversight. 

These are not vanity changes. They reflect a serious and thoughtful response to a role that, in some cases, has become unsustainable. In smaller schools, where Bursars operate without the benefit of large support teams, the risks are even greater. The same compliance expectations apply, but the capacity to meet them is far more limited. As one Bursar told us, “I’m expected to be a CFO, an HR Director, a Clerk to the Governors, and an operations lead – all in a four-day week.” 

When schools rethink the role, they’re not just reducing risk. They’re investing in leadership. By creating the conditions for Bursars to work strategically, sustainably and with impact, they unlock greater organisational clarity, stronger staff culture, and more resilient long-term planning. 

Futureproofing the role starts with honest conversation. Heads and Boards must ask: what do we really need from this role? What is possible within our current structure? Where are the pinch points? And what assumptions are we making that need to be revisited? 

It also means taking succession planning seriously. Many Bursars in our study were approaching retirement. At the same time, few schools had formal succession plans in place. In a competitive market, with rising expectations and limited capacity, attracting and retaining senior operational leaders will only become more challenging. 

Professional development is key. Coaching, mentoring and sector-specific CPD help existing Bursars stay current, confident and connected. But we also need to invest in talent pipelines – helping business managers, finance leads and aspiring operations directors build the skills and cultural fluency to step into the top role. 

Governance also plays a role. Where Bursars act as Clerk to the Governors – a dual responsibility held by around two-thirds of respondents – time and clarity must be given to separate the administrative tasks from strategic advisory duties. This is especially vital in ensuring Bursars have the capacity to contribute meaningfully to school strategy. 

Finally, language matters. If we want to attract diverse, talented professionals into the sector, we need to be clear about what the role really involves. Job titles, role descriptions and recruitment messaging all need to reflect the strategic, relational and values-driven nature of the work. That doesn’t mean abandoning the title “Bursar” – but it does mean being intentional about what it stands for. 

At RSAcademics, we work with schools to rethink leadership roles, design sustainable structures, and plan for succession. Because we believe the strength of a school’s future lies not just in its academic leadership – but in the operational leaders who make the whole system work. 

Is it time to reimagine your leadership structure? RSAcademics helps schools evolve roles to build resilience, clarity and strategic strength. 

Contact us for an informal chat about how we can support you

Download The Art of the Bursar Report

Head of International Appointments, Keith Clark, encourages a more open mind on leadership roles in China.

It is not untypical to have a conversation with a candidate that goes something like:

‘So, are there parts of the world that interest you most or that you would rule out?’

‘No, we are open to anywhere, really. The school is more important than the role. Well, except China, obviously?’

Obviously? Why?

We understand, of course, that there will be some leaders who may not be interested in roles in China for political, ethical or philosophical reasons – just as is the case with other parts of the world. Others may have had bad experiences there, and some (understandably) had their fill of the country when they were unable to leave during the pandemic. This article is not for you.

However, if none of that applies, please read on…

During a recent trip to China, I was struck by the contrast between this widespread candidate reluctance and what educators there say. The difference between reality and perception really is stark. I found the spirt in the schools I visited even more dynamic, innovative and vibrant than was the case in the mid-2010s when it was the place to be for many teachers and leaders.

An important proviso: the three schools I visited this time are well-known, premium schools. I will not name them, but all three would be regarded as among the top international schools in China. In the terminology that is now conventional but not always helpful, two are international schools and one can be classed as bilingual because it offers the Chinese curriculum up to Year 9 – but more on that later. One is British-branded.

What struck me was the sense of excitement that leaders and teachers conveyed about the opportunities in their schools and the commitment to learning they encounter – whether that is among Chinese students, Chinese non-passport holders (an important constituency in many international schools) or international students.

References to the joy of teaching peppered conversations, as did the opportunities for a vibrant co-curricular programme and the ease of getting things done. Few such sentiments would be uppermost in the minds of candidates more sceptical of China. I also noted one change since those heady pre-pandemic days: greater cohesion between Chinese and international teachers. This may be because international school teaching has become a more widely understood sub-profession in its own right among Chinese teachers, which is hardly suspiring given the proliferation of international schools – 1,124 according to this year’s ISC Research data.

Conversations with leaders from the UK, Australia, New Zealand and South Africa who had recently left their home countries for the first time made a particular impression. ‘I had no idea it would be like this,’ was a common refrain.

Equally, those with more varied international backgrounds consistently and favourably compared China – their school, at least – with their experiences elsewhere.

The positivity was about living as well as working. There are aspects of the Chinese state, society and culture that will not be for everyone. However, some of those I spoke to found it better, or at least no worse, than other countries they had experienced. Some said that they found it easier than, for example, the Middle East because the lines are clear. Many conversations took in the idea that it was fascinating to be in China at a time of such geopolitical upheaval.

Needless to say, anyone considering China needs to be choosy – to look carefully at what a school and its environment have to offer. China is no different to other markets – just bigger! – in having schools of drastically varying quality. There are undoubtedly schools with very poor governance, ownership and management structures, others with significant quality issues, and some that would struggle to live up to our definition of an international school. But there are also magnificent schools, and every shade between. Finding the right school requires diligence; working through a recruiter or a reputable group will help.

‘Curriculum restrictions’ are often cited as a factor against China. Schools enrolling Chinese students do have to conform to sometimes stringent curriculum requirements; these are the schools that have come to be labelled as bilingual schools. But good schools continue to find creative ways to do that in the context of robust international pedagogical and curricular frameworks. In some schools, the response to each wave of tightening over the last decade or so has been ever-greater innovation. The best schools have found ways to stick to their guns in delivering something authentically international, dynamic and often highly innovative. The division into international and bilingual schools conjures up very different approaches, methodologies and atmospheres. The reality – certainly at the premium end of the market – is that the differences are much less than we might expect.

We would like in the future to revisit some of these themes with some research about perceptions of international schools in China from inside and outside the country. For now, this is a personal reflection that responds to the negative comments we hear about China from candidates who have not worked there.

We work in many markets that require tough, deeply personal decisions about what to accept and what compromises are morally justifiable – that is part of the rich tapestry of international education. Some leaders will have a specific reason for ruling out China and that clarity is good. We hope that others will treat the country with the sort of open mind that they apply to other potential destinations.

Postscript: In line with the sentiments of this article, our colleagues at Wellington College Education (China) will be holding an event in London on 17 January to highlight the opportunities available in China. The focus will be on Wellington’s six bilingual and three international schools across three cities, but it should be an event of interest to anyone currently in the UK curious about the possibility of moving to China. More information and registration details are available through the Wellington College Education (China) site.

January is often a busy moment for leadership recruitment in international schools. Schools (at least in the northern hemisphere) can find themselves with a leadership vacancy to fill and coming at this time of year, it may unsettle them – ‘Is it too late?’ we are often asked. Meanwhile, candidates can start feeling more pressure to find their next role.

Our experience of the market suggests a different picture. Leadership movement is constant, shaped by completed contracts, changing priorities and evolving needs. Appointments are increasingly made throughout the year rather than within a fixed cycle. For schools, a vacancy whenever it arises is not a crisis but a point to pause and think ahead with confidence. For candidates, new opportunities will continue to arise as the year unfolds.

Our key message at the turn of the year is therefore: don’t panic. The market – and time – are still on your side.

Let’s think about why vacancies arise at this time of year. It is primarily because of notice periods/contract renewal dates. Many leaders have a contract renewal date falling in December or January or they may have a notice period of six months, which will often mean the same.

This is not as clear cut as it once was. Some jurisdictions are seeking to enforce shorter notice periods, while in the other direction, more schools are asking for an earlier indication of intent. There has also been a post-pandemic trend of more leaders (Heads/Principals more than other senior leaders) opting to indicate at the beginning of the school year that they will not be renewing, regardless of when they are required to do so – leaving themselves free to search more openly for their next role.

Nevertheless, December/January remains a peak time for decisions. And a decision not to continue creates a vacancy.

For schools, the received wisdom is that earlier is better when searching for a Principal. There is merit in this: it allows time for planning, for an orderly process and for good transition arrangements. Some schools will have the luxury of recruiting more than a year ahead of time – although sometimes, early can be too early. However, we would argue that in most cases, the January-April recruitment window can be as successful as August to November. The volume of interest may be less, but we always prioritise quality over quantity anyway. And candidate interest tends to be a little more focused and less speculative.

Our advice to schools is definitely to keep calm and hold your nerve if you have a leadership vacancy as you move into January. There will be plenty of good candidates available and you should feel confident about making a good appointment. It’s better to get it right than to rush: give yourself time to take stock and think through what you want, which may or may not be more of the same.

Our second piece of advice is to talk to us. We will always be delighted to discuss your options and help you decide how to fill your leadership vacancy.

It almost stands to reason that the same advice goes to candidates. There will be more opportunities becoming available and you should not put yourself under pressure to pursue positions that don’t feel right for you. Therein lies the path to instability and unhappiness (a theme of previous newsletters). Again, talk to us, let us know what you are looking for and when something intriguing comes up, always get in touch to explore it in detail. All the recruitment companies will be delighted to have that chat to help you decide if it is – or not – the role for you.

One other tip for candidates: it may be worth keeping an eye on our website – and those of other recruiters – over the holiday period. New roles may not appear on the TES or LinkedIn until January, but we will sometimes post them on our own site before or even during the break. You may have more time then to think, to let your mind wander, to imagine yourself in a different part of the world or a different type of school. It is worth taking the time to look – and then to get in touch for that all-important chat in early January.

But take the time to have a break too. Most school leaders desperately need it. It has been wonderful for us to be in touch with so many of you in the last year – well over 1,000 international school leaders, in fact – and all at RSAcademics send you our very best wishes for a peaceful, restful holiday and a very happy festive season.

One of the clearest findings from our latest research into the evolving role of Bursars is this: effectiveness is co-produced. No matter how skilled or experienced a Bursar may be, their ability to thrive – and for the school to benefit from their leadership – depends on the environment they work within. 

Again and again, Bursars highlighted the importance of relationships. The dynamic between the Bursar, Head and Chair of Governors was the most frequently cited factor in their success. Some referred to this as the ‘leadership triangle’. Others included the Finance Committee Chair and described a ‘leadership square’. But whatever the structure, the message was clear: alignment, trust and clarity at the top matter more than anything else. 

When these relationships are strong, Bursars are empowered to lead, challenge and influence. They feel heard. They are involved in strategic conversations from the outset. Their advice is trusted. And, crucially, their workload is manageable because priorities are aligned across the team. 

But where relationships are weak, the picture changes. Bursars described situations where unclear expectations, poor communication or political tension made the role almost impossible to sustain. One told us, “You’re stuck in the middle – expected to deliver the impossible without the authority or support to say no.” 

This risk is heightened in schools undergoing transition. A new Head, a change of Chair, or a major financial challenge can all destabilise the leadership dynamic. If roles and responsibilities aren’t revisited and reaffirmed, Bursars can find themselves over-exposed – carrying the weight of responsibility without the structural backing. 

So what does a supportive system look like? 

First, clarity. Everyone involved – Bursar, Head, Chair and Board – needs to understand the scope, authority and expectations of the Bursar role. This includes both formal elements (documentation, structures and procedures) and informal behaviours. 

Second, communication. Regular, open conversations between the Bursar and key leadership colleagues are vital. These are not just transactional updates, but strategic dialogues that build trust, surface challenges and shape direction. 

Third, role modelling. Where school leaders model mutual respect, shared purpose and professional curiosity, others in the organisation tend to follow. Bursars who are valued, trusted and empowered at the top are more likely to experience the same across the wider staff community. 

Fourth, support. Effective Bursars rarely work in isolation. They are part of strong teams. They have access to coaching, mentoring and external advice. And they are supported by Governors who understand the realities of the role. 

Finally, shared values. The best leadership systems are grounded in common principles. When the Head, Bursar and Chair align around what the school stands for – its educational vision, its community ethos, and its long-term ambition – decision-making becomes easier. Complexity doesn’t disappear, but it becomes more navigable. 

At RSAcademics, we support schools to build these systems. We work with leadership teams and Boards to align vision, clarify expectations, and foster the relationships that allow strategic leadership to thrive. 

Want to build stronger leadership dynamics? RSAcademics supports Heads, Bursars and Governors to work in alignment for greater impact.

Contact us for an informal chat about how we can support you

Download The Art of the Bursar Report

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.