Page 4 - Mini-Module 1

Foreword

A common complaint by many Beginning Principals is that they do not have
the time to be educational leaders. That they can’t get out of the ‘engine
room’ – a metaphor meaning that they are so busy with operational tasks
that they never make it to the ship’s bridge to exercise leadership. You
know what this means, it bemoans the fact that so much of a principal’s day
is spent on management and student discipline that all ideas of being a vi-
sionary leader, an instructional leader or a transformational Leader are just
so much wishful thinking.
How many of you have had the chance to be a ‘global leader’ recently? One
definition of an educational leader states that: “Educational leaders accept
responsibility for ensuring that the learning of students in the school is opti-
mal and can interpret national and global trends and issues in the school
setting” (Leaders and their Learning, National Framework of Competencies
for School Leaders (2000)). Let’s face it, we have all accepted responsibility
for ensuring that the learning of our students is optimal, but in reality few
principals can honestly say that they have the spare capacity in the school
day to interpret national and global trends and issues.

But wouldn't it be exciting if you were able to 'escape the engine room' and
actually have the chance to be a transformational leader?
This Beginning Principals’ Toolkit Mini-Module is about ‘capturing the ex-
citement of leadership’. To do this we will explore:
1. 'Redbrick' school houses, Seagulls and Pyramids.
2. Authentic Leadership
3. Complexity Theory
4. Monkey Management
5. I have a dream…
These adopted topics may stimulate your thinking about your leadership.

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