Determining the pulse of schools

Tshwarelo Hosia | Monday May 23, 2022 04:37

With its added flair brought about by newly commissioned state of the art Kazungula Bridge, one could not have asked for a better venue.

The Headmasters’ conference executive committee as it was traditionally called, sprang back to life following some unfortunate lull in activity occasioned by the COVID-19 pandemic. Its resumption of business is therefore a gratifying development. Our school principals are clearly conscious of the fact that leadership in education matters.

So the meeting of the most senior leaders of our schools cannot be allowed to come and go without any comment. School principals are accountable for what is happening and not happening in their areas of jurisdiction. They determine the pulse of the schools they lead.

Though one may not know for sure the issues the conference may have pondered on, one can place his bets on one or two critical matters. The one burning issue, which would not escape the attention of the school leaders, is the persisting culture of academic underachievement. Many schools are not serving students well and the reality is that several initiatives put in place in the last few years have not succeeded in altering the trajectory of our schools.

Doing more of the same is not carrying the system anywhere. The headmasters’ forum is therefore our last source of hope. It is the right platform to generate novel ideas on how best schools can raise student-learning outcomes. When looking for change, school leaders should resist the temptation of looking over their shoulders. They themselves should recognise the power they wield as agents of change. External help should be treated for what it is - a mere catalyst.

Change is best orchestrated within the school itself and principals should lead and lead well the quest for solutions. Effective school strategies focus on getting a few things right. At all times, school leaders should guard against cutting the wrong forest. Getting things right in the classroom is the beginning of positive change.

There is no substitute for good teaching. Sometimes precious time and resources are spent on the blame game. In their book, ‘Strategy in Action’ Rachel E. Curtis and Elizabeth A. City reported a depressing culture in underachieving schools. “The culture in low improving schools was consistently one of hopelessness and low expectations for teachers and students. The principal blamed the teachers. The teachers blamed the students, creating a vicious cycle.’’

The blame game serves no useful purpose but direct focus on honing the human capital and instilling of spirit of positivity can change the game. Otherwise we are pinning our hopes on the Kasane headmasters’ executive conference.