I’ve now been in my Assistant Principal role for just over two years now. It is a complex position in a complex school but I have enjoyed the challenge and change of responsibilities. There are several different components to the job and a lot of the time, it really feels like they are competing against each other for priority ranking in my working day. I think educators everywhere complain about not having time to get everything done but in a leadership role, it really feels magnified. And there have been times where the contending demands have reached a what-seems-to-me overwhelming level. When that happens, the telltale signs are (in Stephen Covey terms) when the urgent starts to take priority over the important at almost every turn. This also tends to sneak up on me until I realise that things are out of sync.
I had a timely conversation with my principal on Friday which helped me to step back from my role and see it all from a distance. This is really helpful in terms of seeing the competing demands as separate entities and how they can all assume urgency disguised as importance. Let me pick it apart here – for no one’s benefit but my own. This post is a way of sorting out some of the entangled bits and making some conscious decisions about the varying tasks.
For most of my work life, I have been a classroom teacher. I believe I was reasonably good at that, and using technology was something that I picked up relatively easily and used a way of opening up learning possibilities for my students. The initiative and innovation that I showed from the mid-nineties onwards earned me the chance to become a Coordinator for over eight years, but even in taking that first step on the rung of official leadership, most of my work time was based in the classroom. Being a classroom teacher has a certain workflow predictability to it. The week is timetabled, the curriculum is there to be implemented, planning is done in the time away from the students and while there is no doubt that there is a lot that a modern teacher must juggle and achieve, the deadlines and priorities have always felt clear.
There is a lot more autonomy in my current position. I have a administrative component that involves the construction and management of rosters. This includes Yard Duties, Non Instructional Time and Traffic Monitors for aspects of school life that runs all year round. I also manage smaller events like school photos and swimming and aquatics. I am responsible for student assessment data management and for running staff meeting PD sessions across the year on school priorities. When a teacher goes on leave, it is me who has to swing the changes to cover the absence. When teachers miss deadlines to submit student assessment results, it is me that has to follow up to remind them of their professional responsibilities. This is not a complaint but merely a recognition that smaller tasks fan out from the main ones and they all require time and attention in order for things to run smoothly. That seems to be one of the main goals of administration – efficiency. But it should not be confused for leadership.
I am also a line manager for a building of teachers. I meet with them around their professional development, read and proof their reports and act as first base for issues within their classrooms. This can fold over into aspects of behaviour management or pedagogical advice and guidance. Without saying much more, this year has been a difficult year for teachers under my line management. Issues arising from this has also contributed a great deal to my role distortion and need for re-prioritising. Make no mistake, it is hugely important to spend time in this area and in a complex site like mine, I am unavoidably called away from the other parts of my job regularly.
I am also involved in the management of what my principal titled “e-tech”. This involves the strategic purchases of technology equipment, the liaising with our tech support about issue prioritization and school goals, and the management of an important budget. There is a danger in spending too much time in this area as staff members can start to view me as part of the tech support team, there to help fix things or change password or to top up accounts.
I quite enjoy the parts of my job that I have mentioned so far. But to be honest, they are not the reason I am in this role. They are part of the role but we do have other leadership at my school that could take on these parts as well as me. Of course, the other leaders at my school are busy grappling with their own varying competing job pieces so this is just my share of what needs to be done.
But it is the innovative practice and change that I have the unique skill set for. It is the area where I am expected to lead out, but the area where I feel like things get squeezed out at the expense of the other. It is where my principal would like to see me involved in “coaching”. I do this stuff but I feel like it could be delivered and organised a lot better. The goal is help influence staff to make changes in their classroom practice and take advantage of technology to improve learning outcomes for their students. This is the important stuff – so use of projects, testbed classrooms and other innovations are things I need to consciously program time and energy for.
Revisiting my weekly timetable, my ongoing tasks and adjusting priorities needs to happen from time to time. Like a garden, there are times to prune some overgrowth back in order to give some underdeveloped aspects of my job an opportunity to flourish.