It is essentially important, that at times of crisis, the leader digs deep into determination and doesn’t fall prey to self-pity. So, without more ado, let’s proceed to the six key tasks of headship. Leaders will regard crisis as the norm and complexity as fun. They will experience a lot of both.
One: create energy A head’s own example – what they say, how they behave, who they are – is one of indomitable will and a passion for success. They don’t talk about staff. They ask ‘what if’ speculative questions. They are fussy about appointments, taking care not to fritter time with ‘energy consumers’. Because they are full of hope they look for optimists – those who say “how we could” rather than “why we can’t.” They show interest in every aspect of school life.
Two: build capacity Heads set an example. They teach themselves and are observed by staff doing so; or they take over a class to let others observe somebody else’s practice. They rotate the chairing of meetings to grow the skill of others. They ensure young staff members are involved in a ‘school improvement group’ and act on their suggestions. They have a programme for staff development, that considers the better future of individuals, as well as of the school. They know and cherish all the interests of all staff – especially those which the staff used to do in previous jobs or in the world beyond school. They use the collective first person pronoun “we” rather than the singular “I”. They take the blame when it’s not their fault and they are generous with praise to others for collective success. They set an example of learning, for example, by adopting an annual learning plan. They read and share articles, and encourage others to do the same.
Three: meet and minimize crisis At a time of genuine crisis, they find cause for optimism and hope, for points of learning. They stay calm. They acknowledge their own mistakes. They are ‘pogo-stick’ players: they can simultaneously be in the thick of things, yet still be seeing the wider picture. A present crisis is the source for vital learning and future improvement. They themselves show willing to be a ‘utility player’ – one who ‘in extremis’ will turn their hand to any task.
Four: secure and enhance the environment They ensure classroom teaching and learning materials are well-organized and in plentiful supply. They make sure the management arrangements are seen by staff as ‘fit for purpose’ – right in detail and serving the needs of staff and pupils alike. For example they often review meetings to ensure that ‘transactional’ or ‘business’ meetings are minimized. The staff handbook is repeatedly updated. The computer system works and provides a useful database for staff, each of whom have laptops. Students and parents have access to lesson plans, homework tasks, reports and progress grades, both at school and remotely, by the Internet. They improve the staffroom and the whole environment of school – visually and aurally. The six tasks of headship 11
Five: seek and chart improvement Heads themselves use comparative benchmarking, comparing data from their own and other schools. They are keen on ‘benchmarking,’ but they do it in a climate of encouraging risk. They ensure there is a proper mix of ‘appreciative enquiry’ and ‘problem solving’. Appreciative enquiry involves finding and celebrating what’s good and engaging on a search for what’s outstanding – by visiting other practitioners and finding out what research tells us – before deciding on a plan of action to deliver excellence. This is a process of ‘energy creation’! Problem solving, on the other hand, concerns staff with barriers and problems that have cropped up. They require analysis and the creation of possible solutions, before deciding on a plan of action. This is a frequently necessary process – but it consumes energy, more in some people than in others. So the successful leader, conscious of this, seeks to create a climate of much appreciative enquiry to handle the energy consumption – of necessary problem solving. Genuine success Those who seek and put improvement celebrate genuine (it must be genuine) success. And they know the best of ‘genuine’ is an improvement on past practice – whether individual or collective. But they celebrate other social events too – creating the climate in which energy, capacity and ultimate success depend. So governors and staff meetings, awards ceremonies and briefings are crucial to that. They are, above all, good at ‘collective’ as opposed to ‘individual’ monitoring.
Six: extend the vision of what’s possible Clearly, this involves being both historian and futurologist. Any leader wishing to extend the vision of what’s possible is deeply aware of this double requirement: the present dominates so much of school life. And if sometimes that present seems overwhelming, the energy levels drop. So telling stories which remind people of past success and keeping predecessors and the school happy are both things wise leaders do. But they are also forecasters of the weather and describers of future possibilities: they confidently describe a path from the present to the future. They are good listeners and readers. They write ‘future’ pieces for their community. They ask “why not” aloud and “why” silently in their heads.
By: Ms. Grace S. Ponce | Teacher III | Culis Elementary School | Culis, Hermosa, Bataan
