Reflecting on the lockdown, and on what has made some schools flourish and others languish, is the quality of the principal. I don’t mean ‘smart’ principals, or ‘wealthy school’ principals or principals with loads of experience…..I mean the best kind of principal! Cornerstones of a good principal’s leadership are genuine caring, good guidance counselling for children and staff, internationalism and a shared leadership structure.
A school that succeeds has a principal who dares to share authority and responsibility with parents, staff and pupils. This lockdown has been devastating for some families, including staff, as many have lost their jobs or businesses, and now face financial ruin. Weekly letters from the principal to families, and a daily voice-note to staff, makes a huge difference in how the individuals then face every day. When principals are society influencers and positive role models, the school community is able to follow their positive leadership.
A good principal allows an efficient use of mental and financial resources and understands that good ideas should not be concealed but be further developed by colleagues at other schools too. The goal of the principal should be to develop the whole education system, not place obstacles in the way of ‘rival’ schools. Although schools can and should be different, collaboration between schools should mean that not every school needs to ‘push every boulder’, but rather learn from those who have already have done so. This collaboration means that schools could focus on different areas and share their findings. Principals should also build collaborative relationships with the surrounding community, so the school becomes a living part of the surrounding society.
Children study for themselves, not for the school, the principal, or their parents. They need to be active citizens in their own schooling. This lockdown has given children the perfect opportunity to do this. Many are now researching things they have never had the opportunity or time to do. Several PNPS children have used the opportunity to ‘Skype a Scientist’ and have learnt things that scientists research, from all parts of the world. The learning during lockdown needs to be carefully curated to provide opportunities for children to address relevant issues in the world, deal with their emotions and develop life skills for the future. Even during lockdown, we are working with those who will change our future and influence the world through their values.
A principal’s attitude to internationality will determine whether the school follows international trends, gets involved internationally or just survives in its community. During the lockdown there have been so many opportunities for principals to research international trends, to predict the future or to make plans. As a country we are lucky to be behind the rest of the world in this pandemic. Schools around the world have succeeded or been disasters, and all we as principals need to do is encourage pioneering teachers to try things they thought previously unacceptable in the teaching arena. Success is at the end of our fingertips!
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