What goes on behind a headteacher’s closed door? by @JillBerry102

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This post answers the 35th question from my TeacherToolkit Thinking page of Thunks.

Thunk 35: What goes on behind a headteacher’s closed door? by former headteacher, @JillBerry102

Photo Credit: temporalata via Compfight cc
Photo Credit: temporalata via Compfight cc

What goes on behind a headteacher’s closed door?

We use the phrase ‘open door policy’ fairly glibly these days. Many school leaders want to be visible, approachable, accessible, and certainly not remote. But there are days when the head’s door is closed – when it has to be closed. There’s definitely someone in there… What do you imagine might be going on inside?

I was a head for ten years and I did try hard not to get stuck in my office. I taught every year which got me into the classrooms. I had lunch each day in the school dining hall, where I tried to sit with different groups of staff. I put myself on the duty rota and made sure I did a duty which involved my walking round the school and chatting to pupils and staff en route. I called in to as many extra-curricular activities as I could, to show support, and I sat in a fair number of lessons.

But there were times when I was in my office with the door closed and, thinking about it now, there were perhaps four main reasons:

1. Someone was distressed and needed privacy. It could be a pupil, a member of staff, a parent. Once it was a governor. Very occasionally it was me.

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2. Someone needed time – it could have been a meeting, an appraisal, a thorny issue they needed to talk through, but something which needed not to be interrupted because whoever was in there had to know that they, and their issues, were important enough to merit the head’s undivided attention. The phone was turned off, too.

Photo Credit: Robert S. Donovan via Compfight cc
Photo Credit: Robert S. Donovan via Compfight cc

3. I was having a difficult phone conversation – on a sensitive subject, or with someone who was experiencing extreme emotions, and I needed to listen, really listen, and give an appropriate response. Sometimes it was just a question of letting whoever it was let off steam and then suggesting that they came in so that we could talk face to face.

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4. I needed thinking time – something difficult had happened and I really needed to give a measured, carefully considered response, and I needed calm and quiet to formulate that.

Summary:

What I didn’t do was close the door during the school day to plough through my emails, to get on with paperwork, to put my feet up or to crack open a bottle! A head I knew and respected earlier in my career once said ‘day-time is for people, evenings and weekends are for paper’ and that’s how it was for me too.

I loved being a head – it is the BEST job in the school and a real privilege, despite the responsibility and the pressure. You do have to think about your principles and priorities, and, interestingly, reflecting on when, and why, the head’s door is open, and when, and why, it’s closed, has helped me to do that.

What would you do if you sat behind the headteacher’s door?

End.

Written by @JillBerry102 and edited and posted by @TeacherToolkit.

Jill Berry is a former head, studying for a Professional Doctorate in Education and doing educational consultancy work. Jill is particularly keen to help new and aspiring heads and is a regular commentator on online blogs, offering feedback and support to many.

Jill Berry is a former head, studying for EdD.
Jill Berry is a former head, studying for EdD.

@TeacherToolkit

In 2010, Ross Morrison McGill founded @TeacherToolkit from a simple Twitter account in which he rapidly became the 'most followed teacher on social media in the UK'. In 2015, he was nominated for '500 Most Influential People in Britain' in The Sunday Times as one of the most influential in the field of education - he remains the only classroom teacher to feature to this day ... Sharing online as @TeacherToolkit, he rebuilt this website (c2008) into what you are now reading, as one of the 'most influential blogs on education in the UK', winning the number one spot at the UK Blog Awards (2018). Today, he is currently a PGCE tutor and is researching 'social media and its influence on education policy' for his EdD at Cambridge University. In 1993, he started teaching and is an experienced school leader working in some of the toughest schools in London. He is also a former Teaching Awards winner for 'Teacher of the Year in a Secondary School, London' (2004) and has written several books on teaching (2013-2018). Read more...

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