There was a time when I thought that if someone sent me another article on leadership I would scream. It was not because I was not interested but rather it was because the articles had plans for turning me into something I wasn’t. What was I to do if the latest research was suggesting I turn into something I wasn’t. Like “Telationship” in teaching, being an effective Principal depends on whether your capacity to relate to the school community is effective. If it comes naturally, the road to being effective is smoother than if you have to architect it. The good news is that there is great variety and individuality to be found in the personalities, wisdom, wit and styles of effective Principals; they are definitely all not the same.

When I started my journey as a principal, I was an eager sponge absorbing all that I could, reading all that I might find, attending the presentations of wise speakers and listening to friends who were, kindly, prepared to give me advice. However, when I started I was about to turn 35, fairly young for the challenge - plenty of enthusiasm, certainly lacking experience, and ready to accept other people’s thinking. Out of America at that time sprang a book called “The One Minute Manager”. It was interesting, well thought out but, though aspects appealed, overall it wasn’t me. To some extent I felt deficient because it wasn’t me and I was anxious that I should learn for it to be me or rather me to be it. And this wasn’t the only publication providing advice which wasn’t me. At the time I was studying a Grad Dip in Educational Administration. There were many interesting subjects and I had to write a heap of 3000 word essays. However there was a theme of “Participatory Democracy” that ran through the topics some of which I agreed with and some I didn’t. Sure, it was easy to take on board the Uni line in an essay because it was safe, it was from the university and I wanted to pass the course. After some experience I developed my own strong opinions as to what could be reasonably implemented from this theme and what definitely couldn’t. Experience is such a powerful teacher.

The process towards really accepting my own style was not a fast evolution but by 40 I was starting to realise that I didn’t fit all the theory or latest thinking and in fact I didn’t want to. I wanted to be me and though being me seemed to work, there were certain aspects of the job that probably would have been easier or more effective if I wasn’t me. I don’t think the really tough scenario was my style, but there were times when I wished it was and which might have made dealing with some situations easier. But being tough without genuine empathy I think is really dangerous. But not being the tough type did not negate the importance of decision making even if the decision was unpleasant. As principal you must always have your hand on the tiller, the decision still had to be made and to not make those decisions meant you couldn’t do the job. Not being the tough type meant that you really felt for the person who was the subject of the decision. I actually think having suitable empathy was ultimately a good thing and perhaps made you avoid thinking superficially about the decision and preventing you from making a really bad one. By about 40 I was quite comfortable with not being the tough guy and so could discard X amount of theory. It was very clear, for example, that losing your temper in tough guy mode was an absolute no, no. Ordering a person to do something rather than asking them politely was also a no, no and not thanking them was to be totally avoided. “Yeah but it’s their job” is not a good reason to be discourteous. As the Principal you, above everyone, are in charge of the school climate.

Having accepted whom, you are and becoming comfortable with whom you are not, is indeed liberation. The flag of relative inner peace can be raised and you can embark on a lifelong journey of refining and enhancing your personal style. There is so much available to help you do that. To set out and avoid growing in the job is a pity as is to not appreciate your own particular style. I think it is good to celebrate your own style and to be proud of it. I believe this journey towards acknowledging your own style is a really exciting aspect of the job and I also believe that no-one does the job without it having a profound impact on them.

I was “hungry” to talk to other Principals and in fact other leaders in general. Taking the opportunity to attend conferences or participate on an outside Board or two, if it wasn’t too much, was enlightening. Attending useful conferences or belonging to associations was vital. Taking the opportunity to visit Principals in their schools was so useful. Principals would normally be delighted to talk to you about their ideas and approach and would be interested (mostly) in hearing my approach. My life as a Principal took me to many schools in Australia and also across the World.

Much could be learnt by talking to someone from another culture. Not all was applicable to my world but the deep thinking that conversation stimulated, most certainly was. I was lucky because my Board fully supported this outward gaze and my quest to develop as a Principal. Even when things were financially tight, this personal development was always a priority. And I was reassured when my highly experienced mentor would say: “If you don’t look out of the window no one else will” which were wise words about taking the opportunity to reflect on the school creatively”.

To learn the craft of being a Principal requires an apprenticeship. I contend that no-one fully understands the “trade” of being a Principal unless they have done it. Many Principals I have spoken to agree with this analogy. Of course some spend time in the job and learn little from it - these people will never become “master craftspeople”. I know some fine teachers who tackled the job of Principal for a limited time and decided it really wasn’t for them.

These sometimes became outstanding Deputies, flourishing in this particular position and contributing wonderfully to their school. I greatly respect their decision to return to the position of Deputy and to refine that “trade”. I personally spent time as a “Senior Master” in the first half of my thirties, but I was never a Deputy and I don’t think I would have been a good one. Yep- horses for courses.

As all who are reading this reflection will know, being a Principal is not for the faint hearted. You sure need determination and grit, but above all you must believe you are doing some good in the job and you must have a real passion for it. If that is the case then you, by definition, belong to a worldwide club of School Principals, an interesting, diverse and welcoming group interested in you and your school. I was a member of AHISA and in a conference at Bond University, sometime in the 1990s, I was asked to chair a discussion group on small schools. Well, it was fascinating to see who thought of their school as small. I think the smallest was about 80 and the largest was about 850! But all were very much respected as Principals, all wondering “how does it work in your school?” When I was chair of ISCA I became aware of how small schools could be and yet hold their own in the Australian landscape.

The Brigidine Order I worked with in Maryborough had an interesting approach. A sister could be Principal for a time and then return to the classroom for another innings there. It certainly helped keep a Principal grounded on classroom teaching. However the more experience a Principal gets in the job the better for them and for their school.

Yes, “you are whom you are”. If you know someone who wants to be a Principal, but the job is really not for them then be kind and let them know your opinion. It is often a tragedy when someone, perhaps because of ambition or family expectation, enters the job and it becomes less than satisfactory or a disaster. In this situation everyone loses-the appointed Principal, the School, the Staff, the Students etc. Not all Boards are thorough or good at making an appointment and disasters occur. Making a good appointment does require wisdom, effective reflection and thoroughness. It also requires a Board having a deep rather than superficial understanding of their school, for an appointment is likely to have the “horses for courses factor”. A person may be great for one school but not another. In the end I believe good Principals are right for the job and have the confidence to “be whom they are” and to celebrate this.

Written by Chris Tudor