Managing schools out of crisis

There is no doubt in one’s mind about the fact that all schools can be managed out of a crisis.

The one common denominator of all schools that rose from the ashes to become academic champions is that they were all led. Properly, courageously, and fearlessly ed. One is well aware that other people place emphasis on other factors. And that given the last penny, they would prefer to invest it in those areas, other than leadership, that they consider very critical for the rise of a school. Well, they are very much entitled to their own opinions.

Their position should be respected. But if you were to ask me about three places where I could invest my very last penny and place my bet, I would comfortably and unashamedly settle for the following. Number one, I would choose leadership, number two leadership and number three leadership. That can only show how deep one’s faith is in leadership as the basis for a school transformation. We need not look further than our own jurisdiction to draw lessons of how inspired, patriotic, and passionate leaders can do to engineer and sustain a process of change.

History is a good teacher, and we can only ignore lessons of history at our own perils. The heroic exploits and accomplishments of Collie Monkge at Seepapitso and Ledumang Senior Secondary Schools remain a constant reminder of what must be done to bring the wheels of a derailed school train back on the rails. Managing schools requires a sense of urgency. It is a matter of life and death. It is a matter of saving lives that could have been otherwise wasted and ruined, restoration of shattered and deferred dreams and renewal of hopes for a better future.

This is what Monkge did courageously and selflessly. There is nothing like a seamless sailing in the management of a school. Resources would never be sufficient. Making a good and sumptuous meal out of limited resources is the hallmark of good leadership. If mission failure is not an option, problems find solutions, silos would give way to collaboration, unethical conduct would give way to ethical conduct, and order and discipline would finally reign supreme in a school environment traditionally known for chaos and anarchy.

The man deserves flowers while still alive. Monkge’s schools were not immune to problems. He inherited staff previously labelled unproductive and used the same troops to turn around schools with a notorious distinction of under-serving students. His tenacity and focus on getting things right in the classroom and in the office of the principal won the day against all odds. Monkge is a product of that bush school experiment, Moeng College, which became a success story.

The school was founded and inspired by the visionary leadership of Kgosi Tshekedi Khama, another patriot, worthy of honour and respect. Thanks to a rare gem of successive school principals who led it during its hey days, who read and understood clearly the purpose for which the school was founded and did everything in their power to keep the school on course. There is a reason why investment in school leadership is critical.

A school is about people. As long as there are people in a school, there should be hope for the revival of a serious and engaging teaching and learning environment laced with fun and exciting activities, encouraging students to look forward to their next appearance in school. Teaching remains a human enterprise.

It is largely an interaction between two people - the student and the teacher in the presence of content. Other factors are teaching aids. This means, albeit far from ideal and not encouraged at all, good teaching can still take place in the open space.

The role of a school principal in ensuring healthy, vigorous, and productive interactions between teachers and students and curriculum is vital in this process. Key responsibilities of a school principal, which must be executed without any compromise, include ensuring efficient and effective deployment of staff, ensuring regular and appropriate participation of the community in school affairs, dissemination of best teaching practices, ensuring effective and efficient utilisation of teaching materials (if available) and physical resources. The fundamental role principals should play is that of creating trust and a sense of security amongst their troops. Fear and stress among teachers don’t support productivity in the classroom.

Teachers must feel they are in safe hands and that they are not endangered species. The principal should fight a relentless war to protect the welfare of his or her charges.

A personal crisis of a teacher should receive attention and empathy. Teachers should never be allowed to walk alone in their moments of weakness. When security is assured, teachers are known for voluntarily and selflessly, bringing their best selves to the classroom and other additional endeavours.

They thrive under humane management. Teachers unleash their all when they feel secure and safe, cared for, loved, and protected by those who are privileged to lead them. All schools deserve a good principal inspiring hope while a sense of urgency in intricate and complicated circumstances. Appropriate deployment of school principals is a life and death matter.

Editor's Comment
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