Principal Thoughts 10 is the second part of 9 (Accessible in last weeks Journal).

Constructive Criticism

One of the most difficult tasks for all management is to give staff constructive criticism, which will result (hopefully) in positive change. My experience in this resulted in a variety of outcomes. If I asked a staff member to meet me in my office, the following reactions sometimes occurred.

1. Panic and anxiety because the staff member worried that they had done something wrong. This condition often tainted the conversation and rather than noting my comments, their thinking was simply dominated by relief not constructive thinking. “Phew, that wasn’t so bad.”
2. The criticism, which in itself could generate significant denial resulting in the ensuing conversation achieving little.
3. There is sometimes anger resulting in some form of statement or thought which amounts to “how dare you consider that I’m not up to scratch.” Nothing productive will result from such a conversation emanating from this premise.
4. As the manager it is easy to be pleased because you have had the critical conversation but you could be kidding yourself as little of it may have been constructively heard. In the end I found the following to be the most effective approach:

• You may start by saying to the person that you want to catch up with them. However, with staff being busy, such a conversation may not happen.
• In any case, send them an email saying you want to catch up with them and outline what the meeting is about so they can think about it.
• Have the meeting soon afterwards, which keeps your email fresh in their mind and reduces the time for anxiety to develop.
• In the email, emphasise that this discussion is about helping them grow in their job.
• At the interview mention some positives about their practice then give them no more than 5 concrete steps or suggestions which they can implement which will improve their practice. Don’t give more than 5 otherwise it is likely none of them will be achieved.
• At the meeting, let them know that you will have a follow up time to see how they are going. Ensure the follow up takes pace.
• That day, send another follow up email about what was discussed. This is best done in a positive way and in point form, so that it is really clear.

Leadership Through Example

There is nothing more important in a school than its culture. The nature of a school’s culture should be promoted regularly to all sections of the school from the youngest child to the Principal. The Principal must have a very clear notion of the school’s culture, should think about it, analyse it and always be promoting it.

The most important way of implementing culture is through example. Hypocrisy is the most dangerous form of “cultural rot” and the Principal should make this clear to everybody, not just once but regularly using thoughtful stories and examples.

Leadership, from minor student leaders to the staff through to the Principal should recognise the paramount importance of example. A leader’s adherence to “example” should be relentless. There is nothing more sustaining in leadership than example. In addition, constructive example will promote security in the school and ultimately make it a happier place in which to learn.

Servant Leadership

 I have experienced many types of leadership and have served happily or unhappily under these. There is no question in my mind that the most effective form of leadership is indeed Servant Leadership which is the most effective to have in the community. Servant Leadership is enshrined in the notion of “what can I do as a leader for the community rather than what can the community do for me, the leader?” Students will learn Servant Leadership if it is modelled by the staff and particularly the Principal.

Learning through experience is, I believe, one of the most powerful forms of education and will usually suit everyone. If Servant Leadership is part of the school’s culture it must be demonstrated continually and be supported by stories, examples and explanations. It can’t simply be referred to occasionally. It should be referred to regularly and all members of the school community should be aware of it and also be encouraged to refer to it. Infrequent passing statements don’t find their way into a School’s Culture.

Chris Tudor

AISNT Historian & Principal Liaison