There are two significant pillars of a school, beyond the fundamental triangle of teachers, pupils and parents, without which it cannot begin to build for the future.
The first is the principal and the second the body of people that governs the school.
The school governing body’s (SGB) most significant role, together with the Department of Education, is to select a principal who will suit the community, inspire teachers and understand that education is about the future needs of children.
Can a school really grow and develop without a committed principal? Effective principals are committed and enthusiastic, have a sense of vision and the energy to carry the vision through. Good principals make schools better — bad principals make schools worse.
If an SGB has the central task of setting the school on a path of success through the principal, then it is essential that those who govern are wise, astute and have a sense of responsibility for the community and its families.
SGBs should be selected with care. They should co-opt vigorously. Point six under ‘Membership of governing body of ordinary public school” of the South African Schools Act indicates that, ‘A governing body may co-opt a member or members of the community to assist it in discharging its functions.” Schools must make every effort to do so. Such co-options may be difficult in rural areas, but cannot be ignored in towns and cities.
My first choice of co-option would be a ‘wise owl”, who has preferably had a long association with the school, and is sufficiently flexible to move with the times, but astute enough to realise that the latest educational trend does not have to be implemented right now.
The second priority, I think, would be to co-opt a business person — whether farmer, entrepreneur or professional — who has business acumen, energy and a go-getting attitude. We need people on SGBs who can make things happen. Talk shops can smother a principal and a school into mediocrity. These bodies must, from time to time, take a risk — especially in the development of grounds and buildings, or the employment of an unconventional teacher.
Thirdly, SGBs should co-opt a lawyer, an architect or builder, and an accountant, if they are not found among the parent body. Their professions give a governing body essential services for free, and none can be fully functional without them.
The time given by members of the SGB shouldn’t be reimbursed. This will ensure an objective environment and a sense of service towards the school and pupils. Governing bodies should also receive training.
It is important that SGBs support principals through difficult decisions. Principals should be able to confide in them and rely on them. The position of a principal can be lonely and involves grappling with major social issues — such as the discontinuity between values espoused at home and values espoused at school.
It is also essential that a principal is encouraged and afforded the time to form a cluster with other principals in the district, town or neighbourhood. There is a need to share ideas and gain support and guidance on difficult decisions. A mentoring process among principals is a great encouragement.
Effective principals are made by SGBs, so governing bodies need to realise the role they play. This is to facilitate the principal, not to interfere in his or her job.
If we had an effective principal in every school in the country, we would have an effective schooling system. Confident principals can help teachers to gain promotions and experience, and attract young staffers to repeat the process.
Principals and SGBs hold a huge responsibility in their hands. They are truly nation builders.
David Wylde is headmaster od St Andrew’s College in Grahamstown. Wylde was elected as president of the Confederation of Principals for 2005 to 2006