Recruitment → Dr Jake Madden

The Hidden Cost of Inexperienced Leaders in Schools

Inexperienced leadership in schools creates challenges that ripple through the entire community, burdening middle leaders and stalling progress. This article explores the causes, consequences, and urgent need for system leaders to prioritize head-hunting proven leaders and investing in meaningful leadership development to ensure school success.

The challenges posed by inexperienced school leaders extend far beyond the individual—it’s a systemic issue with profound implications for schools, staff, and students. The ongoing teacher shortage exacerbates this problem, leaving leadership pathways fragmented and promoting educators prematurely. This often results in unqualified leaders fostering a false sense of competence, masking their inadequacies behind the title of leadership. While they may believe they are succeeding, their lack of expertise shifts the burden of their shortcomings onto more capable middle leaders, who must compensate for the deficits in direction and decision-making. Ultimately, this hampers school improvement and morale across the institution. Additionally, it is critical to have leaders who are engaged and not absent.

The issue of appointing inexperienced leaders demands attention from system leaders, who must take a proactive approach to resolve it. Head-hunting proven leaders with demonstrated competence and a track record of success is no longer a luxury—it is a necessity for ensuring the well-being and effectiveness of schools.

What Causes Inexperienced Leadership in Schools?

At its core, the prevalence of inexperienced leadership stems from flawed promotion practices. Instead of prioritising leadership potential, promotions often reward tenure or teaching excellence—qualities that do not inherently translate into leadership competence. This is linked to the “Peter Principle,” a concept introduced by Dr. Laurence J. Peter, which suggests individuals are promoted based on prior success until they reach a level where they lack the skills to succeed.

Consider the example of a standout teacher elevated to a leadership role without adequate training. Their instructional prowess may shine in the classroom, but leadership requires skills in strategic planning, team management, and communication—areas where they may falter. This mismatch not only undermines their confidence but also disrupts the functioning of the school, with cascading effects on staff cohesion and school performance.

Additionally, the misconception that leadership is innate rather than cultivated perpetuates this issue. Rapid promotions, often driven by high turnover or the need to fill vacancies, leave leaders ill-prepared for their responsibilities.

The Consequences of Inexperienced Leadership

The repercussions of appointing inexperienced leaders extend to all corners of the school community:

Schools: Ineffectual leadership erodes organisational stability, hampers the achievement of strategic goals, and damages the school’s reputation. The school community may suffer from stagnation, disorganisation, or missed opportunities for growth.
Staff: Teachers working under inexperienced leaders often bear the brunt of their shortcomings. Frustration mounts as middle leaders and experienced staff take on additional responsibilities to mitigate the leader’s lack of competence. This dynamic fosters low morale, burnout, and attrition.
Leaders: Inexperienced leaders face challenges they are ill-equipped to handle. Their lack of preparation can lead to poor decision-making, a crisis of confidence, and limited career progression, compounding their difficulties.

Addressing the Problem: A Call to Action for System Leaders

System leaders hold the power to break this cycle of underprepared leadership by implementing deliberate strategies to build leadership capacity and recruit capable leaders. Addressing this issue requires a two-fold approach: proactive head-hunting and a commitment to leadership development.

Recruit Proven Leaders: Actively seek out individuals with demonstrated leadership success. Proven leaders bring a depth of experience, confidence, and strategic ability that can transform schools.
Elevate Leadership Development: Leadership training must be rigorous and comprehensive, equipping leaders with skills in communication, emotional intelligence, conflict resolution, and decision-making. High-quality programmes should focus on preparing leaders to address modern educational challenges.
Establish Clear Criteria for Promotion: Prioritise leadership readiness by evaluating interpersonal skills, adaptability, and evidence of team-building ability. Teaching expertise alone should not dictate advancement.
Support New Leaders: Introduce mentorship and coaching systems to ensure that newly appointed leaders have the guidance and feedback they need to succeed.

The Systemic Cost of Neglecting Leadership Development

When schools fail to prioritise leadership recruitment and training, the results are predictable: stagnating school performance, overwhelmed staff, and a diminished student experience. Investing in leadership is not an optional expense—it is a strategic imperative. Without capable leadership, schools falter, and the burden of their failure rests on those who work tirelessly to keep the system afloat.

By addressing the root causes of inexperienced leadership and taking deliberate action to head-hunt proven leaders, system leaders can mitigate the harm caused by premature promotions. This approach ensures not only the success of individual schools but the strength of the education system as a whole. Leadership matters—and getting it right is essential for achieving excellence.

How to Retain Teachers: 5 Key Strategies for Schools

The five tips for retaining your best teachers will help you create a positive and supportive environment. Here’s how you can ensure continuity of learning in your school, maintain high standards, and make sure students are receiving the best education possible.

Teacher retention is a growing challenge worldwide, including in Australia. In 2019, the House Standing Committee on Employment, Education launched a federal inquiry into teacher retention due to a sharp decline in Initial Teacher Education course applications. Between 2015 and 2017, applications dropped by up to 40%, leading to widespread teacher shortages today. Schools must act now to create an environment where educators feel valued and supported. Here are five key strategies on how to retain teachers and maintain continuity in learning.

1. Offer Professional Development Opportunities

One of the best ways to retain teachers is by investing in their professional growth. Offering access to conferences, online courses, and leadership development programs can help teachers refine their skills and stay engaged. Providing mentorship opportunities and encouraging collaboration also boosts job satisfaction. When educators feel they are growing in their roles, they are more likely to stay committed to their schools.

2. Show Genuine Appreciation

Recognising teachers’ hard work and dedication goes a long way in improving retention. Simple gestures like personalised thank-you notes, public acknowledgements, and staff appreciation events can make a significant impact. Teachers who feel valued are more likely to remain motivated and committed to their roles.

3. Give Teachers Autonomy in the Classroom

A major frustration among educators is a lack of control over their teaching methods. Excessive micromanagement, rigid curricula, and unnecessary administrative tasks can lead to dissatisfaction. Schools that allow teachers the freedom to design lessons and engage with students in meaningful ways foster a sense of ownership and professional pride. Empowering teachers enhances both their job satisfaction and student outcomes.

4. Foster a Positive Work Environment

A supportive school culture is essential for retaining teachers. Schools should focus on creating a collaborative atmosphere where staff feel heard and supported. Ensuring reasonable workloads, providing adequate resources, and maintaining a clear mission can significantly boost teacher morale. A positive environment encourages long-term commitment and reduces burnout.

5. Give Teachers a Voice in Decision-Making

Teachers want to feel that their opinions matter. Schools can improve retention by involving educators in policy discussions, curriculum planning, and leadership decisions. Providing platforms for feedback and acting on teachers’ suggestions builds trust and strengthens commitment to the school community. When teachers feel they have a stake in decision-making, they are more likely to remain dedicated to their roles.

Final Thoughts

Retaining teachers requires a proactive approach that prioritises professional growth, appreciation, autonomy, a positive work culture, and inclusive decision-making. Schools that focus on these strategies can reduce turnover, improve staff morale, and ensure continuity in learning. By fostering a supportive environment, schools can build a stable, motivated teaching workforce that drives student success.

By implementing these five strategies, schools can create a culture where teachers feel valued and inspired to stay.

How to Write a Teacher Job Advert that Attracts Quality Staff

This time of year is busy for school leaders as they forward plan for the new academic year. A key task at this time of the school year is the appointment of new staff that are good fits for your school will value add to the school’s teaching and learning agenda.

A teacher job advert often sets the tone for your whole recruitment process. This time of year is busy, and hiring can feel urgent. Yet a rushed advert invites a rushed shortlist. A strong advert helps you attract the right people and avoid poor-fit appointments.

Even if you use a recruitment firm, writing the advert yourself is still valuable. It clarifies what great teaching looks like in your school. It also forces you to be specific about the role, the support, and the expectations.

Why a teacher job advert matters

Your advert is more than a notice. It is a message about your culture and your standards. It also signals how organised your school is.

A well-written advert should help candidates answer three questions quickly:

What is the role, and what will I do each day?
What does good teaching look like in this school?
Why should I choose this school over another?

Teacher job advert steps to secure quality staff

1) Be clear on your needs

Start with the end in mind. If you are not clear, your shortlist becomes guesswork. The Cheshire Cat had it right. If you do not know where you are heading, any road will do.

Define the “must-haves” and the “nice-to-haves”. For example:

strong subject knowledge and planning habits
evidence of impact on learning
skill in collaboration and feedback
commitment to safeguarding and wellbeing

2) Write a headline that earns attention

Most candidates scan before they read. Use a headline that is specific and inviting. Avoid generic phrases like “exciting opportunity”.

Try naming what makes the role matter, such as learning, growth, or curriculum work.

3) Describe the role with precision

Vague adverts create vague applications. Name the key responsibilities and the daily work. Include teaching load, year levels, and any additional duties.

If there is coaching, mentoring, or leadership potential, say so. Clarity reduces misalignment later.

4) Explain what makes the role different

Every school needs a maths teacher. Not every school offers the same professional culture. In your teacher job advert, state what a teacher gains by joining you.

This might include:

a strong induction programme
shared planning routines
coaching cycles and lesson study
time for collaborative work

5) Share the school’s vision and learning agenda

Candidates want purpose, not slogans. Describe your school’s direction in plain language. Link it to teaching and learning priorities.

If you have a school improvement plan, name the focus areas. For example, stronger curriculum alignment, better formative assessment, or improved student agency.

6) Make the application process simple and transparent

A messy process reduces applications and damages trust. In the advert, state exactly what you require and when you need it.

Include:

documents required (CV, cover letter, referees)
closing date and interview window
start date and contract details
safeguarding and reference expectations

7) Distribute the advert with intent

A good teacher job advert still needs strong distribution. Use the channels that match your candidate pool.

Consider:

recruitment platforms and agencies
professional networks and associations
LinkedIn and school social media
internal referrals from current staff

Do not underestimate word of mouth. Great staff often know other great staff.

8) Interview strategically and follow up well

The advert gets attention. The interview confirms fit. Build questions from the role description and your teaching expectations.

Look for evidence, not charm. Ask for examples, student work, planning samples, or reflections on impact. Take structured notes so you can compare fairly.

Follow up with every candidate. A respectful process protects your reputation and strengthens future recruitment.

Final thought

Recruitment can feel draining, but it is one of your highest-impact leadership tasks. The right staff lift learning, culture, and momentum. A clear teacher job advert is a practical first step towards that outcome.

Recruiting Quality Teachers for School Success

Earlier this week I was reading an article on teacher absenteeism and its extent and the impact on student achievement. We know that teacher quality is one on the largest factors is raising student achievement outside the influences of the home. While some schools have difficulty with teacher absenteeism Dar Al Marefa has a very low absentee rate.

Earlier this week, I read an article on teacher absenteeism and its impact on student achievement. Research consistently shows that teacher quality is one of the most significant factors in raising student achievement—outside of home influences. While some schools struggle with high teacher absenteeism, Dar Al Marefa has a remarkably low absentee rate.

As we enter the recruitment season for the new academic year, one common misconception arises: that we are simply “lucky” to have committed, dedicated teachers. In reality, recruiting quality teachers is a deliberate process, not luck.

The Importance of a Strong Recruitment Process

At Dar Al Marefa, we firmly believe:

“You are who you recruit. Your staff reflects your leadership.”

To build an outstanding team, we begin with clear, structured hiring practices that ensure we attract the best educators.

Key Strategies for Recruiting Quality Teachers

1️⃣ Define the Role Clearly
📌 A well-written position description outlines:
✔ Job responsibilities and expectations
✔ What makes teaching at our school unique
✔ The qualities we seek in candidates

2️⃣ Objective Shortlisting
📌 To eliminate bias, we avoid decisions based on:
✔ Name
✔ Location
✔ Basic qualifications

Instead, we use structured scoring and a question-based evaluation system to fairly assess candidates.

3️⃣ Effective Interview Techniques
📌 Our interviews focus on:
✔ Creating a comfortable environment for candidates
✔ Open-ended questions linked to job requirements
✔ Scored responses to ensure objective hiring decisions
✔ Scenario-based questions to evaluate real-world teaching responses

We ensure our recruitment panel listens more than it talks, allowing candidates to demonstrate their skills and fit.

Beyond Hiring: Supporting Teacher Success

Recruiting quality teachers is just the beginning. Once hired, we:
📌 Clearly communicate performance expectations
📌 Provide ongoing professional development
📌 Monitor progress through structured appraisals

Teachers at Dar Al Marefa set SMART goals (Specific, Measurable, Attainable, Realistic, Timely) for their own professional growth. They understand that learning never stops, and they embody the work ethic of a true learning community.

You Are Who You Recruit

At Dar Al Marefa, we don’t leave our staff quality to chance. Our success in recruiting quality teachers comes from a deliberate, well-planned approach that:
✔ Attracts top talent
✔ Sets clear expectations
✔ Develops teachers through ongoing learning

In the end, great schools don’t just happen—they are built by great teachers. And great teachers are recruited, not found by luck.

Hiring School Leaders Who Drive Change

The international school sector is an exciting playground for not only honing leadership skills but acquiring new ones. It is at this time of year when the focus begins to look at recruitment; both retaining and employing new staff. Classroom teachers, middle management leaders and even principals are at the mercy of interview panels.

But what do you look for when appointing? For me, regardless of the position we need to fill, I look for leadership qualities. Someone who will make a difference. I’m not looking for puppets who do move when strings are pulled. I need decision makers, innovators, creative thinkers and risk takers. I want someone who wants to make a difference and have the evidence to show they can.

I was once called a “Maverick” by an employer and I took that as a compliment even though I knew it was meant as a slur on my leadership. The connotation was that my visioning, decision making or leadership was being a principal that was independent, unorthodox or not in keeping with what other principals were doing. Therefore I was out of line. The message given clear; I was suppose to follow, not lead.

I was heartened when I stumbled across the thoughts of Kim Williams, the Australian Media Executive and Composer, in his autobiography. His views on leadership and the role of leaders moving their organisations struck a chord with me .

What resonates is his interpretation of and the confusion surrounding “busy” people. Too often leaders are busy doing “things” (managing) rather than building the path towards improvement (leadership). This is particularly important at the classroom level. You don’t want doers following, you want leaders acting, diagnosing, planning and intervening in the teaching/learning.

If you want improvement to be a key outcome then the need to appoint a leader rather than a manager, at any level of the organisation, is pivotal to your school’s success.