Stepping into a new leadership role elicits a mix of nerves and excitement. Finally having the chance to enact your ideas can be exhilarating. Yet, it's crucial to tread carefully in the early days.

Rushing headlong into action without understanding the intricacies of the environment can lead to disastrous outcomes, as history has shown time and again. Take Brian Clough's brief stint at Leeds United in 1974, where his brash approach alienated the players and led to his swift dismissal after just 44 days.  Although you will be ‘champing at the bit’ it is vital to ‘stop, look and listen’.

Over 20 years ago in my first headship my mentor gave me what I felt was very good advice and still so today. She said to me: "Andrew, it doesn’t matter how many emails, phone calls or tasks you have, it’s vital to get out there and be seen by pupils, parents and your staff."

As headteachers and senior managers it is vital that we are accessible for our stakeholders: being proactive by the school gate, in the corridor or in and around the school, in classrooms and in staffrooms, in the kitchen and in the office. This helps us to develop that relationship with those people who are going to help us drive the school forward and be vital collaborators and team mates on the school improvement journey.

I took over my school as headteacher almost three years ago and I spent the first few months listening to pupils, parents and staff. Creating a shared vision is a crucial part of the role. Getting everyone engaged in it is what gets the school moving forward. An effective leader fosters a culture of empathy, collaboration, and personal development, prioritising the well-being and growth of their team members. Purposeful leadership allows leaders to bring their best selves to challenging situations.

In education, too, missteps can be costly. One headteacher's blunt declaration of intent to improve the school and rubbishing the previous and ‘well respected head’, did not win popularity, set a chilly tone from the outset making their attempt to drive the school forward very difficult. Another attempted to signal change with a provocative and confrontational tone as well as micromanaging staff, that only ruffled feathers and put all the staff against their form of leadership.

A new leader's success hinges on more than just their vision. It requires a deep understanding of the community they serve, the culture of the school and locality and this can only be done through active listening. By valuing the insights of their team, a leader not only fosters a sense of inclusion but also gains invaluable intelligence for informed decision-making. This helps them to get the ‘buy in’ for leading a strategic change. You may as a new Head Teacher and leader be ‘champing at the bit’ to start, but it is vital to observe, study and wait whilst developing and cultivating the relationships with stakeholders.

Furthermore, recognising the unsung heroes within the organisation and harnessing existing strengths can be instrumental in effecting positive change, from your kitchen and office staff to PSAs, EYPs, Pupils, parents, and teachers. It's not just about implementing new initiatives but also about building trust and understanding with everyone.

Effective leadership extends beyond mere action. It necessitates keen observation and the establishment of a foundation for sustainable progress. Leadership manifests in three primary forms: those who lead from the forefront, those who support from the rear, and those who collaborate alongside their team. A truly adept leader embodies all these roles, adapting their approach as circumstances demand.

Amidst the myriad of leadership models, it's easy to lose sight of the overarching principles.

By prioritising connection with people over dictating to them and focussing on understanding over imposition, new Head Teachers (or experienced Head teachers in a new setting) can set the stage for lasting success.