In my wandering I have come across places where the Principal was not an experienced Educationalist but was rather a Business Leader. With the obvious need in a School to manage effectively Finance and where Finance can appear to be the key concern for the School Board, it is not hard to see the Board leaning towards a Business Man as the School Leader. This is further emphasised with the term CEO being the label of the Principal. The Principal is certainly the CEO but the title of the School’s Leader should be further explained by the addition of the appropriate descriptive name, projecting Educational Leadership such as Principal or something similar. I know in AISNT some use the title Principal/CEO which I think is fine. Around the world there are a range of titles - Head, Head Teacher, Rector, Director, Dean. In some places Headmaster and Headmistress are still also used though today there is normally preference for a gender-neutral title. 

The Culture of a School is one of its most precious possessions. It is fragile, can take ages to build and can be destroyed in the wrong hands rapidly. Of course relating to Culture is Reputation. Boards should be as concerned about Culture and Reputation as they are about Finance, and it is not hard to see that these are linked. The Culture of a School must not only be articulated in brochures but be lived and felt. Obviously, Relationships embodied in how people treat each other are vitally important in Culture and the Principal must be the champion of the School’s Culture, demonstrating it, living it, articulating it tirelessly. Big things will project School Culture, but so will little things. How the School is cared for, how Pupils, Staff and Parents are cared for and how Words are thoughtfully crafted. The Architecture of the School can project School Culture - forbidding or aggressive structures should be avoided and also those that indeed project nothing and which are bland and unmemorable.  

A school I visited in Scotland in fact used the title of Rector. I wished to have an audience with him as I had heard he had an interesting school. I was deposited by a school secretary to one of the three vinyl chairs outside his office. To my astonishment I saw on the wall, beside his door, three lights like a small version of traffic lights- red, orange and green. Simple: red he was not to be disturbed, orange he would be available soon and green meant knock and presumably enter. Well! I’ll leave it up to you to form a Cultural Opinion of this.  

I firmly believe that the development of the School Campus as a place which is interesting, perhaps intriguing, which Students will be drawn to and where they are able to feel positive as they wander daily through the gates, should be a place of which they can be proud and ultimately will produce positive and interesting memories which remain with them as they become Old Students. Such Campuses don’t hinged on whether Buildings are enormously expensive but rather on the Atmosphere they project. Tree planting, Paths and Gardens can do much to enhance the desire for a Student to belong and will definitely enhance the School’s Culture. Story Boards are not expensive but can decorate the Campus and even if only one Student reads them and gets something from them, they have been worthwhile. (Mother Theresa Concept). Items of Meaning can be easily created e.g. a large rock with a plaque screwed to it or indeed an item which could underpin a story - a hammer for example. Or perhaps a small version of a bore tripod to project a thought about water. An` Interesting Campus is one where Student Thinking is stimulated and where they may ask the question “why is that there?” Then the Campus becomes a place of Meaning, Belonging and Incidental Teaching - it is different from others and has its own Character.  

Back to the hammer. An old story which I used to read to students but can’t quote the author as I’ve lost the book and can’t remember the title. However, I did look up the story on the internet and various versions of it popped up. Well, here it is.

There was a large large, complicated machine, vital to a factory but unfortunately it had broken down. The factory then began to lose money. Try as hard as they did, the factory mechanics could not fire it back into action. Desperate they called on the services of an old engineer who had the reputation of performing miracles with machines. He arrived early in the morning. His face was well creased, and his hands were aged but noticeably steady. He looked at the machine, then without delay picked up a hammer and struck the machine firmly with the hammer. The machine, which had been turned on, coughed and spluttered into life.    

The next day a messenger arrived with the bill, which was for $1000. The factory manager was annoyed over the expense. He contacted the old engineer and said, “this is a rip off - you spent 5 minutes here and only hit the machine with a hammer.” The old engineer said he would send a more detailed account. The account arrived and detailed the following: “Using hammer to strike the machine $10. Knowing where to strike it $990.” I love this story, and it applies to so much that is done by Principles and indeed Teachers. But it is a wonderful lesson for Students to remember!

Chris Tudor,

Principal Liaison & AISNT Historian