SMT role

From the below extract, it was clear that there are key aspects that make the SMT effective. Part of these aspects related to the meetings that are held and open communication in the team itself. How the team goes about its functions, how they implement policy with particular focus on SIAS, and finally, the challenges they face as an SMT and how they deal with them.

SMT 1: We all speak from the same mouth, we have our regular meetings. I mean, every morning, we have a meeting (L7). We know exactly what we are talking about because we've already discussed it (L9).

SMT 5: SMT goes to workshops without complaining (L118).

SMT 4: … a staff meetings is open (L422-423) … you get teachers that will address issues (L423).

SMT 1: They changed their requirements, then we had to address it with the teachers. So, our implementation is we discuss it, if there is a change, then we have a workshop (L74-75).

SMT 5: We send everybody for training who needs to go, we insist on the paperwork being done (L193).

The SMT has regular meetings where they communicate positives, negatives, and touch base with one another, and as a consequence, establish unity. Beyond the SMT meetings, the school has used training to support teachers and staff, as well as staff meetings to reinforce the training and the communication of processes and procedures.

SMT 4: … contact time till three o'clock they asked if they could leave on a Monday, every third Monday, they could leave at 2 pm … We took it to the SMT meeting … report back … there is feedback (L415-19). Sometimes they give them no … but

they accept the no, because they know there are times when they get a yes (L421-422).

SMT 5: We function as a unit I’d like to say (L155).

SMT 2: You as a leader also you must show initiative in going the extra mile (L135-136).

SMT 2: From the ground level - from the ground staff, to the top management, we everyone is hands on … we are one big family (L223-224). We support each other in all the aspects of life (L226).

SMT 2: The teachers … we support the teachers on implementing (L247).

SMT 1: … worked well as a team … tackle or handle it … we discuss it with one another (L5-6).

SMT 1: … top down approach … Principal goes to her meetings … principal informs (L183-186) all the relevant stakeholders.

SMT 2: If the Life Orientation teacher has a challenge in implementing the policy, then we sit down as an HoD you go back to policy (L65-66).

SMT 1: I do things by the book and they would then in turn do the same thing (L94-95).

SMT 1: We follow routine and everyone follows that same system, there is no chaos in our system (L101).

SMT 4: HoDs are on the ball (L89). Our principals got a finger on the pulse (L90). If there is a problem, we address it immediately (L92).

SMT 1: … with all the educators … took them step by step through the form (L37).

(Shows guidance)

SMT 4: Strength is the fact that we work together very, very well … really close-knit family … I think there's a lot of trust amongst us (L3-4).

SMT 5: Very little turnover of staff (L112).

SMT 2: … work together assisting each other (L6) … they come and help me (L8)

… work with teachers hand in hand (L133).

The SMT has specific and strict processes in place. There is a clear understanding that there is a procedure to follow with regards to whom teachers report to. The principal employs a top-down leadership model and has conveyed this to the staff. There is unity and cohesion in the team. The perception the staff receives from that is one of the principal having her finger on the pulse and being involved and informed. The SMT makes decisions jointly and they are able to work effectively as a team, conveying a sense of trust and unity to the staff. The staff know that if they are told something by any SMT member, it is the truth and they are being taken seriously. When staff feel safe and taken care of, they do not have the desire to leave or pursue other opportunities, which may be why the school is seeing a low staff turnover rate.

SMT 2: The most important thing is … for SMTs, to know policy very well (L122).

SMT 5: You can’t memorise everything but you need to know where you can refer to for the information (L75). You know, your department, we overlap a lot (L91).

SMT 5: We are professionals… all qualified … (L70).

SMT 1: We all speak from the same mouth; we have our regular meetings. I mean, every morning, we have a meeting … so that if any of the other educators come to us to ask us questions … we know exactly what we are talking about because we've already discussed it (L7-9).

SMT 1: We each have our own strengths and we work with each of those strengths (L13-14).

SMT 2: Strength’s one thing, it’s unity and we work together as … team (L3) … one voice (L5).

SMT 1: If it's in school policies, then first we type out the policy, we have like a draft copy, we read through it staff meeting, we will say listen, this is the new policy that we are implementing at our school, go through it, see if there's certain things you think we should add, certain things you think we should omit, certain things that are good practice, certain things you feel that are outdated. So, once that has been sorted out, they we type it out again, then that's our second draft and then we give it to the educators again (L52-56).

SMT 2: If there is a challenge, then we ask (L64).

SMT 2: I must lead by example. I must do things first. Then when you do things right, do things first and right, everybody follows, everybody understands (L448- 449).

The SMT is aware of the fact that they are all professionals, and there is a specific role and responsibility that they need to take on. Part of that is knowing their own departments but also being willing to step in and assist other departments. There needs to be collaboration and support across the roles. Part of knowing their departments as members of an SMT relates to the awareness of policy. As a professional, in their own capacity, they cannot know everything and cannot memorise everything. However, they will know whom to ask and where to find a policy. As a result, they can always clarify issues that are raised.

When it comes to the effective roll-out of policy, they will understand their own role is important, but beyond that, it is important to know what their strengths are and what their colleagues’ strengths are. If, as SMT members, they can tap into each other’s strengths, it can help the school function more effectively. There needs to be unity when rolling out a policy like SIAS. There are many aspects that are open for interpretation but as an SMT, if a decision is taken on an aspect and the whole team adheres to that decision, this means a consistent and clear message will reach the other stakeholders. What is also interesting about this particular SMT is that they involve the staff in the process of implementing a policy into school policy. This gives teachers autonomy and agency, making them feel responsible and a part of knowing what is best for the learners and for the school itself. Open communication leads to effective follow-through. When the SMT leads by example, the teachers find it easier to carry out and follow the instructions.

SMT 2: … time factor … department would want something, or that they would want it immediately, or tomorrow … SMT has to run now to gather all the information (L10-12). If you’ve got a time frame, then you would know, you would work according to the time frame, and will submit on that particular time (L17-L18);

therefore being able to carry out their duties more effectively.

SMT 2: Parents have to be committed as well (L36) … challenging factor … they are not supportive, or they don't accept the condition of their child, then it's a problem (L38-40). … you send it to district and they approve or district also come back and

say give the child some time … sometimes parents don’t accept because you know the stigma attached to it (L41-43).

SMT 4: … a weakness … sometimes we’ve got a plan in our head, but the communication is not always 100% (L6). It is a strength that we realise we’ve got shortfalls and we, we push through (L8). Teachers that comes back to us with the feedback (L7).

SMT 4: It's ongoing. You know, as a teacher picks up a problem. We re-train (L63).

SMT 1: I don’t have a register class because of being an HoD (L320-321).

SMT 4: If there’s a problem, we see it as a challenge to see how we can overcome it (L5).

The SMT sees challenges as an opportunity to which innovative solutions can be found.

They are aware of the fact that they are not perfect and that they do possess shortcomings that need to be worked on. Some shortcomings that they mentioned earlier are communication and getting caught up in everyday activities. They also realise that every procedure or policy that they put in place is a work in progress and they need to keep working on it. One of the SMT's most challenging problems is parent commitment and the department’s time frames and communication.

Previous sections indicated that to be an effective SMT, you need to have an open-door policy and communicate your vision and give direction to those individuals who work underneath you. This SMT believes they do that through the process of verbal communication to the HoDs, deputy principal and principal. The teachers are given the opportunity to come and discuss their issues with the management at any time, as seen in the section about communication. Communication forms an important part of the leadership role (Mc Lennan & Dale-Jones, 2016). It also forms an important part of rolling out policies (Kor, 2010; Mc Lennan & Dale-Jones, 2016; Sejanane, 2014; Swart &

Pettipher, 2016). What is also clear from the above, is that it is important that teachers can communicate their challenges and their feelings (Akinnubi et al., 2012; Christie, 2010, Christie & Lingard, 2001; Roberts & Roach, 2006; Taylor, 2007). We can see that part of the SMT’s role is to make sure that resources are appropriately allocated (Mc Lennan &

Dale-Jones, 2016).

When considering the implementation of policies like SIAS, it is important to remember that teachers need appropriate training and information regarding these policies (UNESCO, 2016). The school has put in place the opportunity for teachers to attend workshops, to have discussions and in-house training. The school has tried to allocate resources as appropriately as possible to make sure that the roll-out of the SIAS policy is effective. The SMT noted that it is important to speak from one voice, to work as a team and collaborate not only as an SMT but as a school. Part of what the SMT has done is to make the staff feel like a family; they are supportive of each other and there is a low staff turnover rate at the school. It is vitally important for the SMT to be motivators and encourage the staff who they are responsible for (Christie, 2010; Schuelka, 2018). The general message from the SMT’s perspective is that the teachers are happy where they are. The SMT indicated that staff only left for a promotion or if they retired, indicating an effective form of school management.