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08/02/2012

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As a mid-level administrator at a large New England boarding school, I have thought about point four a lot. Faculty shy away from administrative positions, including headships, because they believe the quantity of work to be unmanageable. Articles in Independent School magazine and elsewhere feed this perception.

I would add one consideration to your post -- how might interested faculty gain exposure and experience with external relations? How might faculty assess whether they are adept, or at least interested in, development? Faculty are protected from financial resource management in part to avoid conflict of interest or external pressures on curriculum. Many educators would have it no other way. But it is hard to cultivate leadership, I think, when this part of a head's work remains so foreign.

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