Be More Alfred! (Let Batman be Batman)




A couple of weeks ago I read a fab blogpost by @thatboycanteach, he was encouraging teachers to be more Batman. Whilst I wholeheartedly agreed with the concept, one flaw struck me: For Batman to be Batman there is a key ingredient that we cannot miss, for teachers to be more Batman we need SLT to be more Alfred.

Every good Batman needs an Alfred that will empower them, support them, counsel them and when necessary come to the rescue with just the right gadget.

For a school to be great it has to have great teaching – ergo great teachers. For that to happen it has to have a leadership team that supports its teachers to be great. The ultimate role of any SLT is to create a climate that allows its teachers to be the best.

‘Servant leadership’ is a timeless concept. The phrase was coined by Robert K. Greenleaf in ‘The Servant as Leader’, an essay that he first published in 1970. In that essay, Greenleaf said:

“The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.”

“The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?”



This for many SLTs is a scary concept, it requires a reorganization of how they work and in some cases what they perceive as their role. This is obviously a challenge requiring trust and support.

Unlike leadership approaches with a top-down hierarchical style, servant leadership instead emphasizes collaboration, trust, empathy, and the ethical use of power. At heart the individual is a servant first, making the conscious decision to lead in order to better serve others, not to increase their own power.

Kent Keith, author of The Case for Servant Leadership, states that servant leadership is ethical, practical, and meaningful.

He identifies seven key practices of servant leaders:

  1. Self-awareness
  2. Listening
  3. Changing the pyramid
  4. Developing your colleagues
  5. Coaching not controlling
  6. Unleashing the energy and intelligence of others
  7. Foresight.

As the head of a school that was ‘RI’ and is now ‘Good’, I have seen the role of the SLT change. It has been tricky to adapt and let teachers run free.  The biggest shift has been challenging teachers’ ingrained ideas that monitoring, observation, and scrutiny (hate that word) are there to knock. For the school to move forwards these strategies need to be viewed as support for developing practice.


Always good to put a cheesy meme in.

It has been tricky for teachers to take those steps, they have needed reassurance, metaphorical stroking, encouragement and also clarity of expectation.

An essential ingredient in this process is high quality PD, matched to individual development needs. Equally the chance to see great teaching cannot be undersestimated. As a small school in and isolated coastal town this can be a tricky.

For truly great teachers to emerge a culture of trust and support must exist. SLTs must get the systems and structures right so that teachers can do their job. By empowering our teachers to be great we are empowering our pupils to be great.

We as a school are not there yet, but we have made the decision to be excellent. It’s going to be an interesting few years, full of challenges. For us to truly create Batmen or Batwomen we definitely need to be more Alfred… At the moment I think you can call us Al…

Greenleaf, R. K. (1991). The servant as leader. Indianapolis, IN: Robert K. Greenleaf Center.

Keith, K, M (2008) The case for Servant Leadership.  Indianapolis, IN: Robert K. Greenleaf Center.

7 thoughts on “Be More Alfred! (Let Batman be Batman)

  1. This is such a good post… I love the characterisation of the Batmans and the Alfreds in all this. What’s interesting, I think, is how we look at hierarchies – is Batman the hero? Is Alfred the beating heart of the operation, absolutely necessary, but with little overt recognition, whose work is essential for the functioning of the publicly acknowledged good guy?
    Thanks for getting me thinking about the need to acknowledge and value the work of all of those who contribute to the front line efforts.

    Liked by 1 person

  2. Interesting blog. I was especially struck by

    “The biggest shift has been challenging teachers’ ingrained ideas that monitoring, observation, and scrutiny (hate that word) are there to knock. ”

    I went into teaching from elsewhere. I had worked as an administrator and in IT and what struck me most when I moved into teaching was the lack of autonomy and trust. At first, I just assumed I could make decisions and got on with it but as time went on I kept getting pulled up short. I found if I was criticised (and yes, criticised is the right word) in an observation, I tried to fix it, only to be told in the next something entirely different. It was as if each observer, (actually, that’s not fair, some were excellent & gave interesting and useful advice without making me feel useless and stupid) wanted to stamp their own theories and prejudices on us mere teachers. It was this, far more than the workload or problems with student behaviour that led to my leaving teaching. After getting into a complete frenzy trying to please everyone & meet all criticism and becoming ill with stress, I jumped before I was pushed.

    It’s taken me years to accept that I wasn’t actually a bad teacher. I just couldn’t stop caring enough to just go through whichever motions were flavour of the month, which is what many were doing to survive.

    We need SLT who understand that the teachers are caring, intelligent professionals who are capable of exercising judgement, making decisions and doing a good job in their way. If I’d had that. I may well still have been teaching.

    Liked by 1 person

  3. Schools need to be well ordered, organised and resourced, so that the essential job can be carried out with few hitches. The creation of the superstructure requires an architect, an artisan, capable of creating a safe workshop within which all can participate safely, making and correcting errors, with learning and refinements leading to independence and security. Needs someone who can be one step removed from the fray, sometimes with the ability to offer remedies.
    Just been watching an old Mash! Maybe a Radar?


  4. I like this very much. I, too, was struck by the idea that you have needed to challenge perceptions of observations, learning walks and book scrutinies. It is indeed very difficult not to feel crushed by criticism or other people’s responses to the job you do.

    I sometimes find myself wondering if we couldn’t find another way. A headteacher is indeed an enabler, of both children and staff – and, I suppose should be helping people to do their jobs, not being perceived as someone who is making them more difficult. 🤔


  5. Pingback: Getting rid of staff isn’t the answer…TES article archive #3 | Being Brave! a first time headteachers blog.

  6. When carrying out any form of monitoring it’s is essential that the teacher receiving the feedback can separate the personal and professional aspect of their lives. Because we give so much of ourselves in the way we teach constructive criticisms or missed opportunities are often misdiagnosed as an attack on the person rather than a professional dialogue to help. The expert leader providing feedback ensures the personal and professional are kept apart. When this is done right observation can be empowering and developmental. Get it wrong and it can be crushing


  7. Pingback: What I learnt from picturebooks…My Top 10 tips for leading a school. | Being Brave! a first time headteachers blog.

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