Professional development for new assistant heads

The importance of school leadership has been consistently identified as a key constituent of effective schools by the education authorities and in the school effectiveness literature. It is well accepted in Malta that aspiring heads of schools require to be fully trained and developed in the necessary leadership and management skills, abilities and values in the form of not only appropriate qualifications for the demanding post of a school leader but also ongoing professional support.

Prompted by the ever-growing demands being made on schools and school leaders in particular, the Education Division ran an introductory 30-hour training programme for 35 newly promoted assistant heads of school. The course was organised by Alfred Mallia, director of operations, which he coordinated together with Christopher Bezzina from the Faculty of Education.

The course focused on areas that assistant heads are directly involved in, including leadership functions, school development planning, performance management, student services, networks and nurturing schools into learning communities. The objectives of the course were met through lectures, workshops, practical exercises, presentations and the use of case study material. The 35 participants hailed from primary, secondary and post-secondary institutions in Malta and Gozo.

The course focused on the development of particular managerial-oriented competencies and leadership development. The course helped participants to reflect more analytically and constructively on the nature of their own management and leadership experiences.

Mr Mallia spoke highly of "the level of commitment, genuineness and willingness" shown by the course participants throughout the course.

Dr Bezzina said: "We sought to present an intellectually challenging and developmental opportunity to novice school leaders who aspire to bring leadership in all its facets across the schools they work in."

The participants questioned how best to tackle with their respective heads the multiple challenges of the job. From determining which practices help struggling students achieve, to sifting through never-ending mountains of paperwork, to simply finding the time to meet with students, staff, parents and other community members, juggling the myriad tasks associated with the job can exhaust even the most stalwart educator.

"Finding a balance is often difficult," Maria Galea, assistant head at Qormi San Gorg Primary School, said.

Catherine Herrera, also an assistant head at Qormi San Gorg, said: "One of the major challenges is that of connecting with staff and students and being visible."

"Our biggest concern is mentoring. We believe it's a critical piece for success," Carmen Camilleri from Siggiewi Primary, said. "You need to create different opportunities for teachers to learn from each other."

Carmen Muscat, assistant head at San Gwann Primary School, added: "Finding time to get teachers together so we can become a professional learning community has to begin with the senior management team."

"Dealing with such sentiments requires accepting personal limits and a willingness to accept that one can't do it on his own," Mario Schembri of San Gwann Primary School said.

Participants shared the importance of making a commitment to be there for and with their teachers. "It has been hard, but I make a commitment to visit classrooms regularly," Magdalene Scerri, assistant head at Maria Assumpta Girls Secondary School, Hamrun, said.

"Class visits have slowly become a regular part of school practice and teachers and pupils alike accept them as a normal part of the everyday school routine," Christine Barbara from Ghaxaq Primary School said.

Within a context of accountability, the assistant heads noted the importance of working with teachers especially on issues dealing with curriculum development and the teaching and learning process. "Being with teachers and observing teaching is helping me to develop good instructional leadership skills," noted George Micallef from St Benedict College Boys Secondary.

Assuming such a role is far from easy, one needs to acknowledge the importance of learning from all teachers in the school. Additionally, the visits provide opportunities for giving feedback to educators.

"I made a commitment to recognise teachers for their achievements," Lina Ellul from Kirkop Primary School said. Showing appreciation, like sending a personal note, can go a long way to empower staff.

The positive impact that networks can have within the local context was one of the topics discussed. Various examples were cited of how educators are coming together to support the development of "whole" children.

As Mr Mallia stated, "schools that educate the whole child must be learning communities, places where student voices are heard and respected" and "where learning is challenging, relevant, and relationship driven", added Paul Aquilina, assistant head at Cospicua Primary.

Dr Bezzina said: "One of the main challenges facing networks and networking is that schools need to be both very structured and very free. There must be a sense of consistency and mindfulness in every detail of the space, from the schedule to the tone of the personal interactions to the system of expectations. But, there must also be flexibility and looseness, the possibility for creativity and spontaneity."

At the same time the course allowed participants to appreciate the cultural context that reforms need to take place in. "Policy-makers need to appreciate that reforms do not take place in a vacuum but are taking place within a particular context that has been determined by past decisions and practices," Dr Bezzina said. "The success of reforms are not only dependent upon the willingness and determination of people but needs the commitment, appreciation and appropriate conditions for them to take place in."

The evaluation carried out at the end of the course helped to highlight the energy that has been created within the group. As Mr Mallia said: "The course helped one and all to appreciate how important and essential it is for us to take the ongoing professional development of educators seriously. We definitely will not stop here and we will do our utmost to create other learning opportunities so that we can retain the momentum, the synergy that has been created."

Participants spoke highly of the learning experiences they explored and looked forward to similar opportunities as they furthered their learning within the field of leadership. Both Mr Mallia and Dr Bezzina spoke of the need for a concerted effort to work towards the development of a course programme that would start acknowledging the different learning experiences that educators in general can accumulate over the years.

Throughout this programme, the importance of acknowledging and rewarding those educators that work hard to make a difference in their schools or institutions was highlighted. This can be achieved through a programme that would be directed at promoting teacher-led enquiry and action research in schools. Experiences abroad have shown that this model of practice engages teachers and others beyond the qualifications gained.

This introductory course helped the participants go through various learning curves as they now engage more directly in the challenges of leadership. It helped them understand how important it is to be clear about one's values, to share values and to establish those values and principles that are needed to take our school's forward. Far from an easy task, the expression of commitment and sharing of experiences augurs well for educational leadership in general and school leadership in particular.