The purpose of this article is to share two lessons that I learned from a past leader in my career. I once worked with a Deputy Principal who instilled incredible wisdom into my own thinking. Strangely, at the time, I probably failed to realise the impact that he would have on me and my career.  Sharing these moments doesn’t happen often enough. I cannot overstate the impact of the two examples below on my own career. For anyone who reads it, perhaps they will sit with you as they did with me and become formative principles in your own leadership.

1.        The people are the job.

The first only arose through my own complaining. We were due for a NSSAB review, and I had been tasked with putting some of the material together. I knew what I wanted to achieve, and I had a solid plan to collate and present the information. No sooner did I sit at my desk that there was a knock at the door. Sadly, I don’t recall what that knock at the door required in terms of my attention, however, once it was finished, there was another and another. Following a morning of ad hoc meetings and issues, I had to move to other work that had been scheduled.

At the end of that day, the Deputy asked how much progress I had made in preparing for the review. It shook me. I hadn’t made any progress at all. If anything, I was further away from it as I had been pulled into different spaces all day and my mind was feeling the fatigue. I was angry and a little bit disappointed in my effort, to the point that I rambled on and complained freely to my leader. Yet, my complaining must have triggered something in the Deputy. I clearly remember that in my frustration I stated: ‘I cannot do my job because of all these people and the constant interruptions’. The response from the Deputy was rapid and as time has shown me; it was perfect. He said, ‘the people are the job’. 

A frank reminder that in the bustle and heavy focus on deadlines and tasks, it is so easy to forget about the core of a teachers work. Whether it is a student, a teacher, or a parent, we should never forget that this is a profession of connection.  When I read so much of the rhetoric around education today the problems are evident, but we rarely talk about connection. What are we doing to protect that? This Deputy reminded me that I had a responsibility to be there, to be present. When needed, I can listen. I can mentor, coach or sit in silence, all that mattered was that I was there. 

From that day on, every time a person came to the door to ask for a minute, the answer was yes. There have been times where I desperately wouldn’t have wanted to, but the Deputy would appear in my mind and state that the people are the job. The challenge is how we do this safely, but also how we do it appropriately. We aren’t counsellors, but sometimes we are the people that need to hear the problem and lead the people towards a solution. 

2.       Discretionary Energy

The same Deputy was an incredible timetabler. The Art of the Possible was his explanation of the process. I have taken that line and used it on multiple occasions. Everything is possible, but not all at once. 

We were reading through an EB Agreement to finalise the hours and the loading of staff. I am not here to criticise any EB, however, if we all worked to the minute in our lives, I am not sure how society would cope. The timetable was tight, it could work, but it really did take every minute from some of our staff. According to the document it was a green light. The Deputy sat back and said, this will kill the discretionary energy. You are welcome to search the glossary of any EB agreement and I am confident that discretionary energy is not one of the listed terms. 

My blank expression must have said enough as the Deputy began to explain his view on the matter. Sporting Teams, College Productions, Music Ensembles, Trips, Staff Meetings, Strategic Planning… the list was lengthy. In some of these instances there is an honorarium that may entice some staff. However, what about the greater good? What about making the school great because that’s who we are and that’s what we want to do? What about those extra examination practice seminars that aren’t measured or tracked? He said we each have a finite amount of discretionary energy. Every one of us, every reader of this article has a quantum of time that they give to a cause. 

As teachers, I believe the vast majority start with a huge amount of discretionary energy, however, who is protecting it? Who is checking the pulse of a community to ensure that the discretionary energy is present. The answer is quite simple, the best leaders in education are often those that consider such a factor. The challenge is that we have to carefully consider calling it out. There is a risk that the moment we expect it, it removes its discretionary nature. Leading is often a collection of subtle actions, I am grateful that my Deputy taught me this particular one.

Finally, I encourage readers to look back at those that have inspired them. It can take time or distance for their true impact to become known. More importantly, when you recall these little moments in time, share them! If it has helped you, it may help others and in the current climate we should all be supporting one another in our collective endeavour.