industry & reform
Work in progress
Further guidance is needed to support emerging school leaders .
By Rochelle Borton
The NSW Premier recently announced a new targeted strategy for improving the education sector in NSW . The goal is to improve student outcomes by successfully transitioning more young people from education to the workforce . Unlike the re-branded strategies of old , this plan goes a step further .
This new strategy will incentivise young people to train as educators themselves , by ‘ fast streaming ’ identified graduates and existing teachers into our most senior leadership roles within a 10-year period . The hope is that by identifying a clear leadership pathway into Principalship it will encourage people to pursue a career in teaching .
Whilst the Premier , Deputy Premier and Education Minister all note that a strategy like this will require a significant level of support , they were short on the details , leaving many in the sector already asking whether they have really considered the immense task of ensuring this potential group is supported to build the capabilities they will need to lead .
The Principal role in any school is a complex one ; they are accountable for leading and managing all aspects of a school . They also have the role of providing a clear direction and pathways to continuous improvement for both students and teachers . It takes significant skill and any good educational leader knows this cannot be done in isolation .
Despite the predominant focus for a Principal being to lead the teaching and learning for their school , its impact across a whole school community can be determined by how well other school leaders , classroom teachers and staff are supported , developed and managed to achieve the school ’ s direction and best outcomes for students .
Professionally developing staff needs to be as differentiated as our teaching programs should be for our students . Each staff member has a different level of need and skill with even the most experienced educators not always having the training they require to meet a strategic direction for a school community . Years of service doesn ’ t always mean someone has the skills required to flourish under new direction and , as our world changes rapidly , so do the needs .
That said , the opposite also applies here . There are many new educators that flourish and grow in their first few years of teaching , moving quickly into leadership , eager to learn and take on more responsibility . They have the uncanny knack to pour endless amounts of energy into getting classroom practice on a path of continuous improvement and to also put their hand up for leadership opportunities .
They have an ability to take on many and varied tasks , and when done well , it is often seen as a sign that they are then able to lead others . Many of them go on to careers in school leadership successfully . Others can burn out or stop on the first rung of the leadership ladder , since they have not developed the skills necessary to lead others .
Years of service doesn ’ t always mean someone has the skills to flourish under new direction .
Perhaps controversially , leading people can be the most significant part of the Principal role in any school on any given day . Even the most experienced school leaders can struggle with difficult staff and challenging conversations about conduct and performance . If part of the new fast streaming strategy does not include conversations and candid engagement with our current Principal cohort about the day-to-day challenges of leading people through change , growth , stress and pressure associated with the responsibility of the role , we are likely to limit the success of a program like this .
Whilst fast-tracking may be exactly what the profession needs to ensure we have willing school leaders meeting the needs of our student cohorts in NSW , we cannot lose site of the valuable lessons experience brings . Completing preparation programs , leadership development courses or training on administration and operational elements of the school leader role cannot be a substitute for building leadership capability .
It should be of the highest priority to teach and guide this new group of emerging leaders in the areas that are known to be common amongst our most successful school leaders .
• Building team cohesion and a sense of community
• Building and developing the skills of those around them
• Empowering and providing future leaders with opportunities
• Have a clear vision and articulate plan that everyone understands
• Collaborative and inclusive learning environments for all .
These are all things you cannot find on a course , in a book or on a fast-tracked program . They are developed in action and by being focused on building strong relationships with staff , community and students . ■
Rochelle Borton is the founder and managing director of eduinfluencers .
12 | educationreview . com . au