Preceding principalship there are concerns that learning is often out of touch with the reality of the role, (Farkas, et al., 2001). Preparation programmes are not adequately preparing teachers to be principals who can face the challenges that will be required of them (Day, 2003). For instance, a
Page | 102 programme on its own struggles to address the real-life situations in which principals find
themselves. Chapman (2005) in her findings of related research suggests there is a need for a range of admission procedures to principalship:
x Presentation of an education platform and a career goal statement to judge an applicant’s visioning skill, ethical stance, and writing ability;
x previous experience as an instructional or collaborative leader presented through resumes; and
x group problem-solving and assessment activities to provide evidence of candidates’ skills in communication, analysis, and collaboration. (p.13)
This could perhaps support New Zealand’s Boards of Trustees who have no such procedures to determine capability when employing a beginning principal.
Browne-Ferringo (2003) strongly supports experiential learning as a core element of principal preparation and early learning. Early career learning requires a balance of instructional type
learning, a focus on students and a range of cooperative learning opportunities (Wong, 2004). Hess (2005) believes there is a serious lack of consideration to developing aspiring principals into the management role. There is a failure to teach the array of skills required. As well, Daresh and Male (2001) comment that the programmes being developed, although well intentioned, need flexibility if they are to face and meet the needs and the challenges of an “ unforeseeable future”(P.10).
3.4.5 Early career principalship
Michael and Young (2006) believe that effective principals’ learning for appointed principals in the first years of their career should involve simulations, case study work, and critique to augment theoretical learning. Mentoring and networking help mitigate stress and isolation and, the use of seasoned
Page | 103 administrators to design and deliver meaningful professional development to new leaders enhances early experiences.
Hill (1999) found, “primary school leaders who had been recently appointed (with 0-2yrs’ experience) placed highest value on peer-assisted forms of learning such as mentoring, peer
coaching and work shadowing. As well, Day (2003) determines professional learning programmes for novice principals need to be trans-disciplinary and to include aspects of leadership and
management. Not articulated is the importance or lack of influence of the principal worked with prior to a leadership appointment. In a succession or apprentice model as identified through this research findings this would seem important.
Duignan (2004) calls for school leaders with broad awareness of metaphysical issues. He states that any early leadership development programme should include:
An understanding and appreciation of values, ethics, spirituality, art and great literature, including poetry, as well as habits of critical reflection on key issues of the day, can be important resources for leader formation programs (p. 23).
Reflecting on this researcher’s experience early career leaders might suggest they do not have time for spiritual pursuits.
The notion of feeling like an impostor or fraud in the job is raised. Beatty (2000, 2006) supports explicit teaching to learn emotional resilience and build self-well-being. Kochran and Riehl (2002), support principals’ learning that is explicit and connected to the needs at the time to promote a locus of control and ensure the leader feels informed.
The number of courses being developed internationally for early career leaders is well reflected in the curriculum for the New Zealand’s First Time Principals’ programme. Weindling’s’ report (2003) which examined global induction programmes selected four as quality case studies:
Page | 104 • New Zealand’s, First Time Principal Programme;
• The Australian Principal Centre (APC), Victoria, SAGE Principal Mentor Programme; • Georgia State University, Academy for New Principals;
• Prince George County, Beginning Principals Mentoring Program
In general, the programmes worked with early career leaders from six months to two years. The content was based on future potential challenges, building of leadership competencies to deal with challenges, and skills for self-development. A common belief underpinning the programmes was that principals have an articulated sense of purpose. All programmes supported developing school-based action plans. Mentoring and strong induction were identified as key to any new principalship role, in particular using experienced principals to facilitate the learning.
3.4.6 Experienced Phase
Woods (2002) identifies that the driving forces for long-serving principals learning are relationships with the children and school pride. Woods believes that motivated, experienced principals, as well, expend energy growing and developing teachers into leadership roles.
Experienced leaders cope with strategic planning, culture change and a focus on improving learning outcomes (Kedian, 2002). The experienced leaders value the people around them and often model those values. Young leaders learn the importance of people in an organisation through experienced leaders. Woods describes the enchanted heads, a descriptor for long serving leaders, as people who have an, “appreciation of the privileged position they have earned as the head teacher,” (p.13).
Experienced leaders often seek opportunities for school improvement; hence, they tend to be knowledgeable change agents and seek learning to support change. Stroud’s research (2005, 2006) interviewing experienced principals identified concerns about mundane tasking and competency
Page | 105 based learning. Experienced principals want to be able to shape learning to their school’s needs. They do not want short courses; they seek challenge.
Principals attending the learning programme for experienced New Zealand school leaders established that group dialogue and group analysis of issues regenerated their thinking. The ethos of learning, ‘for principals, by principals’ – learning from peers and facilitated by principal colleagues was perceived as meaningful (Leadspace, 2007). The notion that experienced leaders working with others stimulates their learning, provides direction to the policy and course creators.
3.5 Theme 4: Principals’ learning challenges and tensions
Starratt (2004) believes principals have to be able to demonstrate both professional and moral competencies Managing people is a core requirement. Knowing where and how to access information and to manage improvement too are core-learning needs. As identified previously, there are worldwide similarities to programme development for principals’ learning. Nonetheless, evaluation of the impact on a principal’s effectiveness is limited. Understanding the barriers to a principal’s learning informs future possibilities.
3.5.1 Tensions
A major challenge for principals is managing systemic change, implementing new tools and new ways of doing and thinking (Lashway, 2003b). Fullan (2001) describes this learning as the “fit between the innovation and needs of the school” (p. 75).
Worldwide, researchers seek to understand how first time principals can be effective leaders from their first day in a school. Patuawa (2007, p. 22) identifies a raft of potential barriers specific to the success of early career principals. Her tension analysis includes “professional isolation” and the, “legacy of the school’s previous principal.” She sees as challenging, budgetary issues, dealing with
Page | 106 ineffective staff and site management. She itemises educational law, consultation and school image development as all being potential elements of learning.
A major shift since the 1980s has been in improving leaders’ pedagogical understanding and improving overall school effectiveness (Robinson, 2010). Teach the right people to be the principals is Mitgang’s advice (2008); “Pick the right school leader and teachers will come and stay.” The “wrong leader attracts mediocrity which in turn leads to school decline” (p. 30). Southworth (2008) believes learning has to go beyond one method; that professional learning in its broadest sense ensures knowledgeable and capable future leaders.
Following on Table 3, (pp. 106 -107) identifies the tensions that have been raised through this chapter as well as identified possible solutions. Table 3 clarifies that the role and the solutions are complex, needing
to respond to contextual elements, individual skill sets and professional journey of principals.