Prefect systems in schools, and other archaic irrelevancies (Part 2) - looking outside of school for wisdom.

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It is easy to criticise, isn't it? And how often are leaders subjected to criticism and comments that pick up on the negative without offering any wisdom or solutions? Like the food critic offering scathing critique of the balance of the jus in relation to the sous-vide ruby trout - it is much easier criticise than it is to actually do. I don't have all of the answers, but as I have been thinking about prefect systems and their fitness for purpose (or lack thereof), I have given much thought as to what I would do if I had the luxury to re-design the system. 

 

Firstly, we need to address the fundamental question as to whether we want enforcers, portfolio secretaries, or actual leaders. I think that we want the latter, and so we then need to ask the question as to what investment in time and effort is needed - so that by the time we are seeking leaders we have provided the skills and training to set them up for success. Look outside of school for wisdom - being old enough (the 'seniors' in the school) is just not good enough a criterion for appointing a leader. 

 

Secondly, I am amazed how many prefects are appointed into the role without there being any actual job for them to do. Like royalty inheriting the title of a deceased monarch, they sit looking glorious in their badgework but without a substantial role to justify their appointment (other than the fact that it is 'traditional'). Look outside of school for wisdom - leaders everywhere have a clearly defined role and indicators of performance. 

 

Thirdly, don't pretend. leadership is not for everyone and not everyone is a leader in their final year of school. Our curriculum should provide rich (ethical) leadership development in all grades, quality opportunities to lead, and promote notions of mentorship and example-setting for seniors, but knowing that leadership opportunities are seasonal is part of leadership. Look outside of school for wisdom - organograms might be flatter than they used to be, and a more 'fractal' network approach is something I advocate (more about that another time), but for leadership to be effective followers have to know and trust their leaders. It is an upward investment of trust. 

 

Fourthly, ask questions about numbers. Let the number of prefects being appointed correspond to the number of roles that need leadership. Interrogate the actual leadership demand - is being the head of, say, the fundraising task team, a role that requires leadership or is it a more secretarial or managerial role? Don't confuse roles.  By appointing large numbers of prefects where the actual work-load does not justify it undermines the system. There will be pressure from traditionalists and alumni, and the temptation to reward 'good' (compliant) pupils is always high, but for the system to have integrity it has to be smaller. Management is not leadership, per-se. 

 

Fifthly, do not be afraid of change. Every tradition was born somewhere and at some time, but times change and traditions can actually run out of relevance. By cleverly using the language of the tradition one can re-define the practice internally without alienating stakeholders, so 'reform without revolution' is one possible strategy to consider. In some cases revolution is the best strategy, though, and it is our role as school leaders to discern the best route knowing that we are dealing with something that is oddly emotional.

 

 

Finally, do not be afraid to challenge the age-hierarchy. Look outside school for wisdom. Does the world of investment banking (as just one example of corporate endeavour) head-hunt the best oldest expert, or do they seek out the absolute best, regardless of age. Would a long-standing employee dare to refuse an instruction simply on the basis that the person giving it was younger? Of course not!  - developing authentic leadership requires of us to eliminate the simple entitlement that is disguised as age hierarchy. 

 

By creating task-teams associated with intentionally constructed roles we can empower students to take on all manner of functions with in the school, and we must recognise their contributions. By creating leadership opportunities, we can provide authentic moments for genuine leadership. If we choose to hold on to the obsolete notion of prefects (and there is actually a case for doing so) we need to re-define it to make it relevant to the world that we are sending our students out into. Victorian England ceased to exist some time ago, even in England. 

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