L10. Pass the Baton toolkit
Toolkit
This toolkit helps leaders delegate with purpose and clarity, building the confidence and capability of others. Delegation is not about offloading work, it is about empowering others to lead, learn, and contribute meaningfully to shared goals.
| Define the Outcome |
| Clarify what success looks like and why this task matters. Describe the desired result, not just the process, so the person taking ownership understands the purpose and can make decisions that align with the bigger picture. |
| Set the Boundaries |
| Be clear about what is non-negotiable, such as parameters, priorities, or fixed elements of the work. Define what decisions the individual can make independently and where they should seek approval. |
| Deadlines |
| Confirm when the task or project must be completed. Break longer projects into milestones where appropriate so progress can be reviewed and adjustments made before the final deadline. |
| Resources Available |
| Identify the tools, information, and people who can support the task. Clarifying what resources are accessible increases confidence and prevents unnecessary delays. |
| Choose the Authority Level |
| Decide which level of delegation fits the situation and the person’s readiness:• Inform – Gather information and report back.• Consult – Make recommendations for approval.• Decide within limits – Take action independently within agreed parameters.• Own – Full autonomy and accountability for outcomes. |
| Agree Check-ins and Support |
| Plan when and how you will check progress. Regular but light-touch check-ins allow support without micromanagement. Adjust frequency based on the complexity of the task and the individual’s experience. |
| Delegation Readiness Matrix |
| Before delegating, assess readiness using two lenses: competence (knowledge and skill) and commitment (motivation and confidence). High competence and high commitment suggest full delegation is appropriate. Lower competence requires more guidance, while low commitment may call for coaching before responsibility is given. |
| Reflection Prompts |
| Am I delegating for development, not just efficiency? Did I match the level of authority to the individual’s readiness? Have I been clear about outcomes, deadlines, and available support? Do I follow up in a way that builds confidence rather than control? |
L10. Pass the Baton: example toolkit
Role: Head of Department
| Define the Outcome |
| I delegated the responsibility for organising our departmental revision evening to one of our newer teachers. I explained that the purpose was not just to run a smooth event but to create an experience that motivated students and strengthened home-school partnerships. By framing success as both operational and cultural, the teacher could make creative choices while keeping the bigger goal in sight. |
| Set the Boundaries |
| We agreed on the non-negotiables: the event date, venue, and inclusion of all Year 11 students. I made clear that communications to parents had to follow the school’s standard format and that safeguarding guidance applied to all visitors. Beyond those boundaries, they had the freedom to design the evening’s format, from the activities to the follow-up materials. |
| Deadlines |
| I set three checkpoints: the draft plan two weeks before the event, a final resource check the week prior, and a brief evaluation afterwards. These milestones kept the project moving and allowed us to refine details early rather than firefight at the end. |
| Resources Available |
| I shared last year’s materials and introduced the teacher to our admin support and the site team so they could handle logistics directly. I also arranged cover for one of their planning periods to give them time to coordinate with colleagues. Ensuring resources were accessible made delegation feel like support rather than abandonment. |
| Choose the Authority Level |
| We agreed on “decide within limits.” They had freedom to make decisions about the programme, layout, and running order, but needed to consult me on any budget implications. This balance gave them ownership while maintaining oversight where it mattered most. |
| Agree Check-ins and Support |
| We met briefly each Friday for a ten-minute update. These short check-ins gave reassurance without controlling the process. I asked three consistent questions: What’s going well? What’s your next action? What do you need from me? By keeping it structured, I made accountability feel collaborative. |
| Delegation Readiness Matrix |
| Before delegating, I reflected on their competence (strong organisation and enthusiasm) and commitment (high). This made it an ideal opportunity for development through autonomy. For future tasks, I’ll use the same matrix to gauge whether others need more coaching before similar delegation. |
| Reflection Prompts |
| The event ran brilliantly, and the teacher’s pride was clear. Delegating with clarity built their confidence and gave me space to focus on strategic work. It reminded me that effective delegation isn’t about letting go completely; it’s about providing just enough structure for others to succeed independently. |