Conducting an executive search to appoint a Head of Middle School to foster creativity and innovation in learning
The Brief
Future Leadership™ was engaged by a leading independent school in Melbourne to appoint a Head of Middle School, a critical senior leadership position responsible for the educational, pastoral and operational leadership of the Middle School years. The role was central to shaping the experience of students at a key stage of early adolescence and required a leader capable of balancing strategic intent with strong day‑to‑day leadership presence.
The Head of Middle School was accountable for the academic, pastoral and co‑curricular programs across the Middle School, leading a multidisciplinary staff cohort and working closely with parents and the broader school community. Reporting directly to the Headmaster, the role operated with a high degree of autonomy while contributing to whole‑school strategy, executive decision‑making and leadership forums. Key responsibilities included leadership of teaching and learning, student wellbeing and pastoral care, staff performance and development, and the effective implementation of school policies and procedures. The role also required oversight of operational matters, including student transitions, compliance and risk management, and close collaboration with boarding, wellbeing and support services where relevant.
The appointment required an experienced educational leader with a strong understanding of middle years education, the capacity to build a positive and inclusive culture, and the ability to engage confidently with students, staff, parents and governance bodies. The search sought a values‑aligned leader who could sustain excellence while guiding the Middle School through ongoing change and development.
The Process
The Future Leadership team, led by Liz Jones, undertook a comprehensive executive search process tailored to an autonomous campus leadership role requiring strong educational leadership, community engagement, and operational oversight. Key steps included:
- Briefing and strategy development: A detailed briefing was held with the Headmaster and Director of Human Resources, attended by Liz Jones, Managing Partner, with agreed action points documented for both parties.
- Stakeholder input: A one-on-one meeting was scheduled with the current Head of Middle School to inform role context and transition considerations.
- Selection governance: A selection panel was established comprising the Headmaster, Director of Human Resources, an external representative, and the lead consultant from Future Leadership
- Targeted market mapping and search: The search was conducted nationally across Australia and New Zealand, supported by search of Future Leadership’s proprietary databases, outreach through known and trusted referral partners, and consideration of internal and client-referred candidates.
- Advertising campaign: A print and online campaign was delivered to support the search process. This included placements in print and online media in addition to the website and LinkedIn
- Role and capability requirements alignment: Candidate evaluation was aligned to the role’s leadership accountabilities, including curriculum and co-curricular leadership, staff leadership and performance, student wellbeing and pastoral care, policy implementation, and accountability requirements including government reporting.
Strategy and Purpose
Develops and leads strategy for the function/organisation, taking a broad and long-term perspective. Understands and considers context. Communicates and gains buy-in to the function/organisation goals, direction and vision, promoting change initiatives.
Culture and Engagement
Fosters a positive culture, creating a sense of belonging and inclusiveness. Creates an environment that encourages diverse perspectives and facilitates a psychologically safe environment.
Governance and Compliance
Establishes, champions and measures the effectiveness of an organisation’s regulatory and reporting systems. Identifies and evaluates risks, develops strategies to mitigate risk.
Communication and Influence
Articulates messages with clarity and impact to build understanding, inspire action, persuade others and enable information exchange. Considers the audience and draws on different styles to create impact.
Stakeholder Relations
Establishes rapport with stakeholders, builds and sustains trusted and collaborative relationships. Identifies and draws on relevant and diverse perspectives and integrates them to support productive interactions.
The Outcome
The process resulted in the appointment of a highly experienced middle and senior school leader with a strong background in independent education across Australian and international contexts. The appointed candidate brought more than a decade of leadership experience within complex school environments, including deputy headship, boarding oversight, middle school leadership and governance roles. Demonstrating deep expertise in teaching and learning leadership, curriculum oversight and staff development, the appointee brought a proven ability to design and deliver whole‑school strategic initiatives. This included leading professional learning frameworks, strengthening appraisal and performance processes, and embedding evidence‑based practice to support improved student outcomes.
The appointee’s experience encompassed significant responsibility for pastoral care and student wellbeing, including the redesign of middle school programmes, the implementation of contemporary wellbeing and advisory models, and the strengthening of safeguarding and child protection practices. The candidate had led structural and cultural improvements to pastoral systems, resulting in clearer accountability, improved communication and enhanced support for students during early adolescence. They also brought strong governance, compliance and operational capability, with experience working closely with boards and regulatory bodies, managing budgets, overseeing accreditation processes and ensuring compliance with statutory requirements. This was complemented by experience in leading large and geographically dispersed programs, complex stakeholder environments and periods of significant change.
With well‑developed communication and stakeholder engagement skills, the candidate had a strong track record of building trusted relationships with staff, students, parents and governing bodies. Their leadership style was characterised by clarity of purpose, collaborative decision‑making and the ability to inspire confidence during periods of growth and transition.