Leadership transitions can unsettle school communities. Andrew Cock, from the Australian Principals Federation, outlines how new and acting principals can establish clarity, confidence and credibility from day one.
There are few moments in school leadership as defining, or as confronting, as stepping into a principal role, particularly when it occurs suddenly. Whether due to an unexpected departure, extended leave or successful appointment to a position, schools can find themselves navigating a leadership transition and, in these moments, is an opportunity: a necessity to maintain stability, and an opportunity to demonstrate leadership under pressure.
Let’s be clear, walking into a school as a new or acting principal is not a gentle onboarding exercise – it’s hitting the ground running, sometimes feeling like when you are also at your most unfit! There is no pause button. The school community – staff, students, parents, and the system continues to expect clarity, confidence, and competence from day one. All while trying to navigate the change of work location and the nuances, changes and inheriting decisions made by another leader.
The reality of leadership change
Any change in leadership can create uncertainty across a school community. Staff, students and parents may feel unsettled, routines may be disrupted, and confidence can waver. In this context, the arrival of a new or Acting principal is not just about filling the chair, it is about maintaining confidence and momentum.
Especially those stepping into a school mid-term/year. The principal inherits the operational responsibilities of the role, but also the culture and morale of the organisation. Relationships, tensions, expectations and histories are already in play. They do not have the luxury of building everything from scratch; instead, must quickly read the landscape and respond accordingly.
This is where leadership judgement becomes vital. The temptation can be to “make your mark” immediately. However, experienced leaders know that credibility is not built through rapid change, but through thoughtful, strategic and informed action.
The first 90 days
Michael Watkins’ book The First 90 Days was gifted to me when I moved into my first principalship, and it remains a resource I return to regularly. It serves as a useful framework for navigating this transition, in what can feel like an overwhelming period. At its core, the message is simple – and, at times, counterintuitive: resist the urge to act before you understand.
The first phase about gaining an understanding. What is the current state of the school? Where are the pressure points? Who are the key influencers? What is working well and should be protected?
In practical terms, this means:
- Listening more than speaking
- Observing before intervening
- Asking questions that uncover, not questions to confirm assumptions
Watkins emphasises the importance of securing early wins, but these must be strategic, not cosmetic. Fixing those small issues that have frustrated staff for months will build far more credibility than introducing a new initiative that nobody asked for. Put bluntly: early success comes from solving existing problems, not inventing new ones.
It’s all there waiting
One of the most underestimated aspects of stepping into an acting principal role is the sheer volume of operational duties that sits behind the scenes. Schools are complex organisations, and leadership transitions can expose just how much sits within the principal’s remit.
The breadth of responsibility:
- Finance: budgets, bank accounts, school databases reports, grants
- Staffing: workforce plans, staff roles, contracts, class structures
- Programs: curriculum areas, assessment, reporting, disability support, transitions
- Operations: timetables, yard duty, extracurricular programs
- Administration: security, systems, maintenance, contractors
- Governance: school council, parent groups, key contacts
- Infrastructure: ICT systems, facilities, essential services
In short, the role is not just instructional leadership – it is full-spectrum organisational leadership.
The key is not to master everything immediately, but to prioritise. This is where experienced leaders lean into their teams. No principal leads alone, and those who try tend to learn that lesson the hard way.
Relationships first, always
If the operational side of the role is complex, the human side is even more so.
Staff will be watching closely. Not in a hostile way, but in a “Can I trust this person?” way. They want to know:
- Will this leader listen?
- Will they support us?
- Will they make informed decisions?
In times of change, communication becomes your most powerful tool. Silence creates speculation; clarity builds confidence.
Growth through challenge
It would be remiss to frame principal roles purely in terms of challenge. They are some of the most rewarding and powerful professional growth opportunities.
Stepping into the role accelerates learning in a way that no professional development course can replicate. You are not observing leadership; you are it.
Many substantive principals will tell you that their most significant growth occurred during Acting appointments. It is where theory meets reality and reality tends to win.
Final word
Taking on a new or acting principal role, requires composure, judgement, and a willingness to operate in ambiguity.
However, it is also where leadership is most clearly defined. The role carries authority, and decisions must be made. On the other hand, you are stepping into an existing context, often temporarily, and must bring people with you.
Unfortunately in school leadership, as in most things, the real learning doesn’t come when everything is going to plan. It comes when you are handed the keys mid-journey and expected to keep driving.
In the end, schools do not need perfection from their leaders. They need presence. They need clarity. They need someone who can step in, steady the ship, and keep it moving forward. If you can do that quietly, effectively, and with integrity – you will not only survive the experience – you will be better for it.
About the author
Mr Andrew Cock, previously Principal of Blackburn Primary School in Victoria, is an active leader in school leadership advocacy. He serves on the Australian Principals Federation’s Victorian branch executive, representing principal class interests and wellbeing in industrial forums. In his school and professional roles, he champions support, advocacy and improved conditions for educational leaders.
