#20 We need to talk about... common interview tasks for senior leadership positions and how to approach them
Hello, and thanks for joining me. This week I’ll explore what senior leadership interviews are really testing — and how you can prepare with purpose, not just polish.
Interviews for senior leadership positions aren’t just about answering questions. They’re designed to simulate the demands of the role: leadership, judgement, presence, and alignment with the school’s values and culture. Yes, there’s the formal interview (often with the Head, wider SLT, and governors), but it rarely ends there.
Here are some of the tasks I’ve encountered — and my reflections on what each one was really assessing.
The role play: Lead the discussion, don’t just join it
You might be asked to lead an observed professional discussion, often alongside other candidates and current school staff. For example, I was once tasked with leading a discussion on a pastoral issue — despite applying for an Assistant Headteacher role focused on teaching and learning. The discussion involved other candidates and school middle leaders.
Tasks like these aren’t just about what you say, but how you facilitate. Are you actively listening, synthesising ideas, and driving the conversation forward? Can you balance authority with collegiality? Can you bring in both internal data and wider research, acknowledge others' perspectives, and offer a route forward that builds on their ideas — rather than overriding them?
The three-year plan: Ground it in evidence — and make it this school’s story
This is a classic day two task. You’ll likely be asked to present a strategic three-year plan, tailored to your area of focus — whether that’s curriculum, behaviour, inclusion, or leadership development.
Whatever the focus, it’s not just about vision. It’ a out implementation - how you turn ideas into action, anchored in evidence and aligned with the school’s context.
Read the EEF’s A School’s Guide to Implementation and plan backwards:
What’s the actual issue you’re solving?
What evidence have you gathered (qualitative and quantitative)?
Who needs to be brought on board, and when?
How will you measure impact — and adapt when needed?
The best presentations are tailored. Use the school’s website, Ofsted reports, newsletters, and staffing structure to anchor your plan. Make it personal — not generic.
Delivering an assembly: Presence matters
You might be tasked with leading an assembly with a full year group. It might be on values, leadership, or a theme. You’ll be assessed on tone, clarity, and connection.
Don’t try to be someone you’re not — be authentic, and make it meaningful.
Simple. Memorable. Human.
Middle leader and pupil panels: Be prepared for curveballs
Middle leader panels want to know if they can trust you — with their workload, their development, and their teams. Be clear on how you lead people, resolve conflict, and maintain high standards while supporting staff.
The pupil panel might surprise you. One asked, “How will you help us feel safe if we don’t fit in?” Another said, “What’s something you’ve failed at?”
They’re not testing your polish — they’re testing your humanity.
So, what’s the common thread that connects all these tasks?
It’s this: senior leadership is less about what you know, and more about how you notice, connect, reflect, and adapt. And this starts before day one.
If you’re external, observe everything — from hallway interactions to leadership dynamics. If you’re internal, consciously shift your lens. What you saw as a teacher or middle leader isn’t the whole picture now.
No one expects you to understand the full culture straight away; it takes time. But they do want to see if you’re the kind of leader who’s curious enough to learn it — and capable enough to shape it.
Thanks for stopping by. Until next time, when I’ll explore how senior leaders can guide gained time.
Helpful post!