Strategic Schools
Get simple and practical ideas to enhance your educational leadership in under 20 minutes. Join educational researcher and author Dr Simon Breakspear as he shares key insights and practical tools that can help you to find greater focus, flow and impact in an increasingly overwhelming educational landscape.
Each year Simon Breakspear works with hundreds of schools and thousands of educational leaders. He received a degree in Psychology from The University of NSW, a Master of Science from the University of Oxford and a PhD in Education from The University of Cambridge.
Strategic Schools
Ep. 22: The Pruning Principle Explained
In this episode, Simon reads from Chapter 2 of The Pruning Principle, his recently released book, exploring how ancient horticultural wisdom — yes, pruning olive trees and grapevines — can offer a fresh lens for tackling overload in education. Discover how strategic subtraction can help schools flourish by focusing energy where it matters most.
Explore the Book and Resources
📘 Get The Pruning Principle book - https://simonbreakspear.com/pruningbook/
🔧 Download free tools - https://simonbreakspear.com/pruningprinciple/
Well, hello and welcome to the Strategic Schools podcast, the show designed to give busy educational leaders the most practical value in the least time. I'm your host, dr Simon Breakspear, and in each episode I unpack one key idea or tool and outline practical steps you can apply with your team, all in under 20 minutes. Well, in this episode, I'm going to read you an extract from the pruning principle, and we're going to be diving in here to chapter two and exploring the potential of pruning within education, and exploring the potential of pruning within education. So where might we look for a solution to this frenzy we find ourselves in? Normally, we would turn to the psychological literature to seek insights that could inform a workable solution in schools. However, this time, the most helpful approach came from a most unexpected field horticulture. Prepare your secateurs, because it turns out that the same principles and practices of pruning that apply to the dynamic ecosystems have broader relevance.
Speaker 1:The ancient Greeks and Romans played pivotal roles in developing early pruning techniques. Their pioneering efforts in horticulture highlight their deep understanding of plant biology and a commitment to optimizing growth and productivity. In ancient Greece, pruning was an essential practice in olive groves, a cornerstone of their economy. They understood that regular pruning was crucial for the health and productivity of olive trees. By removing dead or diseased branches and shaping the tree for better sunlight exposure, they ensured robust growth and a good harvest. Greek farmers developed specific techniques and tools for different pruning tasks, emphasising precision and timing. The Romans took the Greeks' agricultural knowledge and expanded upon it, particularly in their vineyards and orchards. One of the most notable figures in Roman agriculture was Pliny the Elder. In his extensive work, natural History, pliny mentions the importance of pruning. He emphasizes that the right timing and technique in pruning can significantly enhance the yield and quality of fruit. The Romans recognized that pruning was not just about removing unwanted growth but about strategically guiding the plant's development. They used a variety of tools, each designed for specific cuts and types of plants. For instance, they had curved knives for precise cuts and saws for thicker branches. Their methods were so refined that many principles still apply today, believe it or not. These concepts are incredibly useful for those of us in education who are trying to work through how to get beyond a state of overload and make long-term, meaningful progress.
Speaker 1:At the core of the pruning principle is a flip in the fundamental logic of educational impact that in doing less you can achieve more over the long term. The pruning principle is all about mastering the art of strategic subtraction. We define the pruning principle in the context of education, as deliberately cutting off or cutting back is essential to cultivating long-term vitality and impact. What makes pruning interesting is that it involves an artful balancing act of both removal and preservation. If you're descended from a gardener or have a bit of a green thumb, you'll know that the core purpose of pruning a plant is redirecting energy and resources. Pruning also stimulates desired new growth and reshapes the plant or tree for health and longevity.
Speaker 1:Stock of the raft of activities, commitments and projects at individual, team, organisational and system levels, and finding opportunities to prune back on activities that are inefficient, ineffective or underperforming to set ourselves up for new growth. The reality is that when we don't prune, the result is unbridled growth, which actually leads to less long-term positive growth, which actually leads to less long-term positive growth. The absence of pruning equates to a decision to reduce long-term growth. Though it's likely that many of us haven't thought about the consequences. To learn to prune well, we must believe that we will flourish when we expose ourselves and our organisations to frequent pruning. This is counter-cultural in educational circles. Indeed, for some the idea is almost sacrilegious. We will need to approach this collectively. It has to be done together.
Speaker 1:The pruning principle connects intentional subtraction with our long-term aspirations for our schools and thus helps us to break through the unhealthy and unsustainable additive trap. It's important, too, that we don't confuse pruning with doing nothing trap. It's important, too, that we don't confuse pruning with doing nothing, while leaving something alone for a while or putting a pause on adding anything else can be useful in the short term, this is not as impactful or important as active, thoughtful pruning. Pruning is a deliberate act. It is not the same as just not adding. It is a decision based on the belief that in living ecosystems like schools, intentional subtraction will result in more of the long-term outcomes we truly want. It involves thinking more in the short term about what matters, and it takes seriously the need to use fewer resources than you have, not more. Fewer resources than you have, not more. We are convinced that pruning is vital to protecting and nourishing the long-term organisational health and impact of our schools. Applying the pruning principle involves understanding the three key underlying mechanisms of pruning, plus embracing the need to embed regular rhythms of pruning at different levels of our roles and influence regular rhythms of pruning at different levels of our roles and influence.
Speaker 1:In the context of horticulture, the goal of pruning is to improve a garden over time through a process of cutting back. But to do this effectively, with precision and care, and to understand how the concept of pruning could be applied to us more broadly, we need to understand the underlying mechanisms that actually produce the benefit. How is it that pruning something back can yield more fruit and lead to a healthier tree? It's both counterintuitive and intriguing. Here are the mechanisms of pruning in horticulture, and you'll soon notice how they translate directly into putting the pruning principle to work in schools. We're not talking about tools for pruning, yet. We're focusing on how pruning has its impact, the mechanisms themselves Redirecting finite energy and resources, stimulating desired new growth and reshaping for health and longevity.
Speaker 1:In a plant or garden, there are finite resources available, just as there are in our schools. The act of pruning redirects the resources that a plant has available, freeing them up so that they can make their highest possible contribution to the overall health of the plant. It's about maximizing what you can achieve with what you have Quality over quantity. Removing dead, diseased or damaged growth is the first priority when it comes to pruning a plant. Cutting off unhealthy parts of a plant stops the issue from getting worse, but crucially, it also diverts additional precious resources towards the plant's core goal trying to stay alive. It gives the plant the best chance possible for healthy, productive growth.
Speaker 1:A young plant is particularly vulnerable as it establishes itself. A young plant is particularly vulnerable as it establishes itself. Pruning plants at this stage redirects their resources to establishing strong roots, structure and foliage, so they are well placed to thrive into the future. This may mean removing growth and fruit, which can feel counterintuitive, but it's essential for making sure the plant's resources go to the place where they can have the most benefit. So how might this apply to the health of a school?
Speaker 1:In schools, we're often establishing and nurturing things that are important, that have great potential for making an impact. Applying the pruning principle in our context, whether to a program, practice, team or person, means cutting back on what is not absolutely necessary in order to focus resources on establishing a strong foundation. When done well, this can be a critical decision that ensures future longevity and impact. We start by evaluating any activities that are having a negative impact, not working or not working as well as they could be. We then decide which ones need to go so that we can redirect those valuable resources to things that will better help us meet our goals. It's important to note that pruning is not about reducing financial or human resources available to the school.
Speaker 1:Returning to the analogy of a garden, the act of pruning isn't about providing less water, sunlight or nutrients to a plant. Rather, it's about thinking about how to best redirect the existing energy and resources to the things most likely to lead to the desired impact. In educational settings, this means that we should begin pruning without fear that would lead to our resources being reduced. The act of pruning requires that the same level of resourcing should be sustained so that we have capacity to nurture what has been pruned. These three mechanisms come together to support that underlying principle that, in order to get long-term growth and long-term flourishing, we, as educators, need to consider how to deliberately cut back and cut off to secure our long-term aspirations.
Speaker 1:Where do you see opportunities to apply the pruning principle in your context? How might the notion of pruning help you unlock from an unhealthy additive mindset and explore the need to regularly strategically subtract in order to unlock future growth and vitality? Well, thanks for joining me. I hope you're getting a huge amount of value out of these ideas. One last request before you go I genuinely appreciate it if you could subscribe, rate and review this show. It's one of the easiest ways for us to get these ideas into the hands of even more educational leaders.