long hours morale and the time for educational leadership
The herald reports that NZCER says we are working long hours. this seems obvious but it is good that the news is out there, because to be fair it doesn't say the principals earn very good money have longer non contact/holiday times and IS receiving a generous pay increase. http://www.nzherald.co.nz/education/news/article.cfm?c_id=35&objectid=10568763&ref=rss
I would have to agree though that is is difficult to lead change, when regular running of a school requires so much time.
Happy to here anyone else's thoughts
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Work Load and the reverse doughnut
by L. Stephens
Posted on 23/6/2010 11:53am
Like many of us in leadership we can burn the candle at both ends answering to the many who claim their agency in our domain. It is difficult to define the important from the urgent and than to decide what is leading, admin or simply management tasks.
I personally align with the thinking around form anmd function reformation. As schools and educationalist, shifting the function of the school to be superordinate to the function of the school. I know, as mentioned in other coments, that there is and will be resistance to this shift in thinking and "what does it look like etc". I would argue that by increasing democratic practice in classrooms, applied curriculum integration theories and powerful integrationof ICT tools we can begin to shape and reshape the function and form of schools. I also believe that this model can align with professional development as well.
As with student learning, the process is where the learning happens, with the formation of a learning culture, revised curriculum and shifts in school practices the process must happen and we need to be encouraged to trust in the emergence. The product will possibly always need revisiting but that is why we have visions, to keep us heading in the right direction.
Form and Function
by L. Woon
Posted on 06/5/2010 12:19pm
I took a session on Saturday with 15 principals and DPs on designing curriculum. At the end I was asked a question that caused me to really think. I was told that what i was suggesting was all about the function of our curriculum - but what about the Form- what does it look like when it is finished?
I had a vision then of the old school schemes and the Odd year/Even Year programmes. Some of them looked jolly professional.
I had to confess that even though we are in our 3rd year of the revised curriculum model - I doubt it will ever be "finished" and the plans for this year address the issues that arose for us last year. I can't see this year's specific plans being totally applicable ever again.
But while I may be comfortable in the shifting sands of an evolving curriculum- I can understand that there are many who will not be at ease.
But now I have to go and address another blocked toilet issue, and apply untrained forensics to detect which child is the unhappy confused child that needs a bit of extra understanding.
professional development
by C. Harrison
Posted on 24/5/2009 2:26pm
Along with the hours that we work we are also responsibile and accountable for the professional development of our staff. I love visiting a classroom where a 1st - 4th year teacher is working in. One can see and feel (often - not always) the vibrancy and passion of the teacher and the enjoyment of the children. How can we ensure that all our teachers are performing like this.... Why is it that so many of the experienced teachers are not teaching at the same level as the inexperienced teachers? Is it us (as principals) or the system or something else that somehow removes the joy and passion of teaching? More importantly how can we create and maintain an environment where pd brings out the best in teachers without leading to burnout through too much pd?
Work Load
by K. Mackay
Posted on 12/5/2009 3:16pm
What a varied job we do. Work load. Yes some days, weeks it is huge but when all is going well it is fine however when "it" hits the fan it is tough. Unfortunately when this happens being a curriculum leader and leading change gets forgotten.Still happy to keep doing it. Just saw an amazing piece of work from a Year 8 child. Just need that from time to time.
My pet hates. Forms. Seven forms to get a bit of carpet in a classroom!!! That I can do with out. Payserve. Roll on the new system it has got to be better.
Long time to complete tasks
by A. Norrish
Posted on 05/5/2009 8:08am
Yes I'm happy to do the long hours especially at the start, though am anticipating, maybe naiively, the time when... Anyway, I just find that to do seemingly menial tasks takes a lot of time when it's the first time doing it, understandable, I guess. At times I battle on to search online - like last week, trying to find some relevant stuff about pandemic planning without going over the top. I found myself reading up quite a bit and then printing off this handbook! That wasn't a planned activity last week, but after getting all those emails in, I thought I'd better check our policy? Same old why do we have to reinvent. I mean, can't we all have a pandemic plan template to start with that we can alter for our circumstances. I've probably missed that one, if anyone can tell me where it is? I don't want to lose another day trawling through 'maybe this is what i need. Have a great day!
Work Load
by M. Jones
Posted on 02/5/2009 9:56am
Personally, I think far to much is expected of Principals. We know that the Principal does most of the work for BOT and that generally speaking-especially in decile 1 schools, BOT are really just a body of people doing their best, but often leaving the community to be replaced by another temporary member.
Principals, especially in small schools, are charged with far too much to do in a wide avriety of areas-finance-professional-building/maintenance-staff development-curiculum leadership-and so the list goes on.
Small schools need additional staffing for finance and maintenance.
I also think that ERO people who review small schools ought tohave had at least 5 years successful experience as Principal of a small school so that they have some real understanding of the pressures involved on the leader they are reviewing.