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Mr Henry GrayLeanyer SchoolDarwin, Northern Territory, Australia
It goes almost without saying that school leaders fill key roles in guiding their schools on the way forward. Reshaping and transforming learning, moving it along with the times, is part of this charge. It is equally true that placed on the path of many principals, there are matters, issues, innovations and ideas which, if not carefully synthesised, become obstacles. Principals, as leaders, need to focus on goals and endpoints, looking above the near horizon to the uninterrupted vista beyond.
They need, however, to avoid being so heavenly in orientation that they are of no earthly use. Vision and outlook, taking in the panoramic picture is important, but so, too, is the need for school leaders to be in touch with reality. Put another way, principals need to spend time on the balcony being aware of their surrounds, but they also need to spend time, meaningful time, on the dance floor. They need to be a part of the educational partnership; ' as one ' with students, staff and parents, but without compromising management principles and leadership integrity. They also need to separate leadership fact from myth.
One of the most dangerous of leadership myths, one that is easier to believe with the passing of time and as one gets older, is that past leadership methodologies were better than contemporary alternatives. That is simply not true. It ' s wrong because leadership awareness is relatively new in phenomenological terms. While there is a plethora of material on leadership and a volume of material that is growing by the day, it is all, in terms of history, relatively new. Certainly, some of the literature espouses past but unwritten leadership practice but rule of thumb and historical recording confirm that the majority of practices, and by far the most enduring strategy, was that of leadership by dominance.
Charisma played a part in that but underpinning charm was often ruthless intent that meant organisations were ruled by those who adopted a ' velvet fist ' . Without disrespect to our educational leaders of the past, I ' d suggest that this strategy was also employed by own schools leaders and headmasters. My memories of a primary school childhood of the early 1950s confirmed that to be the case. On many occasions my student peers and I were on the receiving end of physical consequences, often for quite trivial offences. It ' s not many years since students were offered appropriate ' counselling ' for failure in tests, for left-handed writing and for a host of other minor matters.
In terms of staff relationships, what the ' boss ' said went. Shared leadership, co- transaction and consensus decision making did not come into the equation.
As an educational practitioner and a school principal for thirty-three of my teaching years, I have two reasons to be thankful.
First, I thank those who have devoted time and attention to leadership study and research, for the development of educational ideas and the considered professional development of those in schools, for the refinements they have brought to my thinking. Their presentation of alternatives has helped me in terms of determining the way I should work, over the years, within my school communities.
I appreciate the fact that this long-term study, coupled with my remembrance of things I did not like or appreciate as a child, a student, a young teacher, a neophyte leader and in my later and more chronological mature years, helped and guided me.
In this context, I owe a great deal to people who have, over the years, told me of things that could be done differently, so they could be done better. As educators, we need to be aware of organisational highs and lows, of pinnacles and pitfalls. We need to work together to master challenge and we should all, always, share success and celebration.
From an historical viewpoint, I think that success was insufficiently celebrated and certainly not shared by the collective of students, staff and parents in the past. It seems (and this is anecdotal) that there was a tendency to ' dump down ' in critical terms on teachers and that the notion of collegiality was very much in a state of dwarfism. I have tried to engineer my practice in a way that recognises effort and shares celebration, while wearing appropriately, criticisms that may come upon our organisation.
Principals, present and future need to be vigilant caretakers, guarding their organisations with efficacy. As sifters, sorters and synthesisers, they need to accept the complexities and the pressures systems develop, ensuring that requirements are taken and integrated in an understandable and as simple a fashion as possible. There is a need to be sensitive in these matters because teaching is a profession that can be overwhelmed by the sheer volume of download from system to school. If this happens, the vitality, enthusiasm and the zeal we value from our teachers and support staff, can be overwhelmed.
Working to forward issues and system requirements in a logical and ordered way to our staff is critically important. It is essential that change requirements be met and that the download is as seamless as possible. If this methodology is adopted, then staff will feel secure in their school and confident about the leadership of their principal. I believe it essential that teachers are able to feel both secure and confident, assured of working in a satisfying environment. That should be a present reality and a future certainty.
All teachers are leaders within a classroom domain, but we need them to consider moving onward and upward. Leadership aspiration is critical to the survival of schools, yet anecdotally we are told that aspirants are in short supply. That has to do with teachers perceiving the way the present crop of leaders handles the challenge of leadership - and they may not like what they see. That raises several key issues.
Leaders need to lead in a way that promotes the positives of leadership to staff. As a leader, I try hard to be positive, optimistic, cheerful and happy. That ' s not to say that I hide behind a false facade of gaiety. In essence, I enjoy being a leader and want my staff to be aware of that joy. There are challenging times and contentious issues cannot be hidden. There is both honour and responsibility attached to leadership and I enjoy the role. My staff members know that I ' d like them to aspire to become leaders, with all the fulfilment the role brings, so that leadership can be sustained.
Leaders need to offer meaningful training opportunities. This year I was privileged to be able to sponsor six members of Leanyer School's staff to undertake the Emerging Leaders Program offered to teachers in Northern Territory Schools. Our cluster (region) decided to offer this program as a package. A lot of personal time, energy and commitment have to be earmarked by participants, who devote many hours over a twelve-month period to the program. I value the fact that six members of our staff are going to emerge with increased awareness, and wanting to lead.
Leaders need to be prepared to be mentors in a collegial way and, in turn, be mentored by receptivity to advice. Sharing is important, particularly if that is done in a natural and unaffected way.
As one our system's school leaders of today, I am convinced that enthusing peers toward being increasingly connected to leadership aspiration, is a major commission. If my success in this runs against trends, then as a leader I must be doing the right thing.
Many years ago, our then Department of Education Secretary, Mr Geoff Spring, gave me a piece of priceless advice. I was commencing appointment in a large urban school, in Nhulunbuy, 650 kilometres east of Darwin. We were to undertake a school appraisal. Mr Spring ' s advice to me was that our appraisal should focus on the key elements of the school and that we should evaluate our teaching-learning nexus. School climate and the physical vista of school (climate and appearance) were important, but teaching and learning was at the heart of the school.
I accepted that counsel back in 1982 and have followed Mr Spring ' s advice ever since. What he didn't say, but what is absolutely true, is that if the heart of an organisation is in good shape, that health will radiate ' from the centre out ' and embrace the whole institution. Leadership focus is important.
In 1994, I had the chance to act as a Regional Superintendent of Education for six months. During that time, in regular visits to the 21 schools in my district, I learned that tone and harmony were the most vital ingredients of any successful school. These contributed to the atmosphere within each school. This was probably the second most important thing I have learned. (The first was that of establishing school priorities, based on Geoff Spring ' s advice.)
Like the weather, the atmosphere changes. It is influenced by change from within and pressure from without. As a school leader, it is essential that I avoid the lows and the doldrums which, if perpetuated, become permanent detractors and major rents in the fabric of any school. Troughs happen but should not be prolonged.
Leaders who are ' atmosphere sensitive ' and who react to the ' barometric pressures ' that are inherent within the school are best positioned to lead in a context of organisational highs. This is positivism at its best.
While hierarchy is important, leadership that is respect-based, rather than be ascribed by status or pecking order, is worth the most. I have tried hard to be a concentric leader. While occupying a focal (central) position when viewed from above, I aim to be seen as a line manager, dimensionally equal to others within the school structure. My aim is to be on the same plane as staff, parents and students.
In 1983, I had the opportunity to work with Dr Colin Moyle from the Victorian Institute of Educational Administration, based at Deakin University, in Geelong, Victoria.
Dr Moyle recommended that developing leaders draft a 25-word or less ' Mission Statement ' . This, he said, would enable us to focus on the challenges that faced us in life. My Mission Statement, developed at that time, is the one that is still printed on the back of my business card. It is a focusing, embracing and encompassing statement, one that helps me set priorities and drives me to regard each day as a new one. It is my operational precept and is quoted below:
I am glad I chose to be an educational leader. I thank those who have helped me toward the place and position I now occupy and hope, in turn, to be a leader of merit who inspires others to follow along the leadership pathways of the future.
Mr Henry Gray is Principal of Leanyer School, in Darwin, Northern Territory, Australia. He commenced teaching in 1970, having entered training college as a mature age student. He has taught in remote, rural and urban situations in Western Australia and the Northern Territory and is currently in his 33rd year as a school principal. He holds several degrees, is a member of key organisations and was awarded a Centenary Medal by the Australian Government (2001) for his contribution to education. He believes that the human side of education should always be at the forefront of teaching and learning and that schools are for children.
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