So you want to be a principal: From ideation to success

INTRODUCTION

In 2021 I was awarded a Doctor of Education, conferred following the submission and assessment of my thesis: Leading large, P-12, autonomous, independent schools: An Australian case study. The primary purpose of my study was to investigate the leadership, values and perceptions of effectiveness of principals in Australian independent schools. The study examined what is required for principals to be effective, and its findings had far-reaching implications. I could see the potential benefits this knowledge would bring to individual principals, principal preparation programs and professional development and leaning programs. And, most importantly, for the development of the next generation of independent school principals in this country. But how to best share this vital information? Write a book!

I have been a teacher/principal for 38 years, and along the way have gathered experiences, knowledge, understandings, practices and anecdotes. For some time I have been eager to share these with aspiring principals to support their principalship journey. I wanted to assist middle and senior leaders in independent schools to understand how independent schools operate and run. But how best to share my experience and encourage the next generation of school leadership? Write a book!

And so, with the drive of this dual motivation behind me, I have shaped my academic and personal experience into a handbook to guide and inspire principals of the future. When middle leaders have a strong understanding of how things work and how leadership is enacted, they can provide powerful support and assistance to principals, which in turn benefits children and young adults – the reason for our being. This book packages up my experiences and understandings in a way that I hope will support early career principals and experienced principals be more effective in their work.

I hope my story uplifts and inspires anyone who loves their work in schools as much as I do.

Chapter 1

IDEATION

THE LIGHT BULB MOMENT

As a child, I lived with my parents in Wallumbilla, a small country town in western Queensland with not more than 100 people in the whole shire. I attended the local public school. Our principal was a family friend, the late Mr John Ratcliffe.

I remember Mr Ratcliffe moving around our small school; he knew everyone’s name, and we felt safe and secure in the knowledge that he was looking after us. He was a commanding presence – you knew when he was nearby, even if you couldn’t see him. Nothing was too hard for Mr Ratcliffe; we would ask for things we felt we needed, and he would deliver. He was always keen to chat, make you laugh, and tell you stories that helped you learn, grow and understand the world.

On 20 July 1969, when I was seven years old, American astronauts Neil Armstrong and Edwin Buzz Aldrin became the first humans ever to walk on the moon, I watched the Apollo 11 landing on a black and white TV in Mr Ratcliffe’s living room. For me, as for so many at the time, the event was inspiring and formative – laying the foundation for my interest in science. That my school principal gave me the unique opportunity to watch the landing in his own home piqued my interest in the role of a school principal.

Although I didn’t take deliberate or purposeful steps through my childhood to realise my dream of becoming a principal, my preparation was underway. When I was ten, my father and mother decided we needed to leave Wallumbilla and move closer to the big smoke to get me and my siblings access to a better education. We moved to Allora on the Southern Downs of Queensland, a 40-minute drive to the major city of Toowoomba. Toowoomba was, and is, a renowned education centre with a university and an incredible choice of high-quality public, Catholic and independent schools. Without me consciously knowing it, some sensational teachers there would map my journey to fulfil my dream.

Mr Noel Parsons, my science teacher from years 7–10 at Allora State School, made every lesson theatre. His excitement and passion for his subject were infectious, and his interest in us as human beings was life changing. He offered Swedish massage as a co-curricular activity after school every week. It was well attended and fun, and we learned memorable lessons. Our French teacher and debating coach, Mrs Cathy Cowley, was terrific. She took genuine interest in every one of us, but not just in class – she wanted to know who we were as people and what we did on weekends, to see we were busily involved in our community.

A life-changing event occurred at the end of year 10 and the start of year 11 that confirmed my light bulb moment. Allora State School only went up to year 10, after which students had to change schools, generally to either Warwick High School or Clifton High School. My parents chose Clifton High School because it was a smaller school. They felt I would get lost in the crowd at Warwick High School and not get the personal development they wanted for me.

The guidance officer at the time, who shall remain nameless, sat down with me and decided my subject choices. That was how it was done in 1976 – you were told what your interests were and what you were good at. He told me that I should study English, social mathematics (affectionately known as soggy maths), geometrical drawing, geography, biology, and some other subject I can’t remember today. Apologies to the teachers of the subjects mentioned above, but those choices didn’t cut it with me. I wanted to study English, maths I and maths II, physics, chemistry and biology – because I wanted to be a maths/science teacher. The guidance officer told me I couldn’t study those subjects because my grades in maths and science in year 10 weren’t good enough. My mother and I took the subject selection form and headed to enrolment at Clifton High School. Our enrolment interview was with the affable principal Mr George Cominos.

Mr Cominos endeared himself to me from the first handshake. He was immediately interested in me, who I was, my sporting and speaking interests and what I wanted to be when I left his care. I told him I wanted to be a teacher, a maths/science teacher. He said, Well, why on earth are you choosing these subjects?

My mother, who was and is to this day my biggest fan, interjected in a tone that was somewhat dismissive of the guidance officer, Because the guidance officer told him he couldn’t be a teacher and said he had to choose these subjects.

Mr Cominos turned to me and said, Lad, what do you want to do?

I wanted to be a principal. And as they say, the rest is history.

In hindsight

Mr Cominos was instrumental in permitting me to see my best self in decisions that I might make about my aspirations. He did more than that though, he made sure that my aspirations would be fulfilled through his own personal effort. He was modelling for me what it was to be a great principal and what mattered most in schools for children and young adults.

When the light bulb turns on for you, be ready to see its light and what that light shows you about yourself and your future. Follow your light. It takes courage, and therein lies one of the most important traits of an effective principal.

When setting career goals, take stock of your interests, your values and beliefs, the skills and traits that you have, and how these can help you decide on what is the best career for you. Brainstorm possibilities for you by scanning job sites on a regular basis. Once you have a tentative idea, dive more deeply into these positions and see what is involved. What jobs are worth considering? Read up about the jobs and speak to people who are in the jobs. Consider a day with a person in the role you are considering. Then, make your decision.

CONFIRMATION THAT YOU WANT TO BE A PRINCIPAL

Mr Cominos taught me valuable lessons about leadership and life. He showed me the influence that a principal could have on the life of a young adult. He showed me that I could be who I wanted to be, if I had the desire, commitment and determination to do so. For the two years he was my principal, on every occasion we crossed paths he would stop and speak with me. He would spend time just chewing the fat, hanging out for a few minutes with my mates and me. He was a good communicator, he knew how to use humour to connect with his students. He had a huge smile and his eyes would light up when we were talking about something that appealed to him. If we asked for something we felt the school needed, he would provide it.

At Clifton High, I had incredible teachers who couldn’t do enough for us as young adults. Mr Paul Dooley (physics teacher) would drive us to Toowoomba and Warwick so we could play volleyball. Mr Bob Beardsley (science) would take us all over the state – and even to New Zealand – for basketball. Because Allora State School only went to year 10, Ms Vanessa Drew (music teacher) would drive us to and from Allora daily to attend Clifton High. Without me being aware of it, these teachers were shaping me and the principal I would become. As I reflect on my journey, I am now aware that the values and beliefs I formed as a teacher and then a principal were shaped in my own school days. These teachers cared about me as a person. They wanted to give me every opportunity they could; they were most interested in building relationships first, before academic teaching; and they did all they could, outside of usual hours, to give me any practical support and assistance I needed.

I got to study the subjects I wanted and graduated from year 12 at Clifton High School with the equivalent of an ATAR of 95 in today’s terms. I went on to study a Bachelor of Applied Science at the University of Southern Queensland (Toowoomba).

For the last two years of my science degree in Toowoomba, I was employed by Toowoomba Grammar School (TGS) as a boarding housemaster, supervising year 9 and 10 boarders in Boyce House. I was given incredible opportunities by staff at TGS who were crucial influences to me: John Winn ensured I coached rugby and cricket; Russell Gillies introduced me to tutoring at the school. I was given an array of opportunities and their leadership inspired me.

Immediately following my science degree, I undertook a Diploma of Education (Dip Ed) at the University of Queensland (Brisbane). In August 1983, I was approaching the end of my Dip Ed when my mother sent me a newspaper clipping advertising a teaching job at Toowoomba’s Fairholme College. Principal Allan Faragher was looking for several teachers in critical areas; one position was for a maths/physics teacher. I applied with the assistance and support of my physics lecturer at the university, Dr Jim Butler. Dr Jim was another inspiration – I remember him asking why I wanted to be a principal. I explained that I wanted to do more than teach the group of young adults in my classes. I wanted to lead the teachers and support and operational staff and other members of the school community. I wanted to see that every young adult in the schools where I worked would get the very best education possible. Dr Jim listened carefully then responded, Why would you want to do anything else?

I didn’t think new graduates got positions at prestigious independent schools like Fairholme College. But I counted my blessings and approached the interview with confidence.

The approach Allan took at the interview appealed to me. He didn’t have an interview protocol, a set of questions and a schedule neatly crafted by HR; instead, he entered into a robust conversation with me. He didn’t need a script; he knew what he wanted in his next maths/physics teacher and in all new teachers to his school – and he focused on that. He wanted someone who could do much more than just teach a subject; he wanted someone who could make sure children and young adults would learn, and someone who would be heavily committed to the school’s holistic programs. At the time I was coaching basketball, volleyball, cross country, athletics, debating and public speaking, all of which worked in my favour.

It seemed Allan was as impressed by me in the interview as I was with him. He offered me the job and in 1984 I began my first teaching position. For five years of my time at Fairholme College, I lived in Telara Cottage and managed the study and activities of the year 12 boarders.

In hindsight

It became apparent to me in my first couple of years at Fairholme that Allan was assembling a team of new graduate teachers who would provide Fairholme students with rich, holistic experiences. The team would go on to form a community of supporters and advocates for the school. I could see how the teachers he had appointed were working hard across so many areas beyond their classroom teaching.

Ultimately, the inspiration that Allan Faragher provided every day gave me the confirmation I needed that I wanted to be a principal. Watching Allan, I could visualise myself in the role and imagine how I would enact it. I was forming my values, beliefs and priorities. That moulding and shaping was the most profound activity happening for me at the time.

How can a deputy or aspirant tune in and soak up everything that is happening? Attend as many school events and functions as practically possible – get to understand the school’s culture. Coach sporting teams and debating teams, or conduct music ensembles – get to know the students and what they value and appreciate in their school. Put your hand up to lead school committees and advisory groups. Be active in your professional associations by taking on leadership roles in your networks.

THE PREPARATION FOR PRINCIPALSHIP BEGINS

The preparation for becoming a principal begins long before you see the advertisement on LinkedIn, or the head-hunter taps you on the shoulder. Preparation begins early in your career once the idea grabs you.

My preparation began with my first principal, Allan Faragher. I am guessing that, during my early years at Fairholme, Allan saw something in me that made him want to shape my journey without explicitly saying so.

I started as a maths/physics teacher in 1984. Within a couple of years, Allan had asked me to take on the role of head of science, which I accepted with excitement. Not long after that, Allan called me to his office and said he had created a new role, and that I was ideal for the position – head of curriculum. This was an executive leadership position sitting beside the deputy principal and head of students. I would be in charge of everything from curriculum to teacher professional development – it was a significant role, and I was thrilled to accept. I thrived and the school flourished.

It is rare these days to be going into a principal role without a postgraduate qualification. During my time at Fairholme College I realised I would benefit greatly from postgraduate studies. I chose to do a Master of Education with Deakin University, specialising in mathematics education. It served me well, strengthening my knowledge about curriculum and pedagogy in mathematics, which, I felt at the time, I could easily transfer to other subject areas.

The principalship is a highly complex job, and you do need specialist skills to be effective in the role. This is discussed in more detail in chapter 5, You are the CEO. I now believe that a master in leadership and/or management would be more appropriate for the leadership context in schools in the 2020s. I also recommend doing a Master of Business Administration (MBA). Harvard’s graduate Certificate in School Leadership and Management is another good option. Many universities now offer high quality, appropriate and career-serving programs to the aspirant leader, from master degrees to graduate certificates, to help prepare teachers who want to pursue a career as a principal. Tertiary educational leadership courses are designed for aspiring principals, deputy principals and assistant principals, and differ in emphasis depending on the university.

I believe that a postgraduate qualification is an essential passport to principalship in an age where school leaders face intense pressures. It is also a demonstrable sign that you, as a leader of learning, are active, committed and engaged in lifelong learning. It is essential to select the right course. Choose a course that will develop your expertise in education leadership and management and provide you with rich and valuable professional learning that challenges your thinking about leadership.

But let’s return to my time at Fairholme. After being at the school for almost fifteen years as principal, Allan decided it was time to retire. I wanted to keep working with him, kicking goals as we had been. I was saddened by his decision – but I was also happy for him. With Allan’s retirement I reflected on my own career journey. I had been at Fairholme since I finished my Dip Ed ten years earlier, and I knew that it was time for me to move onwards and upwards.

In the second half of 1994, I applied for the head of secondary role at AB Paterson College, where Dawn Lang was the principal. Like Allan, I guess Dawn saw promise in me – she gave me untold opportunities to lead. My co-head (of primary) was Bill Cunnington and together we were the school’s executive leaders.

As a motivated executive, I put a high value on the quality of self-leadership; in order to prepare for the next step in my career I had to focus on self-improvement and professional growth. My leadership journey involved an intentional mix of formal learning, job experience, colleagues and affiliations, and professional reading (any reading that relates to education and educational leadership and has a quality foundation that usually derives from research or extended experience of practitioners). Some elements of my preparation included making commitments to collegial organisations, such as the appropriate Association of Heads of Independent Schools of Australia (AHISA) networks (Deputy Net, for example) and the state-based Associations of Independent Schools. I also made commitments to associations that added value to the student programs, including sporting associations and network groups. For example, when I was principal at Hunter Valley Grammar, I held the position of treasurer at the Hunter Region Independent Schools association. This position was honorary and voluntary, and I held it for twelve years.

Professional development opportunities will give you many of the skills and knowledge needed to perform at a high level. You will also learn much through mentorship and coaching, or just by situational observation. However, contemporary would-be principals ought to have a post-graduate qualification. This will carry weight on an application and have an impact at first glance.

Aside from career benefits and pathways, one of the more overlooked reasons for taking on a postgraduate qualification is to learn more about a particular area of interest. If you are passionate about a particular subject, why not devote yourself to researching and learning more about it? You could even find yourself becoming a subject matter expert.

Post-graduate study is an investment in your personal development and the benefits are not to be underestimated. Further study will help you develop skills that will support your daily work as a principal. These skills include time management, formal research, analytical thinking, historical perspectives, writing and presenting to diverse audiences.

The role of principal is a complex and demanding one, and to manage its requirements and expectations, you need a rigorous learning and development program; this is not something you can skimp on. A voracious appetite for reading is required, as is a commitment to read regularly from within and outside of the fields of education.

How can you learn to be a principal?

An effective principal works with or seeks counsel and advice from a mentor, coach or trusted colleague. They participate in professional leadership networks, collegial and professional associations, and peak bodies. They regularly reflect on their performance, practices, areas of strength and areas to be developed. They use performance appraisals, reviews and feedback, and reflection survey instruments to determine their professional learning needs. They engage in relevant short courses and professional development programs, such as the Australian Institute of Company Directors (AICD) course and courses offered by the CEO Institute.

They attend conferences, professional learning seminars and workshops. They constantly monitor their performance and reflect on their decisions, actions and impact. In essence, they seek professional learning opportunities relevant to their principal preparation context. They are judicious in choosing experiences that will impact their leadership preparation and ensure they are effective in the roles they have along the journey.

During my first principalship, I applied to do a doctorate. However, I wasn’t able to make the commitment at that time. I was in my early forties, I had three children aged between five and ten, and my first principalship – an exciting and motivating period in my life – came with a heavy workload. I just couldn’t manage the time commitment required. Instead, I dedicated myself to reading widely, networking to learn from colleagues and learning as much as I could about the role by reflecting on daily practice.

In 2014, during my second principalship, I decided to pursue a Doctor of Education.

Reading and networking widely and gaining broad life experiences are key to your preparation to be principal. Of all of the wonderful, rich