I recall how busy I found term 4: the recruiting of staff, the disappointment of a teacher moving on, the various end of the year events which had to be crafted to be special for the students, school board meetings with their necessary reports to be written, often the budget meeting when school numbers were still uncertain and decisions had to be made and all this within the normal flow of the school week. It does indeed take a special type of person to be a School Principal - a person with patience, insight, energy, wisdom and compassion determined to create a special place for their students and indeed staff.

During the week I had a really interesting conversation with one of Australia’s key medicos. His long career had been far ranging including much work with the World Health Organisation, leading one of Australia’s medical organisations, working with the Australian Government etc., etc. He is a Professor which means he is involved in teaching doctors. Two things I gained from my conversation, which I am keen to pass on, were these: many doctors teach as an extra and do it for nothing. This is because doctors have taken the Hippocratic Oath, an oath which has its origins with the Greek physician Hippocrates who is considered to be the Father of medicine who lived 460-370 BC. An aspect of this oath is to willingly pass on their medical knowledge to trainee doctors. It reminded me of our special role as teachers to pass on our skills and knowledge to our students and also to other teachers when appropriate. If there was no school or teaching, society would simply stop and fall apart. Teaching is indeed one of the most important jobs in society.

In his teaching of doctors this senior medico, who had a true global understanding, regularly encouraged his students to “look up and look out”. I thought this would be good to pass onto students, affirming it regularly and maybe using it as a point of discussion.

Now onto another tack. I recently had a fascinating conversation with my 9 year old grandson over the merits of reading a book or watching a movie. He clearly saw that whilst the stories would be similar the experiences were very different. He considered that the written experience perhaps gave more opportunity for the imagination to be exercised rather than the more graphic movie. This conversation directed my thinking towards the benefits of fostering an imagination and the resulting, valuable, creative thought. Watching children play is so inspiring as they willingly use their imagination to create a new world and excitedly take a part, which suits them, in it. My grandchildren love playing in their “mud kitchens”, they love dressing up and creating a show, or they move into other scenes that they have created. It seems to me, for that time, they truely become their chosen characters. Hopefully time will not crush this wonderful creativity.

As a kid I would catch the train home and then would have a kilometre plus walk to my house. Whilst the walk was not unpleasant I tired of it and had to find a way to make it palatable. I did this by retreating into my imagination and could arrive home with little knowledge of the walk but the excitement of spending time in another world. Clearly I automatically crossed roads safely otherwise I might not be here.

I used to wonder about a literature curriculum which was too prescriptive. I have seen students analyse a passage in their own way but then be corrected by the teacher because this was not what the poet was saying and the examiner would not accept it. To me what was exciting was that the student had an opinion about the poet’s intention. This was possibly resulting from a combination of imagination and constructive thought which, in my book, is a pot of gold. In any case how did anyone really know that this was the poet’s genuine intention. Encouraging the freedom of constructive thought is so valuable and particularly giving students the opportunity to feel the freedom that their ideas will be appreciated. This will therefore enhance their confidence.

I think I have said this before. After a lifetime of teaching in schools I now have teaching opportunities with my 10 grandchildren. However what is exciting is to have the time not to just “tell” but to “listen” and to feel privileged to be exposed to their explanations and creative journeys, then to sit and wonder about them. So its listen, listen, listen and engage sensitively, not as an overbearing authoritarian. The creative thought of children is so precious.

What I find exciting is our collection of schools in AISNT. There is such a variety, all with strong philosophies and it is possible to take notice and learn from one another. Children come to school from such a mix of backgrounds and experiences, each with a kit bag containing their own individual abilities. It is very plain that we are not in a game of “one size fits all”. The choice that exists in the NT is refreshing and indeed exciting. Principals want the best for their students and to enable them to achieve this they want the best team for their school which will fit the all-important culture of that school. Not all schools have the same culture which is something that can’t be legislated by governments. “Warm and vertical” is not good enough for a conscientious school, though the fear of being down a staff member is certainly real. But staffing a school is simply not a numbers game but rather a personality puzzle. “Near enough is good enough” will only cause a school and a Principal grief. There is no quick way to appoint staff - it takes time, thoroughness and a fair amount of insight and wisdom. Checking with referees is so important, and whilst we have become familiar with “ZOOM” meetings they are no substitute for a really effective face to face interview. Obviously for the NT, flying people in is expensive but then so is the result of appointing the wrong person. Appointing staff is one of the Principal’s most important jobs and the success of the school can depend on it.

Once the right staff have been appointed, knowing them, nurturing them as teachers, encouraging them and providing wise direction must be a top priority for a Principal. Being remote won’t “cut” it!

Chris Tudor,

Principal Liaison & AISNT Historian