Educational leadership vs Management
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smilv...@gmail.com
Feb 10, 2009, 9:26:02 PM2/10/09
to L5 at Work
In the Victorian education system today, where the principal has got
to cover everything from the plumber/ maintenance person to the
budgets and human resource management; it is a fine tuned balancing
act to do all of the expected tasks with the same amount of finesse.
Of course on top of the management tasks, there are also the strong
expectations of being in classrooms covering the educational
leadership requirements.It has been suggested that the educational
leadership should be the priority area for our time in school.
I wonder if this ideology has been adopted from the US scholars who
have completed all of their research in the US where the principal
does not have to contend with the plethora of other position
requirements as in Victoria. I find it hard to understand how our
policy makers can't see the discrepancies between the two systems.
Maybe we are expected to do our 70 hours per week to get it all
covered.
It as particularly evident in the schools of 200 or less enrolments.
Many of these school don't have a leadership team to delegate out the
"managerial" roles in order to free up the Principal for educational
leadership yet these jobs still need to be done. many of these school
also have semi trained office help and some part-time which then
leaves even more managerial stress for the principal.
I would be happy to hear how others are managing to be fantastic
educational leaders as well as competent mangers.
to cover everything from the plumber/ maintenance person to the
budgets and human resource management; it is a fine tuned balancing
act to do all of the expected tasks with the same amount of finesse.
Of course on top of the management tasks, there are also the strong
expectations of being in classrooms covering the educational
leadership requirements.It has been suggested that the educational
leadership should be the priority area for our time in school.
I wonder if this ideology has been adopted from the US scholars who
have completed all of their research in the US where the principal
does not have to contend with the plethora of other position
requirements as in Victoria. I find it hard to understand how our
policy makers can't see the discrepancies between the two systems.
Maybe we are expected to do our 70 hours per week to get it all
covered.
It as particularly evident in the schools of 200 or less enrolments.
Many of these school don't have a leadership team to delegate out the
"managerial" roles in order to free up the Principal for educational
leadership yet these jobs still need to be done. many of these school
also have semi trained office help and some part-time which then
leaves even more managerial stress for the principal.
I would be happy to hear how others are managing to be fantastic
educational leaders as well as competent mangers.
Kathy
Feb 23, 2009, 7:33:00 PM2/23/09
to L5 at Work
Steve I read your post with interest. As an educational researcher, I
have shared your concern for some time. Recently, Michelle Anderson
and I wrote an article for the CSE seminar Series titled No Room for
Leadership? New Models of leadership for learning. This will be
published in April 2009. In it we explore some of the models that
leaders around the world are developing as a grassroots solution to
your concern. I too would like to hear from leaders who using
creative solutions to the workload, job expectations issues you
raised.
have shared your concern for some time. Recently, Michelle Anderson
and I wrote an article for the CSE seminar Series titled No Room for
Leadership? New Models of leadership for learning. This will be
published in April 2009. In it we explore some of the models that
leaders around the world are developing as a grassroots solution to
your concern. I too would like to hear from leaders who using
creative solutions to the workload, job expectations issues you
raised.
ChrisH
Feb 26, 2009, 1:46:52 AM2/26/09
to L5 at Work
And now, principals all across Australia, in both the smallest and
largest schools, will have to manage the building of their new gyms
etc, courtesy of the federal government.
And no matter how much of the process is taken on by the Education
systems, at the end of the day it will be the principal who has to
manage the project on the ground.
Many colleagues have indicated that managing building projects takes
the equivalent of about half a day per week. Less time for educational
leadership!
On Feb 11, 12:26 pm, "smilver...@gmail.com" <smilver...@gmail.com>
wrote:
largest schools, will have to manage the building of their new gyms
etc, courtesy of the federal government.
And no matter how much of the process is taken on by the Education
systems, at the end of the day it will be the principal who has to
manage the project on the ground.
Many colleagues have indicated that managing building projects takes
the equivalent of about half a day per week. Less time for educational
leadership!
On Feb 11, 12:26 pm, "smilver...@gmail.com" <smilver...@gmail.com>
wrote:
Steve Milverton
Mar 16, 2009, 7:25:20 PM3/16/09
to l5-at...@googlegroups.com
Hi Kathy
I think that it is inevitable that Principals around the world will
need to accept the increased accountability. I also believe that for
many of us, educational improvement in our schools, needs to be driven
by the Prin and leadership team and the only way to achieve this is by
setting the culture in the school to accept regular professional
feedback. The ability of developments strong supportive relationships
in the school is extremely important. I guess at eh end of the day,
the principal will need to either become much more efficient in the
way they process the technical part of their job, as well as develop
systems to delegate a little more to all of the staff in the school.
This can be a major challenge for prins of smaller schools. I really
can't see the system requirements becoming any less demanding.
wouldn't it be nice to have a personal assistant and the extra support
structures that are offered in the US and UK? I look forward to
reading your article.
I think that it is inevitable that Principals around the world will
need to accept the increased accountability. I also believe that for
many of us, educational improvement in our schools, needs to be driven
by the Prin and leadership team and the only way to achieve this is by
setting the culture in the school to accept regular professional
feedback. The ability of developments strong supportive relationships
in the school is extremely important. I guess at eh end of the day,
the principal will need to either become much more efficient in the
way they process the technical part of their job, as well as develop
systems to delegate a little more to all of the staff in the school.
This can be a major challenge for prins of smaller schools. I really
can't see the system requirements becoming any less demanding.
wouldn't it be nice to have a personal assistant and the extra support
structures that are offered in the US and UK? I look forward to
reading your article.
AndyS
Mar 18, 2009, 6:19:48 AM3/18/09
to L5 at Work
Steve,
It seems a shame that traffic is so low in this group. I have just
started an L5 module, through a course I am doing in SA but am not a
Principal. I took the liberty to google your name (i wanted an ice-
breaker) and note with interest that you place plumbing ahead of
teaching on your ME job title. I am guessing that there are some major
waterworks issues at your school. From my point of view (curriculum
coordinator at medium HS) I see the role of our Principal as playing
host to a revolving door of constant problem solving. I am loathed to
add to this but at times, and I do pick the times very carefully, I
must. We do have a non-teaching Facilities Manager and four AP/DP
positions within the school to share the managerial load. However, the
workload, the responsibility and constant demand on time make the job
seem unattractive. On top of this she maintains a very strong
instructional focus in her role. The key I guess is building a strong
and effective team, but as has been pointed out, small schools suffer
in this. Any team is likely to be small.
I would like to here what modules people are working through and
experiences. Time will tell if anyone actually has the time to
participate in this forum.
Cheers
Andy
It seems a shame that traffic is so low in this group. I have just
started an L5 module, through a course I am doing in SA but am not a
Principal. I took the liberty to google your name (i wanted an ice-
breaker) and note with interest that you place plumbing ahead of
teaching on your ME job title. I am guessing that there are some major
waterworks issues at your school. From my point of view (curriculum
coordinator at medium HS) I see the role of our Principal as playing
host to a revolving door of constant problem solving. I am loathed to
add to this but at times, and I do pick the times very carefully, I
must. We do have a non-teaching Facilities Manager and four AP/DP
positions within the school to share the managerial load. However, the
workload, the responsibility and constant demand on time make the job
seem unattractive. On top of this she maintains a very strong
instructional focus in her role. The key I guess is building a strong
and effective team, but as has been pointed out, small schools suffer
in this. Any team is likely to be small.
I would like to here what modules people are working through and
experiences. Time will tell if anyone actually has the time to
participate in this forum.
Cheers
Andy
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