Head Cases: Exploring Complex Headteacher Challenges

This programme of webinars will use case study methods and Socratic dialogue to explore the complex practical and philosophical challenges facing headteachers. In doing so, the ‘Head Cases’ programme of webinars offers a ‘signature pedagogy’ for aspiring and current headteachers to help them develop wisdom of practice in addressing these challenges (hulman, 2005).

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SSAT’s ‘Head Cases’ programme addresses the findings of our survey of headteachers with almost 2,000 years of experience between them. These findings included:

• 91% said professional learning for headteachers should address the complexity of the role.
• 86% believed the NPQH was insufficient preparation for the realities of being a headteacher.
• 66% felt training programmes should address practical and operational issues facing heads.

This programme will be most helpful for:

• Headteachers, Principals and Executive Leaders
• Aspiring Headteachers
• MAT Leaders and Governors supporting the work of headteachers

Each ‘Head Cases’ session will begin with the presentation of a ‘case’ that illustrates an aspect of headship which is complex, challenging, potentially troubling, and for which there are few easy answers.

The specific ‘cases’ will be fictional, although drawn from the actual experiences of headteachers. These ‘cases’ have been designed to be representative of wider challenges that face headteachers daily.

• November 2024 – The parental complaint case: when good stakeholder relations turn sour
• January 2025 – The human resources case: open doors and/or behind closed doors
• March 2025 – The budgeting case: navigating competing goods whilst balancing finances
• May 2025 – The permanent exclusion case: personal ethics amidst tough choices
• June 2025 – The accountability case: retaining authenticity whilst playing the game.

Following the presentation of the ‘case’, guest contributors will outline alternative approaches for addressing this ‘case’ based on their headship experience.

Programme participants will be invited to probe the details of the ‘case’ and the range of potential responses and actions available to headteachers. They will be able to share their insights based on experience and confidentially share how they have approached such cases in a reflective manner.

The SSAT moderator will use emergent themes from the discussion to highlight insights from statutory and non-statutory guidance around the issue, and from the headteacher standards. They will also identify insights from research literature around the complexity of leading and managing organisations.

Each session will conclude with a group discussion designed to identify:

• The generalisable qualities of the case for wider practice.
• The most insightful suggestions to support headteachers in responding to similar cases.

Participants will have the opportunity, at the end of each session, to shape the ‘case’ for the subsequent session so that the programme responds to attendees’ needs.

Read this blog for more insight

In this blog, our aim is to explore the ways in which the case study approach can serve as a ‘signature pedagogy’ for school leaders.

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Programme lead

Dr Keven Bartle, Senior Education Lead, SSAT

Keven has been a teacher for almost three decades and was headteacher at a richly diverse secondary school in London for nine years. Through his career, Keven has been committed to the power of education for social justice and transformation, working in schools where staff make a difference to the lives of children, families and communities.

Book a call with Keven