Introduction (JOANNE)

School leaders play a vital role in providing every student in New South Wales public schools with a great education and the best start in life. They have a positive impact in classrooms and on their staff. They guide teacher development and engage their communities. Here at the School Leadership Institute, our mission is to support all New South Wales public school leaders by providing world-class, evidence-informed leadership development programs and resources. Our School Leadership Institute conversation series will explore the key issues and challenges of school leadership. We'll talk to experts and share their tips and experiences on leading with purpose and impact. I'm JOANNE, the Director of the New South Wales Department of Education's School Leadership Institute. Welcome to the Leadership in Focus series.

JOANNE

Hello and welcome to our third episode of the Leadership in Focus podcast series. I am Joanne Jarvis and I'm the Director of the New South Wales Department of Education's School Leadership Institute. Today we will be discussing leadership through the lens of history, drawing on examples that reveal the attributes of historical leaders who have made a lasting impact. We will examine some of the qualities of these different leaders and look at how they can be applied in the context of school leadership. With me today is Judy King. Judy served as a secondary principal of 2 schools for 19 years in New South Wales public schools. Judy lectures in history and politics at WEA in Sydney. It is the oldest adult education institute in the heart of the Sydney CBD. It's a real privilege to have you join me today, Judy, as we inject history into our podcast series, focusing on leadership.

JUDY

Thanks very much, Jo, and it's a pleasure to be here.

JOANNE

Well, when we think about history, we often reflect not just on the big historical events, but on major historical figures, the leaders of their time who made a real difference. There are so many who spring to mind and of course, they're all unique. But there are also some common attributes that many historical leaders have shared. Attributes that help them influence and impact others. Catherine the Great might not seem to have much in common with Charlie Perkins, or John Curtin with Bob Hawke, but I think Judy, as we discuss their leadership attributes, we'll be able to pinpoint some commonalities and the ways they made a significant difference in the context of their times. So, let's start with identifying some of the key leadership attributes, which would define effective leadership through your historical examples. Judy, how about we start with moral purpose, because it's just so fundamental to who we are as leaders?

JUDY

How do we know that a leader is leading with moral purpose? Well, we know that they are behaving within an ethical framework and that they're perceived as ethical within their organisation. And, of course, in a school context that would be the students, the teachers and the wider community. We want to know that school leaders are behaving ethically because they're more likely to inspire others to follow them. Eleanor Roosevelt, when she was first lady in 1939, resigned from the Daughters of the American Revolution because they refused to allow the black soprano Marian Anderson to sing in the Constitution Hall in Washington. Eleanor then went on to organise for Marian to sing at a huge, free outdoor concert at the Lincoln Memorial just a few weeks later. Abraham Lincoln also comes to mind with his January 1863 executive order to emancipate the slaves at the height of the American Civil War. And we know that he is widely regarded as one of the best presidents of the United States.

JOANNE

Yes, they're great examples of leaders who have led with strong moral purpose. And I'm also mindful of an American writer and teacher, Margaret Wheatley, who wisely said 'In these troubled times, we don't need more command and control. We need better means to engage everyone's intelligence in solving challenges and crises as they arrive'. We know that effective leaders established relational trust in order to build consensus and inspire others to follow them. They have a vision and a language to articulate that vision, and they bring people together. So can you think of a leader who demonstrated these attributes?

JUDY

Well, quite a few come to mind, especially Bob Hawke. When he entered parliament in 1983, he came with a well established reputation as a consensus leader. His exceptional communication skills and his commitment to the peaceful resolution of conflict, inspired widespread support through his 9 years in office as prime minister. He brought opposing groups to reach a common understanding. He probably made it seem easy, but it does take considerable skill and it really is one of the defining features of many successful leaders. What was also interesting about Hawke, was his very strong sense of self belief. Often, but not always, tempered with humility. Bob Hawke's capacity for self belief is somewhat legendary, but at the same time he was also willing to accept responsibility and reflect on and learn from mistakes.

JOANNE

In fact, Judy, these are great examples of just some of the School Leadership Institute mindsets in practice. Hawke was clearly courageous and collaborative and he showed great efficacy through his self belief. And so do effective school leaders, who respond to the circumstances and challenges of their times. No one day is ever the same. Judy, what are your thoughts about this?

JUDY

Indeed, every single day at school has its own complexities. There are some famous examples from history, which are entrenched in a complex mix of unique circumstances and Winston Churchill is a good example. He was really an appropriate leader for the times. He became prime minister in May 1940 when Britain was resisting the Nazis, without any allies other than the British Empire. Another example might be Lyndon Johnson. In 1964 he was determined to pass the Civil Rights Act despite huge opposition from the southern Democrats, but he inspired them to support the legislation. And, Johnson said famously, 'Well, what in the hell is the presidency for if you cannot influence the nation for the greater good?' Johnson's Civil Rights Act of 1964 and the Voting Rights Act of 1965 were major steps forward in dismantling the centuries old segregation laws in the USA. He's not often regarded as a great president, because of the Vietnam War, but he achieved what President Kennedy could not: civil rights legislation that changed America. In doing this, he demonstrated strong moral purpose, 101 years after Lincoln's emancipation executive order.

JOANNE

As I reflect on these examples and the work of school leaders, it certainly takes a lot of courage to forge new directions and bring people with you and the curiosity to shape a better future. For me, courage is about being vulnerable whilst also maintaining high standards of myself and others. It's about not walking past the standard that I'm not prepared to accept. And curiosity is important because it's about listening to understand others in order to generate new ways of thinking. Judy, what is the place of curiosity and courage in history?

JUDY

I'm a great believer in courage being tempered by common sense. It's no good being courageous and being foolhardy. In 1942 the Labor Prime Minister of Australia, John Curtin, showed enormous courage in defying Winston Churchill. It was regarding the placement of Australian troops and war materials in the Pacific in World War 2. Curtin's momentous decision to protect Australia determined the future of our foreign policy from then on. Curtin had a very clear sense of direction. He responded decisively to urgent and dangerous circumstances and provided a strong rationale to the British government and to Australian citizens for his decisions. Just like school leaders, Curtin's a good example of courage, clear communication skills and the capacity to respond decisively in a crisis. Catherine the Great, the Empress of the Russian Empire in the 18th century, is famous for her insatiable intellectual and scientific curiosity. She actually invited the English doctor Thomas Dimsdale to the court of St Petersburg as early as 1764 to inoculate her and her son and heir, Paul, against smallpox. The Empress was a ruthless autocrat, but she embraced the scientific theories of the Enlightenment and she loathed superstition. By accepting the new scientific approach to managing smallpox, she hoped to inspire her court and her subjects and church leaders to do the same. She demonstrated courage, fine communication skills when refuting non-scientific counter arguments and she provided a sound rationale for her point of view and her strategies for dealing with the constant smallpox outbreaks across her vast empire.

JOANNE

So these are really fine examples of the timelessness of leadership in action. A powerful example of a 20th century leader who I think was entirely influential, was Eleanor Roosevelt. She once said, 'A good leader inspires people to have confidence in the leader. A great leader inspires people to have confidence in themselves'. As a principal, I saw this all the time with great teachers and leaders who got the best out of students while also bringing the best version of themselves to school every day. They lit the fire every day and rekindled it when that extra spark was needed. Can you comment on Eleanor's observation Judy?

JUDY

Well, Curtin changed Australia. Hawke changed Australia, but so did Charlie Perkins and the civil rights activists in our country in the 1960s. Perkins was a leader with a strong moral compass. He was one of only 2 Aboriginal students enrolled at Sydney University in 1965. His organisation of the Freedom Ride bus, in conjunction with the Reverend Ted Noffs at the Wayside Chapel in Kings Cross, exposed the entrenched racism and discrimination in New South Wales country towns and regional areas. One of the white social justice activists on the bus with Perkins was Jim Spigelman. He later became the Chief Justice of New South Wales. I was actually completing my DipEd in 1965 at Sydney University and remember the day that the Freedom Ride bus departed the university. Perkins channelled his inner Gandhi through the 15-day bus journey and he responded to violent attacks and racist slurs with courage and determination. He demonstrated that conflict can be resolved peacefully. The Freedom Ride exposed significant housing and health issues, especially for Aboriginal children. It also exposed the exploitation of Aboriginal women and the entrenched segregation policies in New South Wales country towns. But in 1967, 90 per cent of Australians voted 'yes' in the referendum to have Aboriginal Australians counted in the Census. The Freedom Ride and its extensive media coverage highlighted the urgent need for social reform in our country. It took several more years for the racist attitudes and segregation practices and policies to be eradicated. But social reformers, after 1965 acknowledged they owed a great debt to Charlie Perkins and his commitment to social justice. He had inspired subsequent generations of both black and white social justice activists.

JOANNE

So the impact of Perkins' leadership happened over decades. And this reminds me that significant and lasting improvements often do not happen overnight. So are there some examples in history that illustrate this concept for you?

JUDY

Yes, there are Jo. The Australian suffragettes campaigned from the 1860s for women's suffrage, but they weren't granted the right to vote and the right to stand for parliament until Federation in 1901. But this was well ahead of the English suffragettes. They were also campaigning from the 1860s, but were not granted the vote until 1918 for women over 30 and in 1928 for women over 21. But the French feminists had to wait for the vote until 1944.

JOANNE

So Judy, leadership is a responsibility. And, as you've shown today, regardless of context or time and place, there are certain common attributes displayed by these leaders who have been especially influential. For me, they've demonstrated strong moral purpose and they've operated within an ethical framework. And, you've also captured beautifully the complexities of the School Leadership Institute Leadership Mindsets.

JUDY

Well leading public schools is a great privilege, but it's also a great responsibility. The school leaders are called on to be the very best version of themselves at all times. Making a difference and inspiring optimism for the future is what effective leaders have been doing for thousands of years.

JOANNE

So, thank you, Judy, for joining me today in this podcast series. We've been talking history together since 1985 and it's always been so fun and inspiring. After all, there are thousands of examples at our disposal. Today, we've only used just a few, but it nonetheless has been a wonderful experience to be able to share your wisdom and your expertise as we talk about leadership through the lens of history.

JUDY

Thanks so much Jo for the opportunity.

JOANNE

So visit the School Leadership website for further resources for school leaders, or Google the School Leadership Institute and follow us on Twitter @NSWSLI. Thanks for listening.