Nov 18, 2024
On October 7, 2024, William Lloyd Primary School in Paarl launched its new Classroom Libraries, a project that has been in the works since 2023. The project, funded by the Retief family, long-time supporters of educational initiatives in Paarl and surrounding areas, aims to foster a love for reading and enhance literacy among learners. While the funding made the project possible, the Principals Academy Trust’s (PAT) Teacher Support Programme (TSP) librarians took the lead in training and implementation.
The project was spearheaded by Janet Venter, with Melinda van der Molen bringing it to the point of completion. Both are members of PAT’s TSP team, and they have been instrumental in working on the Classroom Libraries initiative in six schools across the Western Cape. Their efforts focus on ensuring that teachers are equipped to manage these libraries and that learners have access to age-appropriate, engaging books.
The PAT Classroom Libraries project spans three years and is designed to transform classrooms into spaces where books are readily accessible. In the first year, libraries are set up with books tailored to the learners’ needs, and teachers are trained in effective library management. The second year involves ongoing support to ensure the libraries are being used to their full potential, while the third year aims for teachers to take full ownership of the project, ensuring its long-term sustainability. This model empowers schools to independently manage and expand their resources after the project concludes.
The launch event opened with a welcome from MC Gregg King, followed by a message from Keith Richardson and an introduction to the Classroom Libraries by Bruce Probyn. A poetry performance by learners beautifully highlighted the joy of reading that the initiative seeks to inspire. Carol Retief, representing the Retief family, then spoke about their dedication to education and the transformative impact of providing access to books.
A highlight of the event was a tour of several classrooms now equipped with libraries, led by William Lloyd Primary’s principal, Ms. Amanda Adams. Each of the 31 Grade R–7 classrooms now has its library in a vibrant and inviting Reading Corner where the learners can experience the joy of reading, and the impact is already evident. Teachers report a noticeable increase in students’ enthusiasm for reading, noting that the presence of books has fostered a calm, engaged atmosphere, with students eagerly picking up books during breaks and showing responsibility in caring for them.
Teachers have also observed increased focus during lessons and excitement around weekly read-aloud sessions, which have become a favourite activity among learners. Those who previously struggled with reading are now motivated by having books at their level, and non-fiction books have sparked curiosity, enriching students’ general knowledge. The project has further supported improvements in language skills and inspired creativity in writing.
The event concluded with a vote of thanks from the principal and the PAT team, followed by a joyful musical performance by the William Lloyd Primary School Choir.
The success of the Classroom Libraries initiative at William Lloyd Primary School is a testament to the collaborative efforts of dedicated educators, the support of PAT’s TSP team, and the generous funding from the Retief family. Their contribution has opened doors to brighter futures for countless children, not only by bringing books into classrooms but by building a sustainable foundation for literacy development across the Western Cape.
Please follow this link you want to download this report with photos taken at the event: WL CL Launch_compressed
Oct 9, 2024
How many senior managers do municipalities or government departments appoint in a year? Many hundreds, I’m sure. What percentage of these will prove to be above average performers? About 50%, I suppose. And how many will become super effective leaders?
South Africa appoints about 1000 principals a year. We all know just how tough the job is, especially post-covid and in 2025. Globally, there is a huge demand for great principals – those top performers (let’s realistically say a third) who take schools to new heights. The truth is, (and I learned this from Dr Babar Dharani at the GSB recently), too many leaders are stuck in the authoritarian and positional power of principalship, rather than the distributed, transformational, situational and servant aspects of the role.
Some countries identify promising deputies, remove them from school, and then prepare them for top leadership. Even then they don’t all succeed and, as a principal, you know why. You have to put the candidate in the hot seat and, only then, will you see how he or she brings people together, creates a positive climate, digs deep into technical issues, handles pressure, leads from the front and takes a school forward.
So, what makes that third succeed on a global stage? Just like the high-end skills any new CEO needs to succeed, principals in that top third have five or six scarce skills which set them apart. So, what are those critical skills? The problem is they’re not as simple as they sound. Here are six to delve into, reflect on and work at improving:
The first is an in-depth understanding of the routines, processes and practices which need to happen in classrooms, staffrooms and schools, to take all learners, despite their challenging circumstances, to functional literacy and numeracy. That means principals understanding the mechanics of reading in Gr 1 and the gaps in numeracy by Gr 3 and who can identify and put remediation in place to allow all learners, with great teachers, to reach their potential. All the way to Gr 12. Very few of us have this deep committed understanding of the art and the craft and the science (these days the neuroscience) of truly effective instructional leadership.
The second is the ability to take a whole team of teachers to achieve the high standard outlined above. The great principal, in a South African reality, takes the staff from where they are to where they need to be, especially in terms of subject specific capacitation and accountability.
The third is the ability to influence individual teachers on a one-on-one basis to take responsibility for their own professional development, to work within their teams, to collaborate with like minds at other schools, in districts and at marking centres, so as to develop and grow into great teachers and teacher-leaders.
The fourth is to turn the natural energy, enthusiasm and hope which so many principals have into action plans which are less often implemented, term after term. Taking the long list of improvement plans and targets and actually implementing, measuring and recording them is the scarcest of skills.
The fifth is the ability, as a principal, to develop grade and subject heads, phase and department heads, and deputy principals within one school, to be readily transferable and promotable at any school. Dispersing and developing leadership within a school’s systems to such a professionally broad extent is the hallmark of a great principal.
And the last identified critical skill is that leadership which successfully promotes a staff mindset of resourcefulness which, despite the usual constraints, succeeds in creatively and committedly engaging learners interactively with home-made instructional aids, clever group activities, online tools and extensive use of available materials.
No principals achieve the scarce skills above on their own. They actively engage mentors, colleagues on the staff, carefully chosen experts at other schools, curriculum advisers, the CTLI and PBOs and a plethora of online sources. Upgrading teaching skills is the modern teacher’s permanent mantra.
In the last few weeks, we have been visiting schools and interviewing newly appointed principals for inclusion into our programme in the next year or two. I’m taken back to my first year as a principal and to an appreciation of making a difference in a community which is seriously underserved.
Most new principals are in their fifties. We have to assess whether it makes business sense o invest thousands of rands in a person just four or five years from retirement. To me, positivity and committed intent trump most other criteria. A great principal influences hundreds of lives in a year. That’s pretty invaluable.
I’ve seldom been more impressed by a novice principal than meeting a 36-year-old school leader on my first visit to Heideveld. What impressed me was not what she was going to do but what she and her team had achieved in her first three terms. Not just small wins, but a range of successes within and beyond classrooms. Originally from Heideveld and a past learner of the school, she has made it clear to a supportive community that the school, under her leadership, is on an upward trajectory.
If you acknowledge that principalship is one of the most critical leadership roles in our country – and you know why – and you never stop trying to be at your best, you are enough.
Till next time.
Paul
Coach/Mentor
The Principals Academy Trust
No: 15/24
09 October 2024
Sep 13, 2024
As an experienced principal I have always regarded high expectations as one of the drivers of successful teaching and learning. Things don’t happen just because of expectations, though. No, expectation is something set through high quality example, daily practice and collective commitment.
Only when a school has established clear behavioural expectations and consistent routines that promote both teacher and learner accountability and mutual respect, do you build a climate which promotes the genuine belief that all learners can succeed, which balances rigour with compassion and which, in turn, empowers high expectations.
When the principal, the teachers and the learners walk through that school gate in the morning they should all, in a great school, expect more of themselves. And, in a modern world, and in our country, in particular, learners have the right to expect more from their teachers.
But, as school leaders, we need to remind ourselves often, and, in a very reflective way, what our different stakeholders expect of us:
Let’s start with our LEARNERS. They’re too young to know what they want from their principal, but any foundation phase teacher will tell you. They want to be proud of their school – the best school. They want a principal they look up to with great respect who will ensure that the school brings out the best in them. They want to belong, to be known and recognised. They want a safe place and a fun place – a haven, a little bit of heaven, actually.
What do PARENTS want of the principal? They want the same for their children, but, when their child is in need, they want a principal who is available and approachable and one who will listen, who has wisdom, sensitivity and understanding.
What do TEACHERS want in a principal? They want a leader they can trust, meaning they want integrity and authenticity. They greatly appreciate someone who has compassion, especially for their personal circumstances. And, although they want to be included, they want a principal who has a vision for the school that is easily articulated and understood. They want to be shown the way with clarity, consistency and leadership.
What do GOVERNING BODIES want in the principal they, themselves, have recommended for appointment? They want a CEO who can earn and sustain the confidence of the school’s stakeholders including the community and the department. They want a skilled communicator and a problem-solver who gets things done and takes the school forward.
What does the WCED/DBE want of a principal? That’s easy. Just someone who can implement policy, manage people and programmes, who has business acumen and ethics, who can navigate the legal and constitutional framework, who understands diversity, who can lead and inspire and produce results, and especially every year in Grades 3, 6, 9 and 12!
What does SOUTH AFRICA need? Here’s the difficult one. Principals who have the courage to lead from the front and to stand for a standard; and the all-important tenacity to transform institutions which often just tick boxes into schools that work and schools that change lives. The Principals Academy, I remind you, wants school leaders to be the lever for that change.
Four years ago, the PANDEMIC required principals with fortitude – that strength of mind needed to face crises, week after week, with resilience and a sense of purpose which enabled them to think clearly, on their feet, and in the best interests of children, teachers and their school. Much like now when 2 407 posts must disappear.
By the way, what do I, your COACH, want? I want you to take care of yourself, to be more mindful, more reflective, more future-focused, and, most importantly, I want you and your teachers to be at your best.
If you have a spare hour, I can tell you about my weaknesses as a principal, but this stakeholder approach to expectations helped to remind me where to focus, and, more importantly, where to bring in my team to counter those weaknesses and to build attention to detail.
In conclusion, I’m reminded of a speaker I once had at school, Paddy Glover, Anglican Archbishop of Bloemfontein. He explained expectation in a unique way which really got me thinking. He urges young people starting out “to contribute to this world by striving to become better parents to your children, than your parents have been to you”.
My Mom was widowed at 37 with yours truly being the eldest. So, for me that’s a tall order, but it’s the nature of expecting more of oneself, of doing one’s best.
Till next time.
Paul
Coach/Mentor
The Principals Academy Trust
No: 14/24
12 September 2024
Aug 28, 2024
Do you remember your very first day as a principal? I remember walking into a staffroom filled with women I did not know. It was a girls’ high school, and I was not only the first man to lead the 112 year old school (it celebrates 150 next year) but the only man in the room. I was ready; not in the sense that I had learned the ropes as a deputy (I hadn’t been one) but I had spent weeks ensuring that my message highlighted my purpose, my vision, my respect and admiration for the social and professional capital in the room, my invitation to work as a team, my promise to do my best to serve the learners and their teachers and my determination to get the new year off to a flying start in week one. I share this to help you to build your own debut image.
I am writing this because it came to mind as I witnessed a brave young woman take the reins of a big, complex, ‘commuter’ high school in the city as the acting principal. Actually, you act as principal when the principal is at a workshop for two days. When the principal retires, you’re not acting. You are the principal. The whole school community needs you to be a strong one and, if you’re willing to take the lead, and that’s a big if, you bring energy, fresh initiative and the power of a team of willing supporters. Together you take the school forward.
When the Principals Academy works with a new principal (usually on the recommendation of a currently coached principal or a caring circuit manager) we only begin a coaching partnership after the first year. Experience tells us it is too crucial and busy a year. The new principal comes in early, leads from the front at the gate, in the staffroom or wherever the school is in action. You’re not there to keep the school going; you set the agenda, you shine the light on the targets already identified, you ensure the routines and processes are clearly understood and operational and you strengthen leadership in every subject, committee or portfolio.
So, when does experience begin to count? Well, that depends. In your first week you learn to listen to learners, teachers and parents, you work with a team in preparing for the weeks ahead and you get to test your ability to deal with the many crises that characterise any school week. They vary from the personal tragedies and setbacks that befall the larger school community, the disruption caused by four teachers absent on the same day, the sudden request for detailed information from an authority, the need to deal with a serious disciplinary issue and on-going admission fall-out, conflict resolution, safety concerns and labour issues. We all know the story.
Getting through that first week as a principal was a memorable experience. But, actually, it only counts as experience if we quickly appreciate the value of taking the time to reflect, to learn the lessons of every day, to understand our and our school’s strengths and weaknesses. That reflection and the willingness to make it count are the key to self and school improvement. And each crisis – there are a few every day – builds our confidence as effective leaders.
Hopefully, being the boss helps you to prioritise people management skills. You quickly understand your responsibility for the wellness as well as the professional development of your staff. This happens best when you view leadership as service and when you learn to put yourself in the shoes of others once in a while.
New principals are strong on improvement plans but the real test comes in executing those strategies. That’s what earns the respect of your stakeholders – plans that work. You learn quickly, too, not to take the credit for the success of your team.
One of the first challenges that principals face is delivering the climate for teachers and learners to succeed. Late-coming and punctuality are often first on the list of improvements. What counts here is tackling the issues in a systemic matter, understanding root causes, how they impact the situation, possible strategies, implementation, monitoring, refining and embedding. New principals can bring entirely different approaches to making schools work more efficiently. Leadership makes you think differently and forces you to make sense of everyday happenings.
The new principal hits the ground running on day one. Ideally, on day two, you’re a better principal.
Till next time.
Paul
Coach/Mentor
The Principals Academy Trust
No: 13/24
28 August 2024
Aug 12, 2024
It’s a Latin phrase, meaning ‘faster, higher, stronger’ which the founder of the modern Olympic Games, Baron de Coubertin,
borrowed from the headmaster of a school in Paris. All of us can relate to why a school leader would love the phrase. Coubertin loved to emphasize that sport was not about winning, but participating. Life was not about the triumph, but the struggle. And the word ‘struggle’ has a uniquely South African connotation.
I’m sure principals can also relate to the huge uncertainty surrounding the Olympics. You’re uncertain about the start of next term, about the safety of those in your care, about how many teachers you’ll have next week, about managing the vaccination of staff without major disruption, about how to repair our schools in terms of learning loss, about funding much needed resources, and perhaps, about how long you can keep personally accepting all this responsibility in these uncertain times. Yes, you can, you’re an indispensable community leader educating the champions of tomorrow.
Interestingly, if the IOC calls off the Olympics in the interests of Japanese health or the safety of athletes, they stand to lose billions. However, if individual countries withdraw unilaterally or cancellation occurs at the last moment because of the pandemic, then the local organizing body and the TV networks will be covered by insurance. The athletes, like the learners, are the ones personally affected. There’s lots to learn about how athletes have continued to train, despite the lack of competition. They have shown great perseverance and resilience in ensuring their mental and physical preparedness and in staying connected with teams and administrators.
Tokyo’s motto for this Olympics is ‘United by Emotion’ – the concept that those gathering in Tokyo, under unique conditions this time, and the billions watching across the globe will come together and understand that there is more that unites than divides them. Sport gives people the opportunity to connect through their emotions. What about your school’s motto? Do you use it to connect those who gather there each day with the purpose for which they gather? Do you use it to persuade every learner to expect more of themselves, to achieve their personal best and to help each other to do so, too?
Mega-events like the Olympics are ideal for maximizing learning. There are so many ready-made Olympic teaching and learning resources for all grades available online and so many heroes from Jesse Owens (1936) to Josia Thugwane (1996) and Wade van Niekerk (2016) to highlight, and 2021 local stars like Akane Simbine, Chad le Clos and Tatjana Schoenmaker to follow. Percy Tau and his U23 SA football team will play the opening match against the hosts, Japan.
The school I served was very sporting. Offhand, I can name ten of my learners who became Olympians; four are in the current squad. What amazes me is the long-term nature of an Olympian’s commitment. My past learner medal hopeful is Ashleigh Moolman-Pasio, a 35-year-old road race cyclist and former triathlete who has a degree in chemical engineering. She suffered a life-threatening head injury in a horse-riding accident in matric. She was in a coma for ten days in the July holidays, only came back to school for the final exam and still earned seven distinctions. Already a champion, wouldn’t you say?
The Olympic mascot, Miraitowa (‘mirai’-future; ‘towa’- eternity) and the Paralympic mascot, Someity (chosen to sound like ‘so mighty’) are graceful figures with big friendly eyes, pointy ears and superpowers. They will dominate our screens for weeks. Did you know that 80,000 tons of old electronic equipment, including six million phones, were melted down and used to make the gold, silver, and bronze medals? The medal design represents the daily striving for victory by the athletes, as well as their energy and that of the people who support them. That’s almost an exact depiction of what makes a successful learner. Tokyo 2020 (that’s still the official title) strives to engage young people by including surfing, skateboarding, karate and sport climbing and Paris 2024 will even include breaking – events highlighting competitive breakdancing.
I have shared these snippets about the Olympic Games because they provide the perfect backdrop for an end of term staff meeting, matric assembly or newsletter. Adapt the information to fit the occasion and use it to urge your staff and learners to get down to work faster, to aim higher and to finish the term stronger.
Till next time.
Paul (Coach/Mentor)
Principals Academy
24 June 2021
