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Book Review: A Practical Guide for New School Leaders

John Daresh has published numerous books and papers in the US where he is a professor at the University of Texas, El Paso. He has visited the UK on a number of occasions to work with groups of heads and deputies. The contextual details of this book have been helped by Trevor Arrowsmith who is an experienced head and principal of a specialist secondary school in Northampton. At the beginning of each chapter there is a scenario about a new headteacher which the authors relate to the findings from research. The book does not have a predominately American tone, which means that heads and principals in the UK, Australia, Canada, New Zealand, etc. should easily recognize the scenarios. Daresh weaves in the findings from research on new heads and principals and the work of the National College for School Leadership (NCSL). The reader is asked to consider their particular situation and make notes in the space provided throughout the book. Each chapter ends with a section for the reader’s personal plan. The book is not weighed down with references, and suggested readings are given at the end of some chapters. The book has 11 short chapters covering 128 pages. To give a flavour of the book I will briefly outline each of the chapters. After the introductory chapter, chapter 2 is called ‘a framework for understanding the new headship’. There are three scenarios which focus on the technical, cultural and political aspects of the role. The authors suggest that there are three critical skill areas for headship: technical, socialization and self-awareness. Advice is given for each and the new head needs to establish a balance between them. Chapter 3 suggests that the new leader develop a personal leadership checklist with reference to the work of Covey, Bennis and Nanus, and the NCSL standards. Chapter 4 looks at technical skills and gives advice on what to do before term begins and at different points during the first term. Chapter Five gives practical advice for a new deputy, recognizing that the working relationship with the head may not be perfect. Chapter 6 provides a checklist of critical skills which the new head is asked to use as a self-assessment tool. These are divided into the three skills areas discussed in chapter 2. Chapter 7 gives advice on how to learn to read the culture of a school. This is crucial for the success of a new leader who needs to celebrate the good things from the past and develop an action plan to move the school forward. Many new heads believe that they can start with a blank slate. This is a major error because the ‘ghost of headteachers past’ hangs over them for some time. The eighth chapter looks at the personal values of the head. A series of questions helps Book Reviews