Crafting and delivering effective transition plans
Recently, I was asked to prepare and give a presentation to a candidate search committee as part of the interview process at a school. The presentation topic focused on how I would transition effectively as an incoming leader into a new school environment and community. I thought I would write a blog article on this topic for the purpose of continued collaborative discussion on how effective transitions look like once an offer has been accepted. It was a daunting task for me, as it would be for any school leader, to introduce myself to my current team and community full of unknown faces whispering “What is this new guy like? What will we think of him?”
Before diving into this reflection, and as a relevant side note, I’d like to take the time to highlight the importance of an effective onboarding program a school provides its new staff as part of the orientation process. This is an essential component of strategic planning and culture that, I firmly believe, cannot be overlooked or understated. I decided to focus on the importance of new staff orientation programs as part of a field project report that I completed during my principal certification program a few years back. Successful orientation programs result in new staff members feeling comfortable and informed by the time they first set foot on their new campus. They also allow for introductions of staff members, both new and returning, to occur before arrival to campus. Even with these initial introductions to the school community, many sets of eyes will be taking their first glances at recently-arrived school leaders. The community knows a change in leadership has arrived, but they don’t know how it will look like. Thus, it’s natural for first impressions to be quickly formed, which is why it is important to take the time to design a thorough and calculated arrival to a new school environment.
I highly recommend any incoming leader to take the time to create a well-developed Entry Plan, which offers the chance for a leader to outline the vision, goals, and values needed for a successful transition into the entire school community. I found this process to be incredibly rewarding, as it forced me to take the time to further research the school and assess its community. To begin with, it’s vital to understand and learn the context of the school, as every school exhibits a unique environment, history, and identity. School leaders who identify the current culture of the school quickly learn what lines are risky to cross and what doesn’t need to be immediately changed. Culture is carefully honed over time and – unless a new school leader is hired specifically to pull the trigger with swift and impactful changes – it is dangerous to make quick decisions or implement major changes upon entering a school community. Entry Plans vary in length and content, but all should provide a road map for how the incoming leader will address the current needs of all stakeholders of a school. I would also suggest for a completed Entry Plan to be shared or communicated to increase transparency and commitment.
The transition continues with the process of creating and developing relationships. I recommend taking the time within the first few days and weeks to meet every staff member and learn their story, aspirations, and even their expectations of their new administrator. Every staff member will have different needs and desires, which new leaders will first need to identify to build the foundation for equitable professional development. If possible, I would even suggest contacting the outgoing leader or predecessor to find out, from their opinion, what worked and what didn’t. Successful leaders also assist their adjustment to the new community by having what many call “water cooler” conversations and by asking questions. A lot of questions. Introductory letters and meet-and-greet sessions for parents and students also set the tone for visibility and community awareness of values and beliefs. Through these steps, incoming leaders highlight visibility, curiosity, and the desire to learn….which all form part of a recipe for building a desired culture of trust.
Another key factor needed for a successful transition: time. Community members and the school’s leadership team need to understand that new leaders need time to develop nurturing relationships and work toward a culture of mutual understanding, respect, and trust. Time is further needed because trust is not given, but rather earned. New school leaders shouldn’t expect too much to be given to them right away. Additionally, when trust is achieved, it must be further cultivated for it to be sustained. I transitioned into my first school leadership position as an external hire, so I started from ground Zero in my quest for a trusting relationship with those at my new school. An added challenge was recognizing that some staff members were returning after applying unsuccessfully for my position. My transition from the outside was a challenge that took time and forced me to continue to reference my Entry Plan to make sure I was still following my desired transition. I was also incredibly fortunate to work within a leadership team that understood the magnitude of my transition. As a first-time administrator needing support, I was grateful for their consistent help, guidance, and trust during my transition period.
It is difficult to identify an ending date to a transition period, nor should school leaders look to identify one. Transitions continue for as long as they need to. As the first year progresses, it is essential for new leaders to continue looking for opportunities to be visible to the community to establish their commitment and lay the groundwork for fruitful relationships. Community members will also be looking for new leaders to not shy away from sharing their values and beliefs; in fact, they will be expecting new leaders to take advantage of moments to share more about themselves to the community. These opportunities also set the stage for developing a common language that the community will slowly see relates to the leader’s style, personality, and expectations. This creates a continuous momentum that leads into wider culture-building.
Ultimately, school leadership transitions to new environments will always be both challenging and full of opportunities to succeed. I have always believed that schools should never shy away from staffing changes, as new ideas and energy can have powerful effects on a learning community. With careful planning, a growth mindset, and a learned awareness of the current culture, school leaders can effectively pave a path for a successful tenure at their new school.
Mark Dominguez 