From the play book
Dealing with a Difficult Deputy or Coordinator Addressing Leadership Drift and Its Impact on Culture
Leadership teams set the tone for a school-whether intentionally or not.
Among them, the deputy principal or coordinator plays a critical role in
shaping daily experience for staff and students.
When that leadership is strong, aligned, and proactive, the impact is felt
immediately. When it drifts-through inconsistency, avoidance, or
complacency-the impact is just as immediate, but far more damaging.
Staff notice. Standards slip. Resentment builds quietly.
This is one of the more complex challenges a principal will face because it
sits at the intersection of performance, relationships, and culture. It cannot
be ignored, and it cannot be handled casually.
The risk is not just individual underperformance-it is the normalisation of
it.
This chapter focuses on addressing that drift with clarity and
professionalism. It provides a structured way to diagnose the issue, engage
in honest conversation, and reset expectations without escalating conflict
unnecessarily.
Because unresolved leadership gaps do not remain contained-they shape
the entire school.
1. Clarify the Gap
Be precise:
• What should they be leading?
• What are they currently doing well?
• Where are they under-delivering?
Focus on:
"Which leadership functions are not being fulfilled?"
2. Reset Expectations
Have a direct conversation:
"This role is about leading improvement in key areas. At the moment, those
areas are not where they need to be."
Be specific:
• Presence in classrooms
• Coaching staff
• Leading priority areas
Reflective prompt:
• Have you clearly defined what success in this role actually looks
like?
3. Provide a Clear Leadership Brief
Give structure:
• Lead a teaching focus
• Run coaching cycles
• Report on progress
• Be visibly active
4. Increase Visibility and Accountability
• Classroom walkthroughs
• Leading staff meetings
• Regular check-ins
Ask:
"What impact are you seeing?"
5. Address Perception
"There is a growing perception that leadership is not as active as it needs to
be. This often triggers change.
6. Support-but Don't Rescue
• Offer support
• Remove barriers
• Do not lower expectations
7. Move to Accountability if Needed
If no improvement:
• Document expectations
• Use formal processes
Reflective prompt:
• At what point do you shift from support to formal accountability?
8. Protect Staff Morale
• Stay visible yourself
• Reinforce standards
• Maintain momentum
Key Shift
Position holder to Instructional leader
Chapter Summary
• Unclear expectations allow underperformance to persist
• Direct, specific conversations reset leadership standards
• Visibility and accountability drive improvement
• Staff morale depends on consistent and active leadership
End-of-Chapter Reflection
• Where are leadership responsibilities currently unclear or unmet?
• How direct and specific have you been in addressing performance
gaps?
• What systems are in place to ensure ongoing accountability?
• How are you maintaining staff confidence during this process.