Leaders for Education is a programme run by Citizen Leader Lab (CLL), a non-profit organisation that aims to strengthen leadership capability by pairing business leaders with their counterparts in the public sector. The programme aims to transform school leadership and make a positive impact in schools and communities. We chatted to Jeanne Hayley, facilitator for CLL, about the programme.
THE LEARNING JOURNEY
Jeanne explains that the Leaders for Education programme offers a 12-month journey designed to equip school principals with essential leadership skills. The programme stands out for its unique approach to bridging the gap between business and education by fostering a collaborative relationship. The journey begins with the “Time to Think” workshop, a pivotal first step in this year-long process where a business leader is partnered with a school principal.
THE “TIME TO THINK” WORKSHOP
The “Time to Think” workshop, based on Nancy Kline’s influential book of the same name, is a one-day event where principals and their business leader partners come together to start building their relationship. Nancy Kline’s research emphasises the importance of creating the right thinking environment to foster independent thinking and help people perform at their best. Through her work, she has identified ten components essential for creating this environment, which the workshop participants are introduced to.
EMPOWERING PRINCIPALS THROUGH INDEPENDENT THINKING
These components are particularly accessible and beneficial for school principals, many of whom come from a teaching background with limited exposure to the rigours of formal management and leadership. The workshop empowers them to think independently and create a conducive environment for their stakeholders, whether it be their school management team, governing body, or educators. The emphasis is on collaboration, allowing multiple voices to tackle complex challenges and come up with creative solutions together.
INTRODUCING THE “THINKING COUNCIL”
Beyond the initial workshop, the programme introduces various formats for meetings, such as the “Thinking Council.” In this setting, principals bring challenges they face, such as budget cuts, to their learning community. This community is made up of eight to ten partnerships, each consisting of a principal and a business leader. Instead of offering direct advice, which can stifle creativity, the partners share their lived experiences, which can provide new perspectives and insights. This format fosters co-learning, where both principals and business leaders gain valuable skills and insights.
SHIFTING THE MINDSET OF SCHOOL PRINCIPALS
The programme also encourages principals to shift their mindset from relying solely on external help to utilising their available resources. By working with their community, including parents and local businesses, they learn to start with what they have and build from there. This approach not only empowers the principals but also strengthens the entire school community.
THREE PHASES OF THE PROGRAMME
The 12-month journey is divided into three phases: relationship building, visioning and planning, and community building. The second phase, which involves defining a vision for the school, is supported by the “The Awakened Leader” workshop, focusing on conscious leadership. The final and longest phase, community building, is where the principals and business leaders put their plans into action, implementing changes and projects that directly impact the school.
THE ROLE OF THE BUSINESS LEADER
Throughout the programme, the role of the business leader is crucial. They bring a wealth of knowledge, resources and networks that can help the school in various ways. However, the programme also emphasises that real change starts from within the school itself, with the principal and their team taking the lead in addressing challenges and finding solutions.
FACILITATOR’S PERSPECTIVE
For facilitators like Jeanne, who has been involved in the programme for over two years and is currently facilitating her third learning circle, the experience is incredibly rewarding. The programme not only helps to develop leadership skills in school principals but also fosters a sense of community and shared purpose among all participants. Whether it’s seeing the transformation in a principal’s approach to leadership or the positive changes in a school’s environment, she believes the impact of the Leaders for Education programme is profound and lasting.
A LOCAL COLLABORATION
Sbu Nkolothi, owner of Coffee Lab at Ballito Lifestyle Centre, has been involved in the Leaders for Education programme for the last seven months. He is partnered with Sipho Ncengwa, a principal at Kearsney Primary, a farm school near Stanger. During this time, Coffee Lab has become a hub of CLL activity.
Sbu is committed to making a lasting impact through the programme. He believes that education should be treated like a business, where the goal is to uplift and drive results through consistent motivation and leadership. “We need to inspire the educators so they can inspire those they educate,” he says. “The first thing you want to do is to understand people. When you understand them, then you know how to treat them.”
Sbu is particularly passionate about instilling leadership skills and values in the school’s staff, but his ultimate goal is to introduce basic business skills in schools, recognising the importance of practical skills like plumbing and bricklaying, which are often overlooked in favour of more academic pursuits.
Over the last few months, he has learnt the importance of building people on a personal level. “We need to pay attention to educators’ mental state,” he says. “Everyone needs motivation; we can’t treat people like machines.”
Details: www.citizenleaderlab.org; kate@citizenleaderlab.org.za / audrey@citizenleaderlab.org.za
