The heatwave or rainy season, depending on where you are in the world, is in full effect and many teachers will be preparing to commence a new senior role in an international school.

For some, this will be a first senior leadership position and they will have a mix of nerves, excitement and sheer terror at the thought of bearing the responsibility that comes with having a leadership role as your job title.

Much will be learned on the job and there is no shortcut to this - you just have to put the time in. However, there is also plenty of best practice for leadership that it is worth being aware of from day one to ensure that you can start your leadership journey in the right way.

Taking a leadership role in an international school

Even as a head, the first day will likely entail a lot of the usual “new staff induction”: a lot of necessary - even if it may appear pedantic - health and safety protocols familiarisation and administration induction will take place. 

These inductions will range from the issuing of ID badges to fire safety and IT support, where you will be located within the school and so on.

As with any first day, the information absorption is intense, but you’ll be taking on board many important procedural matters, strategy insights or key policies. This may be shared later in the “induction” week if not emailed to you prior to commencement, of course, but make sure you stay engaged to spot the “need-to-know from day one” information when it comes along.

Meet and greet

Your first day will involve meeting a lot of people - most of whom will be well aware of who you are.

Many will want to spend time with you to set out their stall - but this should be avoided. Ideally, you want to meet as many new people on those first days as possible.

Especially, meet and greet the cleaners and do make a sincere effort to interact with them; ask their name and how long they have worked at the school, and thank them.

This is not symbolic politics. It sets out your belief that all staff matter and it is not only a few “significant” staff with responsibilities, such as your SLT or middle leaders, whom you want to be hearing from.

Buy yourself time

It will soon become apparent that colleagues will turn to you for answers or decisions, even on the first day. Certainly expect this in your first week

I recall being asked about an educational careers visit and if Year 11 students should attend. I was about to give a response - “Well, they have to focus on mock examinations” - but instead the wiser response that I was able to give was to say, “Can I get back to you?”

This buys you time, it gives you the opportunity to consult others and evaluate the specific details, such as student attendance, academic data and the school timetable itself in terms of the impact of missing some lessons.

Know the culture

As a senior leader, you will be expected to be more on speed on all manner of new issues pertinent to the locale - from dress code and gender interaction to the attestation of qualifications and the onboarding of staff.

If you’ve moved up in a school, you know this should come more naturally, but even so, decisions that previously you never had to think about may not be in your domain - so ensure you know the ins and outs of the location.

Furthermore, cultural literacy, especially with the parents and students, will carry you further not only in endearment but also your professional respect in embracing the society you are to work in.

Be authentic and listen

There is no need to reinvent yourself, nor should it be a case of you talking through your CV successes to justify yourself. Yes, a new role can be a great opportunity for a fresh start, but that does not mean changing who you are: take an authentic approach of being who you are.

Listening and learning from existing staff; respectfully auditing current systems, processes and data before suggesting changes (avoiding major upheavals for the sake of it); and earning respect along the way are mindful steps to ensure that you remain authentic.

Be aware of being courted

Conversely, from your viewpoint, you should consider why certain individuals may want to ingratiate themselves with you and share their world view, which may prevent you from gaining a broader comprehensive view of the school landscape.

This is an issue that occurs within schools and other workplaces. You have the self-promoters but also the persistent moaners, who cannot be positive without feeding back some criticism to you about some apparent dissatisfaction.

In the modern era, such staff will often email you before or after a meeting. And then you have the “cc [carbon copy] politics” about replying to all to assert your authority in having the final word.

This is a risk and to be avoided. Thank them for sharing their points and give the neutral response - that you will consider these points going forward - that will help to diffuse the situation and buy you time.

Also, you will observe cliques within the school - within SLT and within departments, or age groups or gender or ethnicity even. The way to ensure that this doesn’t become toxic, in terms of them only being able to work with their selective peers, is to have collaborative working parties and professional development sessions, where they are allocated colleagues and locations to work within.

Engage parents - but hold your ground

Engaging with parents is a must in the international schools community. Senior leaders may delegate this to a parent liaison representative, but a lot can be gained from making parents your key priority group.

Some parents will want revision sessions for their older students (often at the weekend). Others will complain about one or two incidents as if they were the norm or make the most personal attack: that the school has worsened since you arrived!

Whatever these parents’ views or their underlying motives, respect their opinions. But, rather than giving them bespoke follow-up meetings, ask them to join you in a broader parental sesson, and list their points as part of the wider dialogue with parents.

Enjoy the ride

Overall, the opportunity to step into school senior leadership is a great honour.

In an international setting, it is further appreciated given the additional complexities of working overseas often with a community of students whose parents are also on a fixed-term employment contract who need to have consistently high-quality education from the outset.

The rewards from having taught, managed and led in such a diverse international school community will last your whole working life, and the different climate and environment will form a lasting impression on your personal life. Such opportunities and experiences are priceless.

Kausor Amin-Ali is a secondary school headteacher at GEMS Founders School Al Mizhar in Dubai. He is also the chair of governors at Robert Miles Infant School in Bingham, Nottinghamshire, and the author of A-Z of School Leadership: A guide for new school leaders