Timaru principals, David Armstrong and Steve Zonnevylle are taking time out over coffee at a quiet cafe away from the bustle of their schools. They’re contemplating the ongoing journey that’s resulted in the publishing of their first book, The Forty Hour Principal. On the face of it, the process from writing to publishing seems remarkably quick – just over seven weeks, but they are quick to confess that in reality, this journey started a long time ago and is the result of many, many coffee sessions and discussions. The title, The Forty Hour Principal is quite provocative isn’t it?, asks NZ Principal. ‘Yes it is. We’ve had quite a debate about it over the years. Basically it came from NZEI Well-being research showing that principals are spending huge, but variable, hours at school each week. We wanted a title that would push a few buttons for school leaders and that would get people wondering. We all grew up with this idea of a 40 hour work week. So where has that gone? Why is it that our working week has changed so much? Have we allowed this to happen somehow, and what can we do to make the job sustainable? We all know that it’s near impossible to fulfill our role in 40 hours, but there are natural waxes and wanes in our job that we should, and can, take advantage of when thinking about our own well-being’ David picks up the thread, ‘If you consider the fact that the average age of a principal in New Zealand is 54, it’s clear that there is change coming. Not to put it too finely, our principal workforce is an ageing one. It’s in the interest of everyone that we make this job sustainable. Let’s face it, there aren’t thousands of teachers clambering at our doors asking about the steps that it would take for them to be a school leader. The reality is that the role of principal is something that very few now aspire to.’ ‘So somewhere along the line we need to look at how to make our chosen vocation more sustainable – more
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desirable, so that we’re keeping the current principals in their jobs longer, and encouraging future leaders to look at it as something they’d love to have a crack at.’ ‘And, to put it bluntly,’ adds Steve, ‘the current model of school leadership in New Zealand is straining under pressure and is not effective. The support is limited, and does little to help people stay in the job,’ ‘We ran our own unscientific study and found that 1 in 5 principals have, or are, using anti-anxiety medications. That’s a lot of people needing ongoing medicated support just to do their daily job. These figures don’t reflect those who use other strategies such as alcohol as their crutch’. David is on a roll, and it’s highly evident that the two of them have put a lot of thinking into this work, ‘Many of the parameters shaping our roles are simply outdated. The issue is not one of individual capacity, it is so widespread that clearly it is the conditions of the job that need to be changed.’ Outside the weather is turning. Timaru certainly enjoys it’s southerly and it’s not long before the weather outside matches the conversation inside. Steve continues, ‘Look, things can certainly be viewed negatively, but we do this job because it’s a damn important one. Every day is different, and the positives are amazing. However just like the dinosaur that we post out with our book, the way that we, (principals and the wider profession), think about, and are expected to undertake our roles, needs to become extinct. And that’s what we are trying to achieve. We’re not gurus by any stretch of the imagination, and we certainly don’t have all the answers, but we do want to promote a conversation about doing all this quite differently.’ Both have been in principalship for over 20 years. Their work has always been in the Timaru area. ‘Although we’re working in provincial New Zealand, we certainly aren’t immune to the pressures and stressors that our changing society continues to force on us’.
And although they’ve been in the game for a significant period of time, the experience doesn’t necessarily equate to an easier ride in their respective schools. ‘I’m still seeing and experiencing things that I’ve got no idea about. Increasingly, I find myself waiting for the cavalry to arrive to help us out, only to discover the cavalry is actually me. That leads to an increased feeling of isolation in the job,’ says Steve, ‘That’s an uncomfortable reality that we all share.’ David continues the theme, ‘Yes, and this isn’t always well understood by those around us who are meant to be supporting us. I know of a BOT chair who simply legitimized the stresses reported in the NZEI report by telling his principal that those stress levels are exactly what he’d expect to see in any CEO position. None of this helps.’ The book, The Forty Hour Principal and the accompanying blog, 40hourprincipal.com (which is added to weekly) promotes this different thinking. ‘Again, we want to stress, we’re not the experts, we just want to help people think about things differently,’ says David. So what are three key take outs from the book and the blog so far for each of you? ‘Easy,’ says Steve, ‘for me it’s the following’, Do what makes your school human – encourage those things that make your school special . . . no kid will ever remember the photocopied sheets handed out in Yr4. They’ll remember the human elements. ■■ Be appreciative of everything in and around the school. Set up your appraisal inquiries based on what’s going right in your schools and use that appreciation to move forward in the areas not working so well. ■■ Don’t feel guilty about sometimes leaving school early. You need to leave when you need to leave. Work will always be there tomorrow. Look after yourself.
schools. Outside the southerly appears to have blown through and the sun is shining in its uniquely Timaru manner. Although there are stressors waiting at school, things are looking up. As they walk out of the door, Steve adds a last thought, ‘Look, our job is important, but it’s not the most important thing in our lives, and our role as a principal plays a huge part in who we are as an individual, but again, it’s not the most important part. Enjoy your families, your friends, and keep well. Do that, and your principalship will be more productive, more sustainable, and even more fun.’ The book, The Forty Hour Pr incipal, can be found through the website 40hourprincipal. com. Weekly articles are added to the blog, and their Facebook page (search for The Forty Hour Principal) so join in the conversation. Our book is purchased via our website https://40hourprincipal. com/book/ or directly from https://shop.realnzbooks.co.nz/ shopn/spi/books_16146
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MAGAZINE
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‘I agree’ says David, ‘and I’d add’ The important work always involves people. At the heart of a school are children and the biggest influence on their school day are their teachers. When work needs to be prioritised, people should always be first. ■■ Busyness is the opposite of being focused and productive. So many school leaders (and teachers) seem to wear busyness as a badge of honour. This has to stop. Maximum points for doing the important work, zero points for being busy. ■■ If you want (or need) change, it’s you who has to do it. No one will do it for you. As Steve said earlier, the cavalry is not coming so now is the time to step up and make the changes that you and your school need. ■■
David’s phone rings. It’s his school. Almost at the same time Steve’s phone rings too. There’s a blocked drain to sort and a child running off down the street. They’re both needed back at their
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