Opportunities to rebuild the NSW public education system were a major focus at Federation’s Principals’ Conference on 4 April.
Speakers acknowledged the unrelenting conditions faced by principals since principal ‘autonomy’ was introduced as part of the Local Schools, Local Decisions devolution model more than a decade ago.
Associate Professor Anna Hogan, a research fellow in the School of Teacher Education and Leadership at the Queensland University of Technology, said rather than signifying empowerment, the Local Schools, Local Decisions version of ‘autonomy’ delegated risk and burden downward from the system to the individual school level.
“When principals are handed control over staffing, budgets, infrastructure and procurement — but without the training, time or systemic support to meaningfully manage these responsibilities — something has to give [and] that something is the principal’s capacity to lead teaching and learning,” Dr Hogan said.
Intelligent professionalism: a better version of autonomy
Dr Hogan showcased a different kind of professional autonomy, known as “intelligent professionalism”, which is:
- collective, not individualised
- strategic, not reactive
- guided by evidence, not market logics
- grounded in mutual accountability between schools and the state.
“Intelligent professionalism recognises that public education is a state-mediated profession but insists that teachers, school leaders and their unions should be at the centre of shaping policies, structures and practices that govern schooling,” Dr Hogan said. “It’s a professionally led system, not a managerially driven one.”
“At its core, intelligent professionalism is about recognising that principals and teachers are not the problem to be managed but the solution to be empowered.”
Dr Hogan said leadership should be supported, strategic and sustainable.
What responsibilities could be centralised
Dr Hogan identified responsibilities for the Department of Education to administer, rather than schools:
- infrastructure and facilities
- baseline staffing and entitlements
- student support services
- data and accountability systems.
Health and wellbeing affected by work and emotional loads
Griffith University senior lecturer Dr Amanda McKay acknowledged constant pressures and demands on school leaders have flow-on effects for their personal lives and relationships.
Principals want connected autonomy
Dr McKay said research revealed principals want connected autonomy, where they make decisions but are still part of a wider, strong public education system.
More sustainable ways of working
“The importance of relationships for leaders, as a critical point of support and nourishment, cannot be understated,” Dr McKay said.
“Moving beyond competition and towards collaboration has direct consequences and potential for improving leaders’ health and wellbeing.”
Dr McKay described a Victorian trial of group supervision that brought together schools in a cluster.
“More than one principal in our study described [the model] as a lifeline,” she said. “They built partnerships and relationships that made their work sustainable and was the only thing that prevented them from leaving the profession. They described a sense of camaraderie and connection with other school leaders that reduced their own feelings of loneliness and isolation. Being able to see the way others dealt with similar challenges allowed them to develop deep and sustained trusted relationships.”
Systemic intervention needed to address health and wellbeing
“Change is only going to come from systemic intervention and investment and this problem cannot be resolved by individual principals just finding ways to work differently in a problematic system,” Dr McKay said.
Expanding school staffing entitlements
Federation President Henry Rajendra said expanding school staffing entitlements with permanent teachers is a union priority.
“If Local Schools, Local Decisions hadn’t been introduced, Gonski funding would have been invested into expanding permanent teacher staffing entitlement for all schools across the system and ensured a well-staffed and school-focussed department bureaucracy, dominated by expert and experienced teacher colleagues providing the necessary support in important areas such as curriculum implementation, professional learning and student wellbeing,” Mr Rajendra said.
Federal election: Don’t risk Dutton
Mr Rajendra warned that the 10-year deal signed by Prime Minister Anthony Albanese and NSW Premier Chris Minns in March — to deliver full funding to public schools — was at risk should Peter Dutton be elected as prime minister.
Peter Dutton has not responded to correspondence from the Australian Education Union seeking his bipartisan support for full public school funding.
Mr Rajendra reminded principals that in 2013, then-opposition leader Tony Abbott promised to honour the Gonski agreements, but cut $30 billion in Gonski funding in his first Budget as prime minister.
Range of workshops
Principals attended three workshops, choosing from a list of topics, including:
- organising for complex need and equity
- work health and safety
- managing a support unit
- optimising school and student outcomes through the school library
- leading Aboriginal education
- using Department of Education resources to support LGBTIQA+ community members in a school setting
- Federation support for principals
- getting organised to retire.
Comments from conference participants
“I didn’t realise how much I needed to hear these words!! I cried all the way through Amanda McKay’s session.”
“I would have liked to have been able to attend every workshop.”
“Always valuable to share topics from our perspective rather than the Department.”