Preemptively structure the search committee with thought and care.

The composition of the search committee matters. It is important to assemble a group with varying perspectives of the institution, including those with longstanding connections to the school as well as newer community members. In some cases, a search committee consists of trustees. (Often, existing cultural norms lead a school in this direction.) In many cases, though, faculty and staff representation on a search committee both ensures greater community buy-in and provides valuable perspective for trustees who are more removed from the day-to-day rhythms of the school. This added perspective benefits the committee and helps to avoid tripwires or tricky topics within the school community.

Invest time in hearing from the community early.

Investing time in hearing from the school community makes a meaningful difference in the success of a search. In most searches, this involves an online survey and both on-site and virtual listening sessions with a wide range of constituents – everyone from faculty, staff, students, and administrators to parents, alumni, and trustees. You’ll begin to identify clear patterns in the emerging narrative, which will be critical in drafting the position profile and in conversations with candidates. Sometimes, search committee members make an effort to attend these sessions in partnership with the search consultants as a signal of the committee’s investment in the process and gratitude to the community for their participation in these early conversations. It’s also important to provide regular updates to the school community throughout the search. These messages serve to reassure stakeholders that the process is on track and progressing according to schedule.

Develop a compelling and candid position profile.

A compelling position profile reflects both the school’s strengths and its areas for growth. Candidates value transparency and honesty. In conversations with candidates, concerns arise when a position statement is too glossy or superficial regarding areas for improvement. Candidates want to feel that they’re getting the “real” story; some of this can be included in writing, and more can be communicated verbally in early dialogue.

Talented candidates are often drawn to opportunities where they can make an institution even stronger. Very few seek out roles where the primary focus is to keep the trains running. The search firm should collaborate with the search committee to build a profile that is honest, grounded, and forward-looking – articulating not just what the school is today but what it hopes to become in the future.

Map the position profile to the candidate evaluation rubric.

Oftentimes, six to eight clear priorities emerge from the listening sessions and survey feedback, and these priorities should form the backbone of the position profile and the foundation for a candidate evaluation rubric. Remember, too, that no one candidate will meet every single item on a community’s wish list. The committee’s task is to faithfully represent the community, determining over time which qualities are essential and which are “nice-to-haves.” By consistently referring to a rubric while discussing and reviewing candidates, committees will also ensure they are assessing objectively and minimizing bias in their decision-making.

Consider a wide range of experience and expand the talent pool.

Given the breadth of responsibilities that fall to the head of school, it is not uncommon for a board or search committee to think that the only viable candidates are those who have already served in the role. In practice, this often proves not to be the case. Competitive searches typically include both sitting heads of school and candidates for whom the role would be their first headship. What matters most is not a candidate’s title but how their experiences map onto the school’s needs. 

Developing a robust candidate pool includes a combination of targeted research, tapping extensive networks, and deep sector knowledge. Drawing from a school’s alumni networks is often a fruitful strategy for surfacing nontraditional candidates, which can include leaders from higher education or other education-related nonprofits. 

Finally, it is critical that the search firm contact leaders who are content in their current positions. Through a series of conversations, these leaders may decide to seriously consider the opportunity at hand; your job, as a school community and committee, is to convince very happy people that this is the dream job they never knew existed! 

Manage logistics well and treat all candidates with respect.

The search firm should manage most logistical aspects of the search – scheduling key meetings early so that every committee member can participate, building realistic timelines, managing communications, and ensuring a smooth candidate experience. The school will often play a key logistical role in the finalist stage, at which point candidates are generally coming to or near campus.

It is critical that both the search firm and the search committee treat candidates with respect in every interaction. This includes managing logistics smoothly and efficiently – everything from the practicality of interview times to candidate travel – and being honest, straightforward, and timely in delivering updates (both good and bad news). No candidate wants to feel like they’re being strung along. A respectful experience is critical for both the final hire and the candidates who invest significant energy along the way; they all become potential broadcasters for the school, whether chosen to become your leader or not, and you want that narrative to be positive.

Stay grounded in evidence-based decision-making.

In first-round interviews, the conversation should focus on better understanding a candidate’s demonstrated skills and accomplishments. Search committees can be tempted to accelerate the conversation to a discussion about the school’s future. Before shifting to a candidate’s vision for the school, though, the committee should root its evaluation in a clear sense of what a candidate has already done to date. In early conversations, candidates won’t have enough information to speak compellingly about their aspirations for the school; they’ll often talk in generalities that can be interesting but won’t give a true sense of their capacity to step into the role. The real question is: Can I find evidence of past success in a given area that demonstrates their ability to succeed in the future?

Don’t underestimate the importance of referencing.

References are essential. They allow a committee to test their working hypotheses about a candidate and to hear from individuals who work closely with a candidate day in and day out. No candidate is perfect, and many successful candidates have endured hard times or challenging moments – it’s hard to be a tried-and-tested leader without experiencing lows! Don’t let a past challenge prevent you from hiring a stellar candidate, but test if and how the candidate weathered that difficulty ethically and impressively. And what did they learn from the experience? References also ensure that the board understands where a candidate may need support in a new role, given that every candidate will bring existing strengths and growth edges. 

Be clear with your community about their level of involvement in the final stages.

If practical and in line with cultural norms, a finalist round that allows for broader participation from a representative group of stakeholders can be beneficial to the success of the search. Finalist rounds can include small groups of faculty, staff, students, and trustees who have the opportunity to meet confidentially with the finalists. This allows the candidate to gain exposure to the school community while also safeguarding a degree of confidentiality. Candidates often want at least some glimpse into the people on the ground – the faculty, staff, administrators, and students they would be working alongside in the role. A sophisticated candidate knows that success will be challenging if the community isn’t behind them at the time of hire. Collecting feedback from those who meet with the finalists is essential; a search committee benefits greatly from these insights.

Ensure a strong transition to the new head of school.

At the end of every search, the search firm should stay in close contact with the committee and finalists to facilitate concluding conversations. In many head of school searches, the board chair establishes a transition committee to help onboard the new head. These committees usually include members from the search committee and community members who are eager to assist with getting the hire up to speed.

A successful head of school hire can make contributions to the school community even before they step into the role. When there is a long runway to the start date, thoughtful involvement in key moments of the school calendar can help the incoming head begin to build trust and continuity. It can be galvanizing and energizing for the school. While a leadership transition is a moment of change – and therefore comes with some element of anxiety – the celebration and sense of possibility on the other side signals a job well done.

Katie Rockman is a partner at Isaacson, Miller. She leads the firm’s PreK-12 Education and Education Improvement practice. Berkley Braden is a Managing Associate and key member of the firm’s PreK-12 Education and Education Improvement practice.

Isaacson, Miller’s PreK-12 Education practice is well known for the breadth of its expertise and impact. We have concentrated our work on the recruitment of leaders for schools and school systems, including independent schools, charters, and traditional publics; innovative education and youth development non-profits of all sizes; national and regional education funders; education policy, research, and advocacy organizations; and education service providers.