From the play book
People Matter Most Building a Team that Makes a Difference
Whether a school is large or small, the way a principal relates to staff has a
profound impact on culture, morale and ultimately the reputation of the
school. Schools are people businesses, and staff are the foundation upon
which everything else is built.
One of the first priorities for a new principal is surprisingly simple: learn the
names of the staff. A staff photograph can be invaluable. People appreciate
being known, and knowing names communicates respect and value. It also
reinforces an important truth-the staff are the school's greatest resource.
Schools flourish when principals invest intentionally in people.
Staff need regular reminders that they are a team. Together Everyone
Achieves More is more than a convenient acronym; it is a recognition that
schools function best when individuals work together towards a common
purpose. The quality of relationships among staff, and between staff and
students, shapes the experience of every child who walks through the gate.
Staff participation in devotions, chapel, birthday celebrations all add to the
collaborative work of teacher as a team member.
How staff respond to students each day matters. Students quickly recognise
whether lessons are engaging, teachers are organised and learning is taking
place. Parents notice too. If students are not experiencing quality teaching
and genuine care, the community will eventually "vote with their feet".
Buildings, facilities and marketing are important, but the core business of
every school remains quality teaching and learning.
Mission and values should not simply appear on posters, stationery and
websites. They must be reflected in the language, attitudes and example of
staff. This is particularly important in Christian schools, where the mission
of the school should be visible not only in words but in relationships,
behaviours and everyday practice.
Presence matters. Principals can become so consumed by paperwork and
compliance that they spend most of their time behind a desk. While
administration is necessary, leadership requires visibility. Being in
classrooms, interacting with students at recess, and being accessible to staff
communicates interest, support and care. Leadership is not exercised only
from the office.
Small acts of encouragement have lasting impact. One principal arranged for
each staff member to receive a birthday card and a small chocolate,
personally delivered by the principal. Such gestures may seem insignificant,
but they communicate appreciation and reinforce the value of people.
Making a point when good things happen, thanking staff for contribution in
front of peers makes a difference. Don't assume they know!!
Communication also requires wisdom. Staff meetings held at the end of the
day should respect the reality that teachers have many demands still waiting
for them. Effective leaders understand that long meetings do not necessarily
improve communication. If a message can be delivered in fifteen minutes,
extending it to an hour rarely increases understanding. Like students in a
classroom, adults value clarity, relevance and brevity.
Principals must never lose sight of the core purpose of the school. Buildings,
maintenance, compliance and administration are all important, but they
exist to support learning. Students should not only be learning, they should
feel that they are learning and growing. Parents recognise quality, and
schools that consistently provide it build trust and reputation.
Finally, the routine matters. Teachers become frustrated when the practical
tools they depend on fail. Bells, photocopiers, internet access and technology
may seem mundane, but they are essential supports for learning. Good
leadership recognises that excellence is often built on attention to the small
things. When the basics work well, teachers are free to focus on what
matters most-making a difference in the lives of students.
Investing time in people is never a distraction from the work. It is the
work!!
These points are invaluable:
People are not all motivated by the same things. Some staff value public
affirmation, others appreciate private encouragement. Some seek
responsibility and challenge, while others are happiest providing quiet,
faithful service. Effective principals learn what encourages each individual.
Catch people doing things right. Teachers often hear from leaders only
when something has gone wrong. A note of appreciation, a brief
conversation after observing a good lesson, or simply acknowledging effort
can have a disproportionate impact on morale.
Difficult conversations are part of the role. Most principals would rather
avoid conflict, but unresolved issues rarely improve with time. Address
concerns early, speak truth with respect and remember that accountability
and care are not opposites.
Protect staff from unnecessary distractions. Teachers are already balancing
heavy workloads. Principals should continually ask, "Is this initiative adding
value or simply adding more work?" Sometimes leadership means saying
"no" to preserve energy for the things that matter most.
Develop future leaders. Schools thrive when leadership is shared.
Encouraging staff to lead projects, mentor others and grow professionally
builds capacity and provides continuity for the future.
Celebrate milestones and memories. Farewells, retirements, births,
qualifications and achievements deserve recognition. Shared stories and
celebrations help build community and create a sense of belonging. Money
spent on quality catering is worth its weight in gold!!
Humour matters. School leadership is serious work, but leaders who can
laugh, maintain perspective and enjoy the journey contribute significantly to
a healthy culture.
Never underestimate the influence of the staffroom. Culture is shaped not
only in formal meetings but in the conversations over coffee. A healthy
staffroom culture often reflects a healthy school culture. A principal
followed the writer into a school. He felt one of his first achievements in his
new job was to go into the staff room and clear out all the mugs and
anything related to coffee. A staff reaction was predictable and in less than
24 hours the fact was a good quality percolator was operating in a
storeroom.
Appointing and Developing Staff
Few decisions have a greater long-term impact on a school than the
appointment of staff. Careful recruitment is one of the principal's most
significant responsibilities. Time invested in checking references thoroughly,
seeking multiple perspectives and ensuring that applicants are a good fit for
the mission and culture of the school is rarely wasted. Appointing the right
person strengthens the school community; appointing the wrong person can
create challenges that are both difficult and time-consuming to resolve.
Once an appointment has been made, the responsibility extends beyond the
employment contract. Effective principals recognise that every new staff
member deserves the opportunity to grow professionally and experience
success. A thoughtful induction process, mentoring by experienced
colleagues, classroom observations, professional learning and regular
feedback all contribute to developing confident and capable teachers.
Investing in people from the beginning not only benefits the individual but
also strengthens the entire school community.
Most teachers genuinely want to succeed. When schools establish a culture
of encouragement, accountability and continuous professional growth, staff
are more likely to develop into valued contributors who embrace the
mission and values of the school. While there are occasions when difficult
personnel decisions become necessary, principals should always be able to
say that they have invested time, support and genuine effort into helping
each staff member achieve their potential.
"A principal cannot guarantee that every appointment will be successful, but
they can ensure that every staff member has been given every reasonable
opportunity to succeed."
Recruit carefully. Induct thoughtfully. Develop intentionally. Lead
consistently.
Understanding Different Personalities
One of the great joys and challenges of school leadership is that teachers are
not all minted exactly the same. Staff members bring different personalities,
strengths, motivations and communication styles to the workplace. Effective
principals recognise these differences and avoid the temptation to lead
everyone in exactly the same way.
Some staff are highly relational. They value conversation, encouragement
and a sense of belonging. They appreciate being consulted and thrive when
they know they are part of a supportive team.
Others are task-focused. They prefer clarity, organisation and efficiency.
They value well-defined expectations and become frustrated when meetings
lack purpose or systems are disorganised.
Some teachers are natural innovators. They enjoy change, embrace new
ideas and are willing to experiment. Others provide stability and
consistency. They may be cautious about change, but they often ensure that
good traditions and proven practices are not lost in the excitement of the
next initiative.
There are staff members who naturally seek leadership opportunities and
responsibility, while others quietly serve behind the scenes with little desire
for recognition. Both contribute significantly to the life of the school.
Wise principals understand that fairness does not necessarily mean treating
everyone identically. Some people need encouragement, some need
challenge, some need reassurance and some simply need to know that their
contribution is appreciated. Effective leadership involves understanding
people well enough to communicate in ways that help each person feel
valued and part of the team.
The goal is not to create a staff of identical personalities. Diversity of
strengths and styles enriches a school community. The principal's task is to
build unity without demanding uniformity and to help people with
different gifts work together in pursuit of a common mission.
As the old saying reminds us, if everyone is thinking the same way, then
somebody is probably not thinking. Healthy schools benefit from a variety
of perspectives united around a shared purpose.
As you have read this chapter several themes emerge:
• Know your people.
• Value your people.
• Be present with your people.
• Develop your people.
• Protect your people.
• Celebrate your people.
• Lead your people.
And always with the understanding that the purpose is not simply to
manage staff, but to create an environment in which they flourish and, in
turn, help students flourish.
One final thought, which perhaps encapsulates the whole chapter:
Principals are often tempted to believe that budgets, buildings and
strategic plans are their most important responsibilities. In reality, people
are the heart of every school. Invest in them wisely, encourage them
generously and lead them purposefully. The culture they create will
become the reputation of the school.
Chapter Summary
• Staff are the greatest asset of any school.
• Relationships and culture shape the reputation of the school.
• Presence and visibility are essential leadership practices.
• Quality teaching and learning remain the core business.
• Mission and values must be lived, not merely displayed.
• Small acts of appreciation build trust and morale.
• Effective communication respects people's time.
• Leaders must deal with difficult issues with courage and
compassion.
• Attention to everyday systems enables teachers to focus on
students.
• Investing in people is not separate from the work of leadership-it
is the work.
Questions for Reflection
1. How visible and accessible am I to staff, students and parents?
2. What practical ways do I affirm and encourage members of the
team?
3. Does the culture of the school reflect its mission and values?
4. Are staff meetings and communication respectful of teachers' time
and workload?
5. How effectively do I address difficult conversations and
performance concerns?
6. Am I protecting staff from unnecessary distractions and competing
priorities?
7. What am I doing to identify and develop future leaders?
8. If staff and students described the culture of the school, what
words would they use?
Staff that as a TEAM make a Difference
Schools are built on people. Buildings age, technology changes and
programs come and go, but a staff united by purpose, relationships and a
commitment to young people remains the foundation on which enduring
schools are built.
Leadership is not exercised from behind a desk. It is found in conversations,
encouragement, presence and the countless small moments that remind
people they are valued and that together they are making a difference.