First principalship
Pip's first school as principal was a small
mid-North high school, where he had taught as a young teacher 16 years
previously. The school had recently been
rebuilt to an open plan design and his seven years open plan experience in the
city was an advantage. The principal
he succeeded had developed a sophisticated system of students choosing subjects
up to six times a year, enabling students a wide choice
for
a small school. It was a complex process
and a lot of work for the staff, particularly for the deputy. Although he had
been a contender for the principal position he was a loyal and effective deputy.
Pip's first
tasks were to get to know staff, to get his head around the complexity of the
school and to understand how the system of frequent student selection of
elective and core subjects worked. At
the same time he needed to get to know the community quickly. In many small
towns this is often achieved through sport.
In Pip's case, it was through participation in a local church and many
community activities, including stage drama
and musicals. He continued teaching as much as possible to get to know
the students and to understand the school culture.
The previous highly respected principal had died
unexpectedly the term before. There was still a lot of grief being experienced by
members of the school community, so it was important for him to understand where
they were coming from and how much they supported the unique and impressive direction of the school. It was important to be a good listener; to listen to students, staff, parents, school council and the local community.
Growing in the job
His next
school was a city one in transition from a rapidly shrinking high school for
adolescents to a rapidly growing school for adults. He was familiar with schools and communities in
the area, but the changes occurring in this school were quite dramatic. The previous principal, with strong staff
agreement, had set up supportive structures for re-entry students. Further structures were
required to manage the transition with due care to the sensitivities of the
community. Listening became even more important
than it had been in previous schools.He had to understand the interests and
aspirations of the different groups in order to make decisions.
At the same
time a major community change saw all schools in the area become campuses within a new overarching College.
These
circumstances demanded sensitive leadership as well as a very thick principal
hide!
Satisfaction and achievements
The most
satisfying part of being a principal, and indeed a teacher, is seeing
young people, through their education,
growing up and becoming young adults; seeing them flourish and to see the
school working for them. Seeing them go ahead in life was a real thrill, as it
still is when he meets former students. He stayed seven years in his first
principal position seeing three cohorts through five years of schooling.
Pip is part of
a teaching dynasty. His father was a secondary principal and he was one of his father's students. Pip feels his father was probably a little bit tougher on him than on other students so he
couldn’t be accused of favouritism, but it was never a problem for either father or son. Pip taught his own two children and they are now teachers,
teaching their own children.
His greatest
achievement in his second principal appointment was leading the change from a
traditional high school, with diminishing enrolments, to a re-entry school. He had lots of support from departmental officers and also politicians, including the local member who was a Federal Minister. The latter took a keen interest in the
school and helped to secure the annual federal funding required to operate the
creche.
Challenging times
Every day in his final principalship he was presented with something new and challenging to
deal with. He got hooked on adrenalin.
Creating a
re-entry school from a traditional high school was challenging for all
concerned as it involved staff and students grieving the loss of familiar
structures and processes.
Support
In all the
schools there were always members of staff, particularly senior staff and deputy principals, with whom he could share problems. At times school cleaners and caretakers were great
sounding boards. Of course school councils were an essential support for frank
feedback.
Some
Department staff were very helpful (particularly Area staff) fellow principals were always very supportive
as were particular students and support at home was wonderful.
Advice and Comment
Principals
are in a position of potentially great influence, directly impacting on
hundreds of people. Listen to people
from all relevant areas before you make big decisions and make sure you take
the people with you.
