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Reflections on Cyclone Narelle and Leadership

I watched with interest recently as Cyclone Narelle took her time in travelling from the far north into more southern areas in WA, and noted the many reminders to be prepared as the cyclone track was updated. Being Perth based, it is rare for us to experience the direct impact of a cyclone, something that our members in the more northern parts of the state are much more familiar with. I did notice though, that the warnings were coming through for people even in Perth and to the south to be prepared, and while there is always a bit of tongue-in-cheek commentary about trampolines and garden chairs on social media, it is important to heed these as nature is highly unpredictable. While watching this all play out (with my parents in Geraldton supposedly right in Narelle’s predicted path and taking measures to be prepared for anything, us cancelling Ride Safely 2 School Day at school on Friday [there is nothing safe about riding in the dumping rain] and my friend’s 50th garden party taking place on Saturday needing to be moved indoors), I ended up reflecting on the connections between cyclones and leadership…

When Cyclone Narelle began forming and gaining intensity offshore in the West, attention shifted quickly from the abstract interest of that doesn’t affect us to the immediate thoughts: What do we know? What don’t we know? What matters most right now? What might we need to do? How can we prepare? In many ways, leadership in schools is not so different. While the context may not always be as visibly urgent as a Category 4 cyclone looming off the coast and set to bring some wild weather onto land, the responsibility to anticipate, prepare, respond, and recover to all the ‘cyclones’ that arise in school leadership is constant.

Preparing for a cyclone begins well before it arrives and it requires a measure of clarity: knowing your plans, your roles, and your priorities. In schools, this is our instructional clarity; our shared language; our routines, structures and clear processes; and the collective understanding of what good teaching and learning look like. Just as communities don’t start writing emergency plans when the winds pick up, as it is simply too late then, strong leadership in schools ensures that the foundations are already in place when uncertainty increases, as people don’t rise to the level of their aspirations; they fall to the level of their systems.

There is also a high level of discipline required in preparation for a cyclone - securing loose ends, checking supplies, and communicating early are all deliberate acts that reduce risk. In leadership, this is the quiet, often unseen work of leaders: building trust, developing people, establishing routines, and reinforcing expectations. It can feel slow and even repetitive, but it is precisely this work that holds strong when pressure builds as culture, like infrastructure, is tested in the storm, not built during it.

As a cyclone approaches, communication becomes critical with messages needing to be clear, consistent and calm. At times like this, mixed messages create anxiety; silence creates speculation, and emotiveness leads to panic. The same is true in schools in moments of challenge (whether system change, parent/community concerns or internal pressures): leaders set the emotional tone. While calm is contagious, uncertainty can be too, so the ability to communicate with clarity and steadiness is not just a skill; it is a responsibility.

And then there is the moment when the storm hits (something that those in Exmouth and surrounding areas experienced recently). Despite the best planning, there is always unpredictability. Leadership here is about presence and being visible and making decisions with the best information available. In the storms that arise in our schools, leadership is about supporting others to stay focused on what matters most. It is less about having all the answers and more about holding the line on our values, our priorities, and on people.

Importantly, the work does not end when the cyclone passes, the clean-up process lasts immensely longer than the storm itself - time is spent taking stock, checking in, repairing what needs attention, and learning from mistakes to do things differently next time (if there is one). In schools, this is our reflection both individually and collectively after a challenging situation. What worked well? What didn’t? What do we strengthen moving forward? What would we do differently? What needs to be repaired or even removed? Without this phase of reflection, our experience does not become expertise.

Perhaps most importantly, a cyclone reminds us that leadership is never a solo endeavour. Preparation, response and recovery are collective acts as no one secures a community alone. In schools, too, leadership is distributed (across teams, across classrooms, across every interaction) and, as we often say at Dayton Primary School, our team is built on the concept of Ubuntu - I am because we are- and the strength of our team depends on the contribution of each and it is in the most challenging moments where this collective strength matters most.

Leadership, like preparing for a cyclone, is not about avoiding the storm (storms definitely have a mind of their own and take their own path, as we discovered with Narelle!). It is about ensuring that when the storm comes, as it inevitably will, we are ready with our systems, our culture, and our collective capacity to respond with clarity, courage and care.

[A shout out to all the school leaders and their teams who have had to deal with the impact and aftermath of Cyclone Narelle, our thoughts are with you as you respond and recover, and a special mention to the emergency services and volunteers who step up in these moments to help out – this is important work]

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ACEL WA Educational Leadership Book Club
April 16, 2026 | 10:00am to 12:00pm
In-person at Dome Maylands (TBC) or online via Teams

It’s not long now until our ACEL WA Book Club taking place in the school holiday break.

📘 ‘The Five Dysfunctions of a Team: A Leadership Fable’ by Patrick M. Lencioni

 What holds teams back, and what helps them thrive?

At April’s ACEL WA Book Club, we’re diving into The Five Dysfunctions of a Team by Patrick Lencioni, a powerful leadership fable that unpacks the foundations of high-performing teams: trust, healthy conflict, commitment, accountability, and results.

In education, our impact is only as strong as the teams we build. This read offers a practical lens for leaders to reflect on how we work together, challenge each other, and stay focused on what matters most: improving outcomes for every student.

Join us as we explore how stronger teams lead to stronger schools.

 Steps:

1. Get your copy of ‘The Five Dysfunctions of a Team: A Leadership Fable’ by Patrick M. Lencioni (or listen to some of the available podcasts online).

2. Read the book (or part of the book) before we meet.

3. Let us know you can join us via the ACEL WA website.

4. Join other educational leaders for collegial conversation and connection.

Book Launch – Cultivating Cultures of Thinking in Australian Schools
May 1, 2026, 8.30am - 3.30pm
Crawley WA

ACEL WA is delighted to host Dr Amie Fabry PhD for a powerful one day workshop designed to elevate early childhood leadership.

Leading for the Early Years invites early childhood leaders and coordinators to attend alongside a member of their executive team to explore the pivotal role of early childhood pedagogical leadership.

Effective pedagogical leadership in the early years strengthens the quality of practice, fosters collaboration, and ensures our youngest learners thrive. Yet research shows this middle-leadership role is often misunderstood or underutilised in primary schools and educational settings.

This highly interactive workshop will:
✨ Clarify the purpose and practice of early childhood pedagogical leadership
✨ Support Early Years leaders and executive leaders to co-design roles and responsibilities
✨ Equip participants with tools to lead with clarity, confidence, and impact

If you’re committed to strengthening early years practice and building aligned leadership across your school or setting, this workshop is not to be missed.

Planning your 2026 professional learning budget? Join us and invest in elevating the leadership capacity in your early childhood team.

New ACEL WA Members

We would like to give a hearty welcome to these new and reinstated members to the ACEL WA collective. It is fabulous to have you onboard, and we look forward to connecting at an event in 2026!

  

• Keith Nicholas, John Paul College

• Bradley Hall, John Paul College

• Jo Markovic, Maddington Education Support Centre

• Ryan Gianola, Cowaramup Primary School

• Rob Dodds, Methodist Ladies College

I hope you all have a fantastic Easter break and get time to relax!

I am reachable by email if you have any questions, comments or just want to connect.

Rachael Lehr
ACEL WA Branch President