Not only are middle leaders some of the hardest working folk in schools, they also occupy a somewhat challenging leadership space of managing “up” to the senior leadership team and managing “down” to teachers.

This means they are the conduit for messages and initiatives from above while also having the responsibility for implementing these new ideas and holding others to account.

That’s fine if the idea makes sense and they buy into it. But sometimes they have to pass on plans and ideas they don’t agree with - or at least think it is not the right time for.

Passing on ideas as a middle leader

So, how can middle leaders walk the line between supporting the school’s direction and being true to their beliefs and their team?

1. Talk to your manager

First, when there is a new idea you have to take forward to teachers, try to speak directly with your SLT line manager.

This is worth doing, even when you agree and are excited about a new initiative, to ensure that you’ve fully understood it and have the information to implement it with fidelity.

However, if you don’t understand what’s being required of you, it can be especially helpful to ask your line manager questions to gain a better understanding of their perspective and the particular problems the SLT is trying to solve.

One experienced middle leader I spoke to said that if they had only minor concerns at this point, they’d pass the message on and “not lose any sleep over it”, but if they felt it was truly the wrong decision, they would be more challenging in the conversation with their line manager.

Others said they would even consider seeing the headteacher directly to voice concerns, although this was a recourse of last resort.

2. Disagree and commit

Most middle leaders I spoke to referred to the concept of “disagree and commit”, stating that they knew they had to commit to and support the directions given from above to ensure the greater success of the school.

If you find yourself in the position of disagreeing but committing, work out a script with your line manager to ensure you are representing the plan with fidelity, and that you build in explicit links to your area’s priorities, and the teachers and pupils you all serve collectively.

Above all, you must be clear about what you are asking staff to undertake, by when and why. Many a great initiative has failed because of a lack of clarity.

3. Invite feedback

When it comes to outlining the new requirement to those you manage, it is important to let their voices be heard and invite feedback that you will pass on.

One middle leader I spoke to said they might conduct a “SWOT” (strengths, weaknesses, opportunities and threats) analysis with their team to ensure their feedback was in the round, and that they had identified the good aspects as well as the challenges.

This is particularly important if you know the decision is a fait accompli, as it can help your team (and you, too, perhaps) to realise that there are positives within the new requirement, even if it also brings concerns.

4. Stay impartial

When detailing the requirement, it is important to remain professional and impartial, and use a passive voice - “the decision has been taken because...” rather than “I’ve decided” or “you have to”. This allows you to remain calm and neutral.

If your team members are strong in their disagreement, it can be tempting to collude (especially if you agree with their concerns). But you don’t want to become a wedge between the SLT and teachers. Instead, say that you have listened and heard their concerns, and will pass on relevant feedback.

This is where the SWOT analysis can help, so that any comments being passed back up to the SLT are not solely negative. Hopefully, that will mean SLT members will not feel defensive and will listen to the responses.

The happiest head of department I know advised colleagues finding themselves in a similar boat to remain positive and flexible. Whatever the initiative, resolve to adapt it and make it work for your area of expertise. This is a surefire way to make the initiative a success and for you to lead a more positive team.

Jo Facer is a former headteacher and the head of the national professional qualifications faculty at the National Institute of Teaching