A teacher’s responsibility to children, the dependent variable
What will you, as a leader in education, be remembered as?
Karen Archer, the deputy head: director of Bellavista S.H.A.R.E, recently had the privilege of attending Re:Storying Education, brought together by Love Our City – a social impact organisation dedicated to bringing justice to our community, city and country with a focus on education, entrepreneurship and empowerment.
The purpose of their time together last week, as leaders in education, was to forge relationships and engage in meaningful dialogue around the provision of quality education in South Africa, in both private and public sectors.
The keynote speaker was Professor Jonathan Jansen, Professor of Education at the University of Stellenbosch. He is also president of the South African Academy of Science and president of the South African Institute of Race Relations. For many, it was an honour to hear him speak with such passion and truth, and his words continue to resonate with Archer, so Professor Jansen, all credit is to you as she reflects on your words today.
Children are the dependent variable and whether you like it or not, we as adults hold that power. Are you using this power responsibly in the best interest of the child, to do no harm? How many instances have you witnessed where an adult abuses this power? How many students can recognise the power imbalance and feel confident and supported to speak out? As educational leaders, it is our responsibility to ensure our staff understands their duty of care and how easily this balance can be disrupted. Professor Jansen positioned this responsibility through the following considerations:
Physical presence: Simply put, are you and your staff showing up? Learning attainment has been shown to be directly related to teachers’ absenteeism. Are you on time, fully present and prepared for your students? As a leader are you visible, not behind closed doors in endless meetings but rather observing what is happening in the school?
Intellectual presence: Intellectual presence as an educator is about creating an intellectually enriching environment where students are challenged, supported, and inspired to reach their full academic potential. Are you up to date with what is currently happening in the world of education? Are you connected to that which is influencing our children and engaging in conversations with those in the sector?
Emotional presence: It’s about creating a nurturing and empathetic learning environment where students feel valued, understood, and supported in both their academic and personal growth. Can you intuitively sense how your team and students are feeling just by observing their behaviour, and do you take the time to ask them if they are okay?
Spiritual presence: Even when you’re not physically present in the classroom, do your students still feel your influence and support? Similarly, as a leader, do your staff sense your guidance and leadership even in your absence? Are you able nurture the inner lives of students, helping them find meaning, purpose, and connection in their educational journey and beyond?
Political presence: This involves being able to see and sense inequality in your school. Are you consciously making that effort to do something about what you see and recognise the interconnectedness of education and politics, and fostering informed, engaged, and socially responsible students. Remember: Humanity precedes all politics. It’s you they are watching.
Lastly, Professor Jansen left us with the question of distinctive leadership: What will you, as a leader in education, be remembered as? And that is where Archer leaves you too- much to ponder, much to consider. For more information, visit www.bellavista.org.za
Article supplied by Karen Archer, Deputy Head: Director of Bellavista S.H.A.R.E
